Rowena, Murray and Mary, Newton and , British Academy (Funder) (2009) Writing retreat as structured intervention : margin or mainstream? Higher Education Research and Development, 28 (5). pp. 541-553. ISSN 0729-4360Full text not available in this repository. (Request a copy from the Strathclyde author)
Academics across the world face increasing pressure to publish. Research shows that writing retreats have helped by creating dedicated writing time and building collegiality. A new form of 'structured' writing retreat was created to increase its impact by taking a community of practice approach. This paper reports on an evaluation, funded by the British Academy, in which participants were interviewed one year after structured retreat. They reported many changes in their approaches to writing and in their sense of themselves as writers and some of these changes were sustained on return to campus. This paper argues that structured retreat increases learning through participation and helps academics to mainstream writing in their lives and careers. We conclude by suggesting that, since publishing is a mainstream academic activity, it makes sense to mainstream this intervention in academic careers.
|Keywords:||community of practice, evaluation, legitimate peripheral participation, writing for publication, Education (General), Education|
|Subjects:||Education > Education (General)|
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Social Work and Social Policy > Sociology|
|Depositing user:||Dr Rowena Murray|
|Date Deposited:||15 May 2010 13:14|
|Last modified:||04 May 2016 16:26|