I'm sure I can write! Writing confidence and other factors which influence academic output

Brian Hemmings; Russell Kay

I'm sure I can write! Writing confidence and other factors which influence academic output

Brian Hemmings, Russell Kay

Education

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

In this study, a sample of Australian academics (N=205), from a single institution, was used to identify variables which predict academic output over the span of an individual's career. The predictors included gender, qualifications, rank, and expressed writing confidence. Structural equation modeling revealed that, for both genders, expressed writing confidence was the most important predictor of academic output, but a different pattern of relationships emerged for male and female academics. The results have implications for both institutional policies designed to produce research output and for strategies to promote gender equity.

Original language	English
Title of host publication	The College Teaching and Learning (TLC) Conference European Applied Business Research (EABR) Conference
Editors	Ron Clute
Place of Publication	Littleton,Colorado, USA
Publisher	Clute Institute
Pages	1-11
Number of pages	11
Publication status	Published - 2007
Event	College Teaching and Learning (TLC) Conference and European Applied Business Research (EABR) Conference - Ljubljana, Slovenia Duration: 11 Jun 2007 → 13 Jun 2007

Conference

Conference	College Teaching and Learning (TLC) Conference and European Applied Business Research (EABR) Conference
Period	11/06/07 → 13/06/07

Access to Document

CSU261559Accepted author manuscript, 245 KB

Cite this

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title = "I'm sure I can write! Writing confidence and other factors which influence academic output",

abstract = "In this study, a sample of Australian academics (N=205), from a single institution, was used to identify variables which predict academic output over the span of an individual's career. The predictors included gender, qualifications, rank, and expressed writing confidence. Structural equation modeling revealed that, for both genders, expressed writing confidence was the most important predictor of academic output, but a different pattern of relationships emerged for male and female academics. The results have implications for both institutional policies designed to produce research output and for strategies to promote gender equity.",

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author = "Brian Hemmings and Russell Kay",

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year = "2007",

language = "English",

pages = "1--11",

editor = "Ron Clute",

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Hemmings, B & Kay, R 2007, I'm sure I can write! Writing confidence and other factors which influence academic output. in R Clute (ed.), The College Teaching and Learning (TLC) Conference European Applied Business Research (EABR) Conference. Clute Institute, Littleton,Colorado, USA, pp. 1-11, College Teaching and Learning (TLC) Conference and European Applied Business Research (EABR) Conference, 11/06/07.

I'm sure I can write! Writing confidence and other factors which influence academic output. / Hemmings, Brian; Kay, Russell.

The College Teaching and Learning (TLC) Conference European Applied Business Research (EABR) Conference. ed. / Ron Clute. Littleton,Colorado, USA : Clute Institute, 2007. p. 1-11.

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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N1 - Imported on 03 May 2017 - DigiTool details were: publisher = Littleton,Colorado, USA: Clute Institute, 2007. editor/s (773b) = Clute, Ron; Event dates (773o) = 11-13 June 2007; Parent title (773t) = College Teaching and Learning (TLC) Conference and European Applied Business Research (EABR) Conference.

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AB - In this study, a sample of Australian academics (N=205), from a single institution, was used to identify variables which predict academic output over the span of an individual's career. The predictors included gender, qualifications, rank, and expressed writing confidence. Structural equation modeling revealed that, for both genders, expressed writing confidence was the most important predictor of academic output, but a different pattern of relationships emerged for male and female academics. The results have implications for both institutional policies designed to produce research output and for strategies to promote gender equity.

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Y2 - 11 June 2007 through 13 June 2007

ER -

I'm sure I can write! Writing confidence and other factors which influence academic output

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