Writing-for-publication is a practice that doctoral students should acquire for
integration into international research culture. Publication rates and forms of
pedagogy supporting the development of publication skills for doctoral students,
however, remain inadequate worldwide. Limited data of doctoral student publication
from African universities is available in terms of publication patterns and pedagogies.
To gain insight into publication pedagogies, a top-publishing science department at
a leading African university was studied. A literature search was performed to find
journal articles linked to dissertations and the numbers and timing of publication
were documented. Supervisors and graduates from the sample were interviewed to
uncover educational strategies employed to support doctoral student publication.
Results indicate that the majority of the students published. Departmental culture
and a pedagogy of collaboration were highlighted as aspects encouraging students
to publish. These results indicate that, with appropriate educational strategies, PhD
students can be prolific publishers and thereby become integrated into research