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dc.contributor.advisorBeatty, Paulette T.
dc.creatorThomas, Margaret Bigham
dc.date.accessioned2020-09-02T21:11:24Z
dc.date.available2020-09-02T21:11:24Z
dc.date.issued1988
dc.identifier.urihttps://hdl.handle.net/1969.1/DISSERTATIONS-782629
dc.descriptionTypescript (photocopy).en
dc.description.abstractIn most sectors of adult education, writing for publication is not emphasized. The purpose of this study was to determine what elements contributed to or detracted from publishing in the field of adult education. This study examined personal attributes of published authors, factors in the authors' work environments, and the interaction between individual attributes and work-environment factors associated with writing for publication. Telephone interviews and questionnaires were used to gather data from 43 authors who published research, literature review, practice, or perspectives articles in Volume 10 of Lifelong Learning: An Omnibus of Practice and Research. Authors described reasons they write for publication, personal attributes, obstacles in writing, work-environment factors that support and hinder publication productivity, schedules for writing, advice to aspiring authors and administrators, and advice to Lifelong Learning. Two profiles of authors, similar on 11 of the 15 categories, emerged from the study. A typical author was male, had a Ph.D. degree, selected adult education for doctoral study, attended one of many doctoral-granting institutions, worked at a university, was on tenure-track, was tenured, published first about 11 years ago, published before completing a doctoral degree, published before the article in Lifelong Learning, and wrote a perspectives article for Lifelong Learning. Differences between the profiles related to age, years since earning the highest degree, average number of publications, and writing as a sole author or co-author. Examples of authors' responses are included. Findings build upon research studies regarding publication in other fields. Writing skills and persistence were personal attributes reported most frequently by authors. Time problems were mentioned most as individual obstacles. Support factors in the work environment reported most were collegial relationships for collaboration and institutional support for scholarly writing. Hindrances in the work setting mentioned most often were time required by job duties and lack of administrative support. Response categories are include in the appendices. Recommendations for adult educators in academic and practice-oriented settings are made. Recommendations for practice are included for consideration by AAACE leaders authors, program planners, academic administrators, administrators, in practice-oriented settings, and editors.en
dc.format.extentxvi, 273 leavesen
dc.format.mediumelectronicen
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectMajor adult and extension educationen
dc.subject.classification1988 Dissertation T459
dc.subject.lcshScholarly publishingen
dc.subject.lcshAuthorshipen
dc.subject.lcshWork environmenten
dc.subject.lcshAdult educationen
dc.titleWriting for publication : personal attributes and work-environment factors associated with authors who published in an adult education journal for practitionersen
dc.typeThesisen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.namePh. Den
dc.contributor.committeeMemberErlandson, David A.
dc.contributor.committeeMemberSeaman, Don F.
dc.contributor.committeeMemberStone, Barbara N.
dc.type.genredissertationsen
dc.type.materialtexten
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries
dc.identifier.oclc20003555


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