Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity
通过访谈专业学者并运用主题分析，揭示了作者身份的语义层面（如作者信心、所有权）和潜在层面（如隐性学习、身份协商），为改进学术写作教学提供依据。
Research on authorial identity has focused almost exclusively on the attitudes and beliefs of students. This paper explores how academics understand authorial identity in higher education. Semi-structured interviews were conducted with professional academics and analysed using thematic analysis, identifying themes at two levels. At the semantic level was a main theme called ‘the authorial writer’, with five subthemes: ‘authorial confidence’, ‘valuing writing’, ‘ownership and attachment’, ‘authorial thinking’, and ‘authorial goals’. At the latent level were two integrative themes: ‘tacit learning’ and ‘negotiating identities’. The semantic subthemes represent attributes that could be targets for pedagogic interventions. The integrative themes suggest processes in the development of authorial identity, which can inform more effective teaching. By identifying attributes and processes associated with authorial identity, these findings help towards a psychological understanding of authorial identity, informing development of more effective pedagogy to help students improve their academic writing and avoid plagiarism.