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Students' ways of experiencing writing a bachelor's thesis: a phenomenographic interview study
Stockholm University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-1537-2697
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Number of Authors: 52023 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 42, no 7, p. 1640-1653Article in journal (Refereed) Published
Abstract [en]

A bachelor’s thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students’ ways of experiencing the writing process at the halfway stage, a stage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysis of the data represents an outcome space with four categories of ways of experiencing writing: A. StructureB. ComparisonC. Shift, and D. Relation. The categories of ways of experiencing the writing of a bachelor’s thesis constitute a range of foci, from solitary writing and assurance of the textual structure to a shared understanding, discussion, and transformation. This study confirms that sharing the preparation of texts in groups at the halfway stage can promote academic and relational skills. Conclusions address the nature of academic writing at the halfway stage and discuss potential pedagogical implications of the transformation from writing for oneself to writing for others, across disciplines and beyond academic levels.

Place, publisher, year, edition, pages
2023. Vol. 42, no 7, p. 1640-1653
Keywords [en]
Academic writing, phenomenography, student experience
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-215981DOI: 10.1080/07294360.2023.2174085ISI: 000937832200001Scopus ID: 2-s2.0-85148645411OAI: oai:DiVA.org:su-215981DiVA, id: diva2:1750683
Available from: 2023-04-14 Created: 2023-04-14 Last updated: 2023-09-11Bibliographically approved

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Scheja, Max

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  • de-DE
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