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To Publish or not to Publish before Submission? Considerations for Doctoral Students and Supervisors

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Postgraduate research education is multi-faceted incorporating the teaching of a range of skills and study behaviours. A key skill for doctoral students is that of scholarly writing that Aitchison (2009) argues is often difficult to teach, with students unclear about the standards required for doctoral work. One benchmark of standards of academic literacy is published outputs, with Kamler (2008) pressing for greater pedagogical attention to be given to writing for publication within doctoral education. However, the case for pursuing publication as part of doctoral research experience is subject to a number of variables. This discussion paper debates some of these variables to consider writing for publication within diverse doctoral education. Features of difference will be discussed to reveal that the choice of whether or not to ‘publish as you go’ (Taylor & Beasley, 2005, p. 130) is influenced by the personal, disciplinary and institutional context that frames the doctoral undertaking.
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Keywords: PhD thesis; academic literacy; diversity; doctoral education; publication

Document Type: Research Article

Publication date: January 1, 2012

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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