Student–Faculty Collaborative Research: A Qualitative Study of Experiences with the Authorship Determination Process
Library and Information Science
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.
Published in Mentoring & Tutoring: Partnership in Learning, Volume 19, Issue 2, 2011, pages 179-198.
© 2011 Taylor & Francis