Academic Writing Strategies among Danish Students with a Professional Background

Karin Højbjerg, Anette Lykke Hindhede

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Expectations of how theory, empirical material, and methods should be dealt with in academic writing has not always been explicitly communicated to students. Due to a heterogeneity in student populations enrolled in higher degree courses worldwide, diversity in academic writing practices seems to increase. This paper explores academic writing practices among a defined group of students with professional, vocational backgrounds and close relationships to practical systems of knowledge. Twelve examination papers from fifteen students within a continuing education program at a Danish university have been analyzed inspired by Aristotle’s activities of theoria and praxis and Bourdieu’s concept of strategy. In this perspective, the study shows four student strategies of how students’ professional and vocational backgrounds seem to retain an incorporated affinity to allow a practical approach of social and ethical evaluation when handling theory, empirical material, and methods. The result is that students’ personal preferences are brought into the foreground.
TidsskriftEducation Inquiry
StatusAfsendt - 2021


  • Academic Writing
  • Academic literacy
  • Theory and Practice
  • profession pedagogy