Professor and Student Perspectives on Collaborative Writing at the Graduate Level by Anita Helen ...

344 Pages·2013·1.44 MB·English

Professor and Student Perspectives on Collaborative Writing at the Graduate Level
by
Anita Helen Ens

A Thesis submitted to the Faculty of Graduate Studies of
The University of Manitoba
In partial fulfillment of the requirements of the degree of

DOCTOR OF PHILOSOPHY

Faculty of Education
University of Manitoba
Winnipeg

Copyright © 2013 by Anita Helen Ens
GRADUATE LEVEL COLLABORATIVE WRITING
Abstract 
The purpose of this study was to determine professor and student knowledge of, attitudes
towards, and experiences with graduate level collaborative writing in Canadian
universities. Data were gathered from professors and students in Engineering, Business,
Education, Biology, English, and History. A mixed methods approach using two surveys
and eighteen interviews was employed to explore four research questions. The surveys
were analyzed deductively. Interviews were analyzed inductively and deductively.
Results indicated that collaborative writing is practiced at the graduate level in a variety
of ways. Professors and students described collaborative writing as mentorship, in the
context of coursework, and as coauthorship for publication. In addition, a significant
relationship was found between graduate students writing collaboratively and discipline.
The relationship between professors assigning collaborative writing and discipline was
also significant. Disciplinary differences were supported by and explored through
interview data. Views in the academy seem to be shifting. Although solitary writing is the
norm and highly valued in the humanities, participants in this study indicated an openness
and desire to include collaborate writing in their graduate level experiences. In fields
where collaborative writing is the norm, participants noted areas to address in order to
increase its effectiveness. This study has implications in the areas of pedagogical change,
technology, and the mandate of higher education.

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GRADUATE LEVEL COLLABORATIVE WRITING
Acknowledgements 
Given the topic of this dissertation, it will come as no surprise that I have many
people to thank for their contributions to my thinking and writing. I am grateful to the
study participants who freely offered their views and their time despite hectic schedules.
Their words enliven this paper.
I would also like to acknowledge the input of my doctoral committee: Dr. Stan
Straw, Dr. Gestný Ewart, and Dr. Zana Lutfiyya. Their fine eyes, analytical insight,
constructive feedback, and collegial support were much appreciated. The contributions of
the external examiner, Dr. Andrea Lunsford, were valued as well. I was fortunate to have
her comments from the perspective of a coauthor of one of the seminal works in
collaborative writing.
Members of my doctoral cohort in language and literacy offered timely support. I
appreciated the discussions of theory and practice with Karen Boyd, Allyson Matczuk,
and Warren Nickerson in settings furnished with food and levity. As I wrote my
dissertation, the ongoing interaction with and support of Karen Boyd were invaluable.
Thanks for offering advice, sharing laughs and irritations, and pulling me out of some
deep pits, Karen.
My family shared with me the fun behind the scenes. Thanks to my mother, Anna
Ens, for reading sections of draft text. For their patience, encouragement, and love, I
thank Anna and Adolf Ens, David Unger, and Zoe and Benjamin Cressman.
Thanks to the University of Manitoba Faculty of Graduate Studies for financial
support through the University of Manitoba Graduate Fellowship through my years of
study.
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GRADUATE LEVEL COLLABORATIVE WRITING
Table of Contents 
Abstract   ii 
Acknowledgements  iii 
List of Tables  xiii 
List of Figures  xv 
Chapter 1: Introduction 
Purpose of the Study  8 
Research Questions  8 
Significance of the Study  9 
Scope of the Study  10 
Terms Important to this Study  11 
Alphabetical Definition of Terms  15 
Chapter 2: Literature Review 
Theory  18 
Collaborative Writing Defined  21 
Studies and Reports on Collaborative Writing  26 
Search Methods  26 
Faculty and Collaborative Writing  27 
Faculty writing together  27 
Authorship  27 
Writing Process  29 
Reflections  30 
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GRADUATE LEVEL COLLABORATIVE WRITING
Faculty writing with students  34 
Discussion of Studies of Faculty  40 
Benefits of writing collaboratively  40 
Group cohesion  42 
The use of metaphors  43 
Graduate Students and Collaborative Writing  43 
Doctoral writing groups  44 
Research writing teams  47 
Research using surveys  54 
Collaborative writing in courses  57 
Technology  60 
Discussion of Studies of Graduate Students  66 
Knowledge construction  67 
Psychosocial support  68 
Acculturation to academic norms  69 
Academic constraints   69 
Technology  70 
Conclusions  70 
Chapter 3: Methods 
Research Questions  74 
Design  74 
Justification of Mixed Methods Approach  75 
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GRADUATE LEVEL COLLABORATIVE WRITING
Context of the Study  77 
Study Participants for Quantitative Measures  78 
Independent Variables for Professors  78 
Dependent Variables for Professors  79 
Independent Variables for Graduate Students  79 
Dependent Variables for Graduate Students  79 
Instrumentation for Quantitative Measures  79 
Procedures for Quantitative Measures  82 
Study Participants for Qualitative Measures  85 
Instrumentation for Qualitative Measures  86 
Procedures for Qualitative Measures  86 
Data Analysis  88 
Limitations  90 
Chapter 4: Results 
Professor Data  92 
Professor Participant Profiles  93 
Research Question 1: What are Professor Experiences of Collaborative Writing?  100 
Professors who had not written collaboratively professionally  100 
Professors who had written collaboratively professionally  103 
Collaborators  104 
Product  105 
Process  106 
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GRADUATE LEVEL COLLABORATIVE WRITING
Evaluation  109 
Context  110 
Professor experiences of writing with colleagues  112 
Professor experiences of writing with graduate students  115 
Mentorship  115 
Dialogic collaborative writing  116 
Discussion and connections to the literature  117 
Research Question 2: What are Professor Experiences of Assigning Collaborative Writing 
to Students   119 
Data from professors who do assign collaborative writing to students  122 
Data from professors who do not assign collaborative writing to students  129 
Discussion and connections to the literature  132 
Research Question 3: What are Professor Attitudes towards Collaborative Writing?  135 
Professor attitudes regarding own collaborative writing  137 
Professor attitudes towards collaborative writing of graduate students  140 
Professor attitudes towards writing with graduate students  147 
Professor attitudes in the context of discipline  149 
Discussion  151 
Research Question 4: What are Perceived Benefits and Challenges of Collaborative 
Writing?  152 
Benefits  152 
Relational  153 
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GRADUATE LEVEL COLLABORATIVE WRITING
Learning  153 
Mentorship  154 
Practical  154 
Challenges  155 
Authorship  156 
Relational  157 
Assignments  157 
Context  158 
Discussion and connections to the literature  159 
Technology and Collaborative Writing  162 
Graduate Student Data   168 
Student Participant Profiles  169 
Interviewed students who had not written collaboratively  171 
Interviewed students who had written collaboratively   172 
Research Question 1: What are Graduate Student Experiences of Collaborative Writing?   173 
Students who had not written collaboratively in graduate studies  176 
Students who had written collaboratively in graduate studies  179 
Survey data  179 
Collaborators  179 
Product  180 
Process  185 
Evaluation  190 
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GRADUATE LEVEL COLLABORATIVE WRITING
Context  190 
Interview Data  191 
Student experiences of writing with professors  192 
Student experiences of writing with each other  194 
Discussion and connections to the literature  197 
Research Question 3: Graduate Student Attitudes towards Collaborative Writing  202 
Survey Data  202 
Favorable  206 
Two minds are better than one  206 
Mentorship  207 
Interpersonal factors  207 
Unfavorable  207 
Logistics  207 
Control and contribution   209 
Both/it depends  210 
Logistics  210 
Control and contribution  210 
Collaborators  211 
What counts as collaborative writing  211 
Interview Data  212 
Attitudes of students who had written collaboratively  213 
Attitudes of students who had not written collaboratively  215 
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GRADUATE LEVEL COLLABORATIVE WRITING
Student views on disciplinary differences  217 
Student views on authorship  221 
Student views on power  224 
Discussion and connections to the literature  227 
Research Question 4:  What are Graduate Student Perceived Benefits and Challenges of 
Collaborative Writing?  231 
Benefits  231 
Learning  232 
Interaction  233 
Quality and ease of writing  234 
Future practice  235 
Challenges  235 
Survey Data  236 
Logistics  236 
Writing skills  236 
Process  237 
Interaction  237 
Authorship  238 
Interview Data  238 
Logistics  238 
Relationships   239 
Writing  239 
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