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)