Student-faculty collaborative research: A qualitative study of experiences with authorship determination process

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Heather Moorefield-Lang, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Mentoring students through collaborative research can be an effective method for cultivating student development as scholars; but negotiating the division of responsibilities and recognition may be difficult due to the inherent complexities of the relationship between collaborators and the research process itself. A national sample of 440 students and faculty in education and social science disciplines described their positive and negative experiences with authorship determination in student–faculty collaborative research. Qualitative analysis of these responses revealed important themes and informed the development of suggestions for articulating authorship to avoid potential difficulties.

Additional Information

Mentoring and Tutoring: Partnership in Learning
Language: English
Date: 2011
authorship, collaborative research, mentoring, student development

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