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dc.contributor.authorSolli, Kristin
dc.contributor.authorNygaard, Lynn Parker
dc.date.accessioned2023-04-24T14:27:25Z
dc.date.available2023-04-24T14:27:25Z
dc.date.created2022-08-24T12:22:38Z
dc.date.issued2022
dc.identifier.citationHigher Education Research and Development. 2022, .en_US
dc.identifier.issn0729-4360
dc.identifier.issn1469-8366
dc.identifier.urihttps://hdl.handle.net/11250/3064570
dc.description.abstractThe thesis by publication (TBP) – a collection of standalone articles aimed at publication and accompanied by an explanatory narrative – has grown in popularity over the last two decades. Although research on the TBP is beginning to emerge, it is thus far fragmented. We carried out a scoping review of the literature on the TBP for the years 2000–2020 to assess the current state of knowledge about the TBP and emerging knowledge needs. We identified 65 studies that met our criteria and analyzed what kind of research is emerging (as well as where it is emerging from), what topics are covered, and what recommendations are called for. Our analysis shows that the literature has been dominated by studies focusing on individual TBP experiences and on solving practical challenges surrounding the TBP. We argue that important next steps in research on the TBP will be to move from micro-level analysis of individual experiences to more conceptual studies that seek to analyze the TBP from a meso or macro level – exploring the links between thesis format, doctoral education, and the production of knowledge in a longitudinal perspective.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesHigher Education Research and Development;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleThe doctorate in pieces: a scoping review of research on the PhD thesis by publicationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.1080/07294360.2022.2110575
dc.identifier.cristin2045604
dc.source.journalHigher Education Research and Developmenten_US
dc.source.pagenumber16en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal