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Hvordan kan kriterier for ph.d.-bedømmelser danne grundlag for ph.d.-uddannelse? Pædagogiske perspektiver af en analyse af 41 ph.d.-bedømmelser fra et humanistisk fakultet

Pointen i denne artikel er at indholdet i ph.d.-bedømmelser kan og bør have pædagogiske implikationer for ph.d.-skrivning og ph.d.-vejledning. For at skabe grundlag for sådanne implikationer har vi analyseret 41 ph.d. bedømmelser fra 2009 på Det Humanistiske Fakultet med henblik på at identificere styrker og svagheder i afhandlingerne. Analysen er baseret på international empirisk forskning i ph.d.-bedømmelser. Analysen viste tydelige mønstre i bedømmelserne: Mens afhandlingernes analysedel vurderes meget positivt, samler kritikken sig om de afsnit hvor afhandlinger skal trække de store linjer op: forskningsoversigt hvor eget bidrag skal positioneres i forhold til feltets litteratur, og diskussionen hvor analysens resultater skal sættes i sammenhæng med det øvrige felts teorier og metoder. Vi afslutter artiklen med forslag til ph.d.-studerende, vejledere/undervisere, bedømmere og ph.d.-administration og -forskerskole.  In an alignment perspective, PhD  thesis examination reports contain valuable information and implications for PhD thesis writing and supervision. The basis of this article is an analysis of a total of 41 PhD examination reports from one humanities department, identifying criteria for positive and negative evaluative comments. The method of analysis is adapted from methods of examination report analysis developed primarily by the Australian SORTI group of examination report researchers. Our analysis shows a pattern: While analysis and empirical work are positively evaluated with few critical comments from examiners, negative comments centre on the PhD candidates’ depiction of ”The big picture” of their research: literature review and critical appraisal and discussion where results are placed, positioned and contextualised within the field. We conclude with pedagogical recommendations for PhD-students, supervisors and –educators, examiners and graduate schools

Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education

At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.Wissenschaftliches Schreiben an europäischen Hochschulen ist eine herkömmliche Form des Lernens, Prüfens und autonomen Studierens, auch wenn es in einer impliziten, eher auf Tradition denn auf bewusster Didaktik beruhenden Weise eingesetzt wird. Wenig auf systematische Weise erhobenes vergleichendes Wissen gibt es bislang über Schreibpraktiken, Genres und schreibdidaktische Ansätze in Europa und das, was an Wissen existiert ist oft in den nationalen Sprachen verfasst, die nicht mit internationalen Terminologien und Theorien der Schreibwissenschaft verbunden sind. Der vorliegende Band untersucht Schreibkulturen in Europa Land für Land und berichtet was jeweils hervorsticht. Die Berichte basieren auf einer 17-Item Themenliste, nach der die Autorenteams Daten über ihr jeweiliges Land sammelten, bevor sie es zu einem Bericht synthetisierten. Neben Schreibpraktiken und Genres werden dabei die Struktur des jeweiligen Bildungssystems, die verwendeten Sprachen und die besondere Schreibdidaktik hervorgehoben. Anmerkung: Das Projekt wurde im Rahmen der COST Aktion IS0703 “European Research Network on Learning to Write Effectively” durchgeführt, das von der EU finanziert wird. Wir bedanken uns bei Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber und David Russell für ihre Unterstützung und Mitwirkung in diesem Projekt.At European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project

UDVIKLING AF KOMPETENCE I OPGAVESKRIVNING HOS UNIVERSITETSSTUDERENDE

Writing skills in higher education means that the student knows, handles and respects the sources of the field, knows the conventions and formats, is able to present knowledge in a context chosen by the student, can combine elements of tradition with elements of innovation within the field studied, is able to metacommunicate about his own text in his own text and about the texts, theories and methods of the subject matter, and can differentiate between and qualify some sources, and criticize and distance himself from others. The competent academic writer has »taken theuniversity in« and identified with the conventions and norms of scientific writing, yet is able to distance himself sufficiently from authorities to transform, debate, diffentiate between and critisize them. American and British research has shown that academic writing is best learned within a process-oriented pedagogical setting where the participants write on-the-spot, and comment on their own and other students' work-in-progress. At the Communication Skills Centre, Copenhagen University, academic writing is taught using model-examples and mutual feedback in order totrain the important metacommunicative competence.Opgaveskrivningskompetence på de videregående uddannelser vil sige at den studerende kender, bruger og respekterer sit fags tekster, konventioner og formater, kan præsentere (dele af) sin viden i en selvvalgt sammenhæng, kan forene elementer af tradition og fornyelse i forhold til sit faglige felt, kan metakommunikere i forhold til egen tekst, fagets tekster, teorier og metoder, og kan selektere, kritisere og distancere sig. Den kompetente opgaveskriver har både »taget universitetet på sig« og identificeret sig med dets normer, og formår at adskille sig nok fra de læste tekster og fra lærere og vejledere til at bruge, diskutere, nuancere og kritisere dem. Amerikansk og engelsk forskning har vist at opgaveskrivning bedst læres med en pædagogik der indebærer deltagernes procesorienterede arbejde med selv at skrive, og med at kommentere egen og andres opgavetekst. På Formidlingscentret, Københavns Universitet, underviser vi i opgaveskrivning med mest mulig brug af kommentering af modeleksempler og gensidig feedback på de studerendes tekster for at træne den afgørende metakommunikative kompetence