PretoriusBurford

Learning about Academic Publishing through Collaborative Online International Learning

The project addressed a significant challenge in higher education: enhancing doctoral students' academic writing and publication skills, essential for their success and professional identity. Recognising the complexities and anxieties tied to educational publishing, the research aimed to alleviate these pressures by improving students' abilities to write for publication, thus fostering a stronger sense of academic belonging and career development. Through a Collaborative Online International Learning (COIL) initiative, doctoral students from Monash University and the University of Warwick collaborated on writing and publishing a peer-reviewed article, guided by experienced academic staff. This partnership leveraged the expertise of both institutions to offer a transdisciplinary, cross-cultural learning experience that extended beyond traditional disciplinary boundaries.

The project’s core objective was to create a supportive and collaborative environment where students could engage deeply with the publication process. It also focused on real-world impact, equipping students with essential skills for their future academic careers. The project aimed to improve students' writing proficiency, employability, and scholarly recognition by demystifying the publication process and reducing anxieties. Moreover, the collaborative nature of the initiative helped foster a sense of community and agency among the students, enabling them to see themselves as active contributors to academia.

A significant aspect of the project was its potential for long-term impact. By developing and evaluating the COIL writing group model, the project team created a framework that could be replicated for future international collaborations. The resources produced, such as seminars, learning materials, and briefings, will continue to benefit future doctoral students at both Monash and Warwick. Additionally, the project contributed to broader efforts to reform doctoral education, particularly in addressing isolation and supporting students’ well-being.

Principle applicants

Lynette Pretorius

Dr Lynette Pretorius

Lecturer (Education-Focused)

School of Curriculum, Teaching and Inclusive Education

Monash University

James Burford

James Burford

Associate Professor

Doctoral Education and
Academia Research Centre
(DEAR), Department of
Education Studies

University of Warwick

Co-applicants

Monash University

Dr Michael John Henderson,  School of Curriculum, Teaching and Inclusive Education

University of Warwick

Dr Sara Hattersley, Academic Development Centre