Writing through theoretical frameworks in the doctoral classroom

Abstract

PurposeMany doctoral students apply theoretical frameworks to writing assignments as part of their academic coursework and, later, in the practice of analyzing and reporting research. However, students often struggle to effectively apply theoretical frameworks to their writing processes. Thus, as one way of contributing to the writing pedagogies of doctoral-level instructors, the purpose of this study is to explore doctoral students’ learning experiences with analyzing and reporting organizational data using theoretical frameworks.Design/methodology/approachThis study examines the perspectives of 29 doctoral students through analytical papers and reflections, letters and interviews.FindingsFive themes within the context of current literature on writing were identified. These included students experiencing discomfort, even fear, about writing; students needing to write and receive honest feedback to learn how to write; the need for an instructional process that moves from conceptual to detailed instructions; understanding that writing has conceptual and skills implications that cannot be achieved in a single class; and the analytical writing process contributes to an understanding of the complexity of holding a doctoral degree.Practical implicationsThe findings demonstrate the importance of helping doctoral students gain confidence and improve writing with theoretical frameworks, which can be accomplished with structured formats, through repetition and from instructor feedback.Originality/valueThis study offers unique insights into the challenges that doctoral students face when writing through theoretical frameworks and how instructors can interact with and potentially improve students’ writing skills and abilities.