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This study investigated the epistemic conventions of pedagogical practices in higher education (HE) from the viewpoints of lecturers. Phenomenological design, focusing on semi- structured interview guide, was considered for the study. Through the purposive sampling technique, 15 lecturers from three departments of institution of higher learning were considered for the study. The study utilised emerging themes as an analytic procedure. Analysis focused on two principal domains: Peripheral Academic Writing Practices with focus on Pedagogy (PAWP-P), and Actual Academic Writing Practices focusing on Pedagogy (AAWP-P). In terms of PAWP-P, lecturers considered students’ ability to engage in self-regulated practices such as perusing course outline, concomitant with reading and making their own notes prior to lectures to be momentous pedagogical practices. Also, in tandem with AAWP-P, lecturers placed dialogue, argument, meaning making, and criticality (i.e. analysis, evaluation, and creation) as requisite pedagogic practices in HE. In addressing the pedagogical limitation in Lea and Street’s (1998) academic literacies model, the finding of this study helps to build on the model; hence, in this study, Lea and Street’s (1998) academic literacies model is reconceptualised as academic socialisation, with three developmental overlapping orbitals: electromagnetic wave, normative socialisation and academic literacies socialisation. Management in HE should prioritise the teaching of Information Literacy and Language Literacy courses such as Communicative Skills (variously expressed elsewhere as Use of English, Writing across the Curriculum, General Composition, and Academic Writing).
Francis et al. (Sat,) studied this question.