Supporting Graduate Student Scholarly Writing Growth: Learner Perspectives on the Tasks Ahead

Barbara D Holmes

doi:10.4236/ojl.2022.111002

Abstract

This qualitative study explores academic writing experiences of graduate students enrolled in a Master of Organizational Leadership Education program. Participatory action research method was employed to connect with students and gain insight into writing anxiety and barriers to the development of scholarly identity. Four emergent themes describe participant experiences associated with addressing writing concerns and anxieties: 1) Scholarly writing challenges are not delimited by age, gender, or professional experience, 2) The shift from informal writing to formal writing is cumbersome, 3) Academic writing negatively affected self-efficacy, and 4) Organizing the manuscript narrative presented the most difficult challenge. Feedback from graduate students tasked with academic writing indicates that academic writing instruction should start earlier in instructional programs and faculty should work as writing partners with emergent academic writers. Implications: Graduate preparation programs should emphasize the critical importance of academic writing development for successful matriculation in advanced study.

Highlights

This qualitative study explores academic writing experiences of graduate students enrolled in a Master of Organizational Leadership Education program
Participatory action research method was employed to connect with students and gain insight into writing anxiety and barriers to the development of scholarly identity
Four emergent themes describe participant experiences associated with addressing writing concerns and anxieties: 1) Scholarly writing challenges are not delimited by age, gender, or professional experience, 2) The shift from informal writing to formal writing is cumbersome, 3) Academic writing negatively affected self-efficacy, and 4) Organizing the manuscript narrative presented the most difficult challenge

Summary

Introduction

This qualitative study explores academic writing experiences of graduate students enrolled in a Master of Organizational Leadership Education program. Woolston (2020) explained that in addition to the regular stress of graduate study, students were required to manage work-life balance issues, mental health struggles, and the challenges associated with participating in online instruction. These issues were compounded by the need to master academic writing and research issues at the same time. It became challenging to schedule interviews and many students had to revise the proposed research design and methodology These unanticipated problems in many instances were difficult to overcome. Challenges faced by students were unprecedented during the pandemic and affected a myriad of issues from work life balance to worrying about meeting the expectations of academic life

Methods

Results

Conclusion