Collaborative writing in engineering: perspectives from research and implications for undergraduate education

Gimenez, J. and Thondhlana, J. 2012. Collaborative writing in engineering: perspectives from research and implications for undergraduate education. European Journal of Engineering Education. 37 (5), pp. 471-487. doi:10.1080/03043797.2012.714356

TitleCollaborative writing in engineering: perspectives from research and implications for undergraduate education
AuthorsGimenez, J. and Thondhlana, J.
Abstract

In engineering, like in many other disciplines, collaborative writing (CW) has been identified as a central practice in both the academy and industry. A number of studies have shown that both students and professionals in this field write most discipline-specific genres collaboratively. Despite its centrality, CW in engineering is still an under-researched area with very few empirical studies on how it happens as situated practice. This article reports on a study that used a variety of data sets as its empirical base to examine CW in four schools of the faculty of engineering at a university in the UK. It also reports on the views of CW in the workplace that lecturers involved in industry hold. The article aims at contributing to the understanding of CW in engineering by identifying its role, nature and dynamics. It also examines pedagogical implications resulting from the study with a view to making a contribution to developments in writing in engineering education. The article finishes by making a number of recommendations for future research.

Keywordscollaborative writing, nature and dynamics of collaborative writing, models of collaborative writing, engineering education
JournalEuropean Journal of Engineering Education
Journal citation37 (5), pp. 471-487
ISSN0304-3797
Year2012
PublisherTaylor & Francis
Digital Object Identifier (DOI)doi:10.1080/03043797.2012.714356
Publication dates
Published2012

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