Gathering to Write in Person and Online: Comparing Two Mechanisms to Professionalize Doctoral Students

Abstract

Through their study programs, doctoral students undergo a professionalization process by developing cross-disciplinary skills (Durette et al., 2012). Primarily trained for research, they have to informally learn about the other spheres of responsibility of the researcher profession. Outside of academic settings, support mechanisms are showing positive results in terms of professionalization. Based on Albero’s (2010a, 2010b) theoretical framework, this article describes the ideal, functional reference and lived dimensions of two mechanisms: writing cafés (in person) and writing platforms (remote). The findings from two separate studies are used to assess the intentions of each mechanism and to propose student initiatives that complement institutional actions.