New technology encourages the dissemination of doctoral research. However, theses are not normally written in a style that is appropriate for dissemination in conferences, journals or textbooks. As Luey (1990) points out, 'Textbooks differ in the level of difficulty, in format, and in the degree of illustrations . . .' (p. 121) as well as in their audiences. The same is true of articles. Many of the chapters in this text-book are based upon previously published articles. Some of these were written for postgraduates, some for academics in general and some for specialists. But, in writing this text, I have had to rewrite them all to make them more suitable for a mixed audience.
Dinham and Scott (2001) reported on the percentages of graduate students carrying out certain activities to disseminate the findings of their theses. In their first study, there were 139 respondents. Sixty of these (forty-three per cent) had disseminated their findings in one or more ways: fifty-one had made conference presentations, fifty had published a journal article, nine had written book chapters, seven had written books, five had written 'dissertation abstracts', and two had published in newsletters and electronically.
In their second study, there were fifty-three respondents. Here thirty-three (sixty-two per cent) had published the results of their research in some form before graduation, and forty-one (seventy-seven per cent) since graduation. Students who were supported by their supervisors and/or institutional policies had a significantly higher rate of publication that did those who were not.
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