An Exploration of the Scientific Writing Experience of Nonnative English-Speaking Doctoral Supervisors and Students Using a Phenomenographic Approach
Table 1
Background of doctoral supervisors () and students () with respect to primary language, publishing experiences, and related perceived educational needs (frequency).
(a)
Doctoral supervisors ()
Attribute/descriptor
Frequency
Primary language Swedish
4
English as a second or third language
5
Publishing experience (y)
4 to 15 (out of 4 responses)
Peer-reviewed publications
7–65
Formal scientific writing instruction/course
None (4) 20 wk course, 10 h/wk (1)
(b)
Doctoral students ()
Attribute/descriptor
Frequency
Primary language Swedish
10
English as a second or third language
13
Publishing experience (y)
No experience (8) 0.5 to 4 (5)
Peer-reviewed publications
None (9) 1 or 2 (4)
Formal scientific writing instruction/course
None (8) 2 wk course (4) One day in research education (1)