Mentored residential writing retreats: A leadership strategy to develop skills and generate outcomes in writing for publication (original) (raw)
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Reflections On An In-House Academic Writing Retreat
This paper outlines some of the contemporary challenges and opportunities facing lecturers in third level education in Ireland in the area of academic writing. It is argued that nurse academics in particular are charged with the imperative to write and publish in order to foster scholarly development of what has traditionally been regarded as a practice driven vocation. Some of the challenges to academic writing as identified in the literature are discussed as well as measures undertaken to support this endeavour. An account is provided as to how a group of academics in one third level school are attempting to overcome personal inhibitions and resource limitations through the use of a self devised writing support group and an in-house writers retreat. Reflections on the establishment and effects of these initiatives are presented and subsequent conclusions and recommendations are made.
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The Scholarship Circle: an introduction to writing for publication for nursing faculty
Journal of the Medical Library Association, 2020
Background: This case report describes a collaborative effort between a health sciences librarian and an instructional designer to create and implement a writing professional development experience called the Scholarship Circle. It was aimed at increasing scholarly productivity by junior and nontenure-track faculty in a college of nursing.Case Presentation: The Scholarship Circle activities were carried out in a synchronous and an asynchronous online environment over ten weeks and included weekly lectures from nurse-scholars, discussions and peer reviews, and writing support from the librarian. The Scholarship Circle designers surveyed participants before and after the course to explore faculty perceptions and conducted a bibliographic analysis to gauge increases in scholarly productivity.Conclusions: While both tenure-track and nontenure-track faculty perceived lack of time as a significant barrier to publication, only nontenure-track faculty perceived lack of writing experience an...
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To write or not to write: a nurse's account of writing for publication
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Writing for publication is often seen as an arduous, daunting task reserved mainly for those in academia. This paper represents the first author's experience over the past 2 years of working on writing papers for publication in the context of personal and academic development. The aim is to reflect on the first author's journey towards publication with the intention of encouraging nursing staff to make their work visible and validate their practice through publication. This personal journey was made easier by the encouragement, help and support of the second author, a university lecturer acting as a mentor, advisor and critical friend. This paper is also intended to assure and give courage to those who have considered writing about their practice but are reluctant to do so.
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Journal of Community and Health Sciences, 2010
Introduction:Strategies for improving the publication output of academics are an essential component of research directives at tertiary institutions. The aim of this report was to highlight the effects of a writing retreat as an intervention strategy used by a university faculty to improve academic publication output. The strategy used included a structured programme over a period of three days guided by a facilitator. Methods:The report uses a qualitative design to report the effects of the writing retreat on the participants. Results:The major themes that emerged were reviewing and critical reading, writing for publication, personal growth and confidence, dedicated time, peer mentoring, programme structure and facilitation, and future directives. Conclusion:From the feedback obtained, it is evident that strategies such as a writing retreat, provide academics with an opportunity to produce articles that are a benefit to the authors’ career trajectories as well as the institutional ...
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Developing a culture of publication: a joint enterprise writing retreat
Journal of Applied Research in Higher Education, 2015
Purpose – Many students irrespective of level of study produce excellent course work which, if given support and encouragement, could clearly be of a publishable standard. Academic staff are expected to produce quality publications meeting peer-review standards although they may be relatively novice authors. All are engaged in some aspects of academic writing practices but not as frequently involved in co-production of publications emanating from student work. This activity is still at the margins of much of the student experience. The paper aims to discuss these issues. Design/methodology/approach – Mindful of these issues, the authors designed and offered a writing programme including a writing retreat. This brought together undergraduate and postgraduate students from a range of applied disciplines (health and art, design and architecture) and their supervisors with the aim of co-producing publications and participating in a community of scholarly practice. The project was delive...
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Writing Retreats to Improve Skills and Success in Higher Qualifications and Publishing Author
Overview In this guide we discuss how residential writing retreats support academic staff, particularly those from the institute of technology and polytechnic (ITP) sector, to improve academic writing skills and to progress a writing project towards publication. Success in scholarly written expression is, of course, an important end goal in and of itself for academics, and the outputs described here testify to the initiative"s effectiveness. However, a key motivation in our review of participants" experiences was our interest in the follow-on effect of how improved research and writing skills contribute to their teaching and student outcomes. Feedback from staff who had attended the four writing retreats offered to date by our institution, and also from staff who had participated in a parallel inquiry into the research/teaching and learning nexus, suggested a strong connection between these two things, partly as a result of learning about giving and receiving feedback. Ach...
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