Doctoral students’ publication and editorial feedback experiences: A phenomenological inquiry

Doctoral students’ publication and editorial feedback experiences: A phenomenological inquiry

We explored 12 doctoral students’ experiences with research and publication, including the editorial feedback process. Findings highlight the university's research climate/culture, the training strategies employed, critical learning experiences, support and resources, and doctoral students’ mea...

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Veröffentlicht in:Counselor education and supervision 2022-06, Vol.61 (2), p.174-192
Hauptverfasser: Lee, Injung, Duys, David K., Wood, Susannah M.
Format: Artikel
Sprache:eng
Schlagworte:
College Environment
Counselor education
Doctoral Students
editorial feedback
Feedback (Response)
Graduate students
Learning Experience
Mentors
research training
Student Attitudes
Student Research
Training
Writing for Publication
Writing Strategies
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Zusammenfassung:We explored 12 doctoral students’ experiences with research and publication, including the editorial feedback process. Findings highlight the university's research climate/culture, the training strategies employed, critical learning experiences, support and resources, and doctoral students’ meaning‐making of their experience. Implications for mentoring, training conditions, and professional writing orientation strategies are provided.
ISSN:0011-0035
1556-6978
DOI:10.1002/ceas.12235