Author(s)

Barbara D. Holmes

Leadership Education Department, Winona State University, Winona, MN, USA.

This qualitative study explores academic writing experiences of graduate students enrolled in a Master of Organizational Leadership Education program. Participatory action research method was employed to connect with students and gain insight into writing anxiety and barriers to the development of scholarly identity. Four emergent themes describe participant experiences associated with addressing writing concerns and anxieties: 1) Scholarly writing challenges are not delimited by age, gender, or professional experience, 2) The shift from informal writing to formal writing is cumbersome, 3) Academic writing negatively affected self-efficacy, and 4) Organizing the manuscript narrative presented the most difficult challenge. Feedback from graduate students tasked with academic writing indicates that academic writing instruction should start earlier in instructional programs and faculty should work as writing partners with emergent academic writers. Implications: Graduate preparation programs should emphasize the critical importance of academic writing development for successful matriculation in advanced study.

Academic Writing Development, Scholarly Identity, Organizational Leadership Development, Graduate Student Writing

Holmes, B. (2022) Supporting Graduate Student Scholarly Writing Growth: Learner Perspectives on the Tasks Ahead. Open Journal of Leadership, 11, 13-18. doi: 10.4236/ojl.2022.111002.