How do we support the scholarship of education-focused academics in research-intensive universities? A scholarly writing group model

The roles of education-focused academics in research-intensive universities are transforming. Expectations of research output for education-focused academics remain opaque but comprise a significant weighting for academic promotion. Yet education-focused academics cite teaching responsibilities as a barrier to scholarly writing and research output. Scholarly writing groups have proven to engage education-focused academics to improve their writing skills and research productivity and advance their careers. We developed a scholarly writing group model based on the literature, professional practice, and a pilot study. The model proposes six factors required to foster effective scholarly writing groups: space, licence, accountability, identity, peer support, and reflection. We sought to validate this model by implementing a scholarly writing group and surveying participants about their experience before and after. Over 14 months, the group met regularly to provide support, feedback, and accountability for members working towards their writing goals. The model included a facilitator who guided the group and ensured sessions were productive and supportive. We find evidence that five factors: space, licence, accountability, identity, and peer support, are central to the effectiveness of scholarly writing groups. The extent to which reflection plays a role in the individual or mutual success of scholarly writing groups remains to be seen.