Humanities and Social Science Dissertations Published by University Presses: 2010–2014, Exploratory Observations (original) (raw)
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Publishing Research Quarterly, 2018
Dissertations constitute a major characteristic of doctoral studies, culminating in a contribution to knowledge in academic disciplines. Representative of emerging methodological approaches and insights into current trends and schools of thought, in the humanities and social sciences, they can become the foundation for more research, refinement, resulting in a revised manuscript for publication as a book/monograph. For academic historians, dissertations, when revised become their first major scholarly contribution. University press books in history originating from revised dissertations [RD's] for the years 1998-2013 were chosen for their intellectual and bibliographical characteristics, especially for disciplinary or inter/multidisciplinarity. Among findings, Interdisciplinary research is prominent, Eurocentric, and North American focused. Average pages per book is 200-299 and average price is $66.80. Presses are specialized and offset Cambridge and Oxford dominance in overall history publication. Moreover, [RD's] appearing in area and subject studies constitute a strong focus. Keywords Characteristics Á Disciplinary Á Books Á Dissertations Á History Á Inter/multidisciplinarity Academic historians consider the book or precisely, the monograph, the gold standard [13]. The expeditious nature of article publication permits rapid dissemination without investing a massive amount time for a book-length work [3]. For post-doctoral historians, the first book, or monograph is de regueur, especially in the North American academic environment. The requirement of a first book to achieve tenure in research-driven universities is the driver in the production
Publishing Research Quarterly, 2018
In academia, humanists, social scientists, and those in the various sciences, write books that assume major cultural capital for promotion, tenure, and for dissemination of scholarship. For the beginning academic, doctoral education is the acculturative process by which nascent scholars achieve competence in their respective disciplines. The capstone research experience culminates in the doctoral dissertation in the humanities and social sciences, often, and with substantial revision, the first book in professorial life. This study attempts to frame the production, illustrative bibliographic characteristics, and major publishers of revised dissertations published by university and scholarly trade presses. This study is grounded in data provided by YPB's Gobi database and further articulated by utilization of the Library of Congress Classification system, and further frames the degree of interdisciplinarity, pricing, geographical concentrations, and other aspects of these books and investigates the similarities and dissimilarities between university press and scholarly trade presses. Illustrative examples display trends and provides suggestions for future analysis and research.
The Dissertation and the Archive: Governing a Field through the Production of a Genre
Comparative Education Review, 2021
The present article analyzes dissertations written by international doctoral graduates at Teachers College during the first two decades of the twentieth century. By focusing on the earliest period of the doctoral program, our work seeks to understand the role of the dissertation archive in producing and governing the emerging field of academic education research with global entanglements. Questions about what constitutes a dissertation, what counts as scholarship, and how expertise is defined were all in flux at this time. Setting the lens exclusively on international students allows us to begin to see the generation of a global language of education shaped by power/knowledge relations within academia.
The increasing prevalence of mandatory Electronic Theses and Dissertations (ETDs) policies has ushered in rather dramatic dissertation genre change. The affordances of the medium offer expanded access and audience, availability of new compositional tools, and alternate formats, the implications of which are just beginning to appear in dissertations. Through genre analysis of 14 interdisciplinary, award-wining ETDs, I consider how the discursive opportunities offered by ETDs necessarily shift the genre ecology within which dissertations develop. Further, I catalogue emerging ETD convention and address tensions between emerging and "traditional" contexts. To provide context for this study, I examine the discourse that surrounds, constitutes, and creates dissertations, including vocal arguments against ETD policies, studies supporting ETD use, and dissertation awards discourse.
portal: Libraries and the Academy, 2019
This study utilized dissertation bibliographies produced at Purdue University in West Lafayette, Indiana, a STEM-oriented university, to ascertain how well Purdue's Humanities, Social Science, and Education (HSSE) Library supports doctoral research. To examine a critical mass of data, the authors gathered all the bibliographies of dissertations written in 11 disciplines within the College of Liberal Arts in 2011 and 2015. Data for each citation included year of publication, language, format type, and local availability in print or digitally. Revealing disciplinary trends in using sources, this study provided critical information for reconceptualizing the HSSE Library's orientation to learning and research and for engaging with faculty to understand where to strengthen the library's collections.
Doctoral dissertations in humanities in Indian universities during 2010-2014
2017
Based on the bibliographic data pertaining to 5229 doctoral dissertations produced in humanities by 127 institutions during 2010 to 2014, leading institutions, subject areas, states, etc., have been identified. The dissertations belonged to 45 different subject disciplines, at an average of 116.2 doctoral dissertations in each subject field. About 1046 doctoral dissertations were produced each year at an average of about 8 dissertations from each institution. Languages & literature is the leading subject field, in which 3611 dissertations were produced. Jawaharlal Nehru University, New Delhi produced the maximum number of doctoral dissertations.
Dissertation Genre Change as a Result of Electronic Theses and Dissertation Programs
Across the Disciplines, 2015
The increasing prevalence of mandatory Electronic Theses and Dissertations (ETDs) policies has ushered in rather dramatic dissertation genre change. The affordances of the medium offer expanded access and audience, availability of new compositional tools, and alternate formats, the implications of which are just beginning to appear in dissertations. Through genre analysis of 14 interdisciplinary, award-wining ETDs, I consider how the discursive opportunities offered by ETDs necessarily shift the genre ecology within which dissertations develop. Further, I catalogue emerging ETD convention and address tensions between emerging and "traditional" contexts. To provide context for this study, I examine the discourse that surrounds, constitutes, and creates dissertations, including vocal arguments against ETD policies, studies supporting ETD use, and dissertation awards discourse.
Reimagining the role of the dissertation in Arts & Humanities (pre-corrected proof)
In this discursive chapter, an argument is established for revisiting how the undergraduate dissertation in the Arts & Humanities is placed within the whole of a program in the light of changes to the nature of being an early career researcher. Directed at academics, graduate teaching assistants and students, it provides the starting point for a discussion about how to redesign dissertation processes in such a way that students are enabled to play to their strongest researcher orientations. It does this by reviewing the situation of the dissertation in the light of the research-teaching nexus, changes to early career researcher discourses and experiences, and employability. It establishes as a key concept the importance of researcher orientations (towards: the theoretical, civic engagement, problem-solving policy, or anticipatory action and innovation) in student learning within a research intensive environment, and reviews the efficacy of the dissertation as an assessment type that materializes research-teaching linkages. The chapter suggests ways for reconsidering the dissertation within a set of pathways through the degree which plays to the researcher strengths of undergraduate students.