A Collaborative Approach to Manuscript Revisions and Responses to Reviewer Comments

2021 ◽  
pp. 1-6
Author(s):  
K. Andrew R. Richards ◽  
Michael A. Hemphill ◽  
Sara B. Flory
Keyword(s):  
Doctoral Students ◽  
Group Dynamics ◽  
Collaborative Research ◽  
Research Process ◽  
Early Career ◽  
Manuscript Submission ◽  
Collaborative Approach ◽  
Cover Letter ◽  
Revision Process ◽  
Final Response

While there are benefits to collaborative research, navigating group dynamics can also bring challenges, particularly for doctoral students and early career academics who are new to the research process. These dynamics extend beyond initial manuscript submission and include processes associated with interpreting reviewer comments, deciding upon and making revisions, and developing clear author response documents through the revision process. Herein, the authors overview one systematic and replicable approach to managing revisions. Steps include (a) read, set aside, and return to the reviewer comments; (b) document initial reactions to comments; (c) collectively review the comments and decide upon direction; (d) coordinate revisions to the manuscript; (e) craft final response statements; and (f) prepare a resubmission cover letter to the editor. Recommendations will be provided for approaching the revision, including how to revise the manuscript to highlight edits, and suggestions for tone and approach, particularly when disagreeing with a reviewer.

scholarly journals Data Collection Challenges and Recommendations for Early Career Researchers

2015 ◽  
Author(s):  
Marylen Rimando ◽  
Andrea Brace ◽  
Apophia Namageyo-Funa ◽  
Tiffany Parr ◽  
Diadrey-Anne Sealy ◽  
...  
Keyword(s):  
Data Collection ◽  
Doctoral Students ◽  
Social Research ◽  
Research Process ◽  
Lessons Learned ◽  
Early Career ◽  
Early Career Researchers ◽  
Research Mentoring ◽  
Data Collection Process ◽  
The Social

Data collection is critical to the social research process. When implemented correctly, data collection enhances the quality of a social research study. However, doctoral students and early career researchers may encounter challenges with data collection. This article reports on the data collection challenges in dissertation research encountered by doctoral students enrolled in a public health program at a southeastern United States urban university. Each doctoral student shared at least one challenge and how it affected the data collection process. Additionally, the doctoral students shared how the identified challenges were addressed or suggested recommendations. Understanding these experiences of doctoral students is helpful for doctoral students and early career researchers conducting social research. The lessons learned may guide faculty in research mentoring and structuring research seminars for doctoral students.

Discipline-Focused Revision Practices

2020 ◽  
pp. 98-127
Author(s):  
Mindy Crain-Dorough ◽  
Adam C. Elder
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Early Career ◽  
Review Of The Literature ◽  
Disciplinary Writing ◽  
Scholarly Writing ◽  
Revision Process ◽  
The Social ◽  
Scholarly Identity ◽  
Novice Writers

In this chapter, the authors present a conceptual framework grounded in a comprehensive review of the literature that discusses disciplinary writing and scholarly identity, specifically focusing on the role that revision has in both the scholarly writing process and the formation of scholarly identity. A review of the revision process is described, followed by the impacts of discipline and context factors on that process. An example of this process in the social sciences for doctoral students is provided to illustrate the application of the ideas described in the chapter. This discussion concentrates on novice writers such as graduate students and early career researchers. Finally, research-based strategies for providing scholarly writing instruction to graduate students are described with regard to improving students' revision processes.

scholarly journals Using Photography as a Creative, Collaborative Research Tool

2016 ◽  
Author(s):  
Ailsa Winton
Keyword(s):  
Young People ◽  
Research Methods ◽  
Mexico City ◽  
Collaborative Research ◽  
Research Process ◽  
Full Potential ◽  
Collaborative Approach ◽  
Visual Research ◽  
Visual Research Methods ◽  
Social Art

Drawing on debates in the complementary fields of participatory, youth and visual research methods, the paper discusses an experimental photography project carried out as part of a broader study with young people in Mexico City on spatial experience, belonging and exclusion. The paper describes the mechanics of the project, considers the kind of data it produced, and discusses the different outcomes for participants and researcher, including its difficulties and limitations. It finds that the creative, collaborative approach used has potential for opening the research process to embrace creative, reflexive, complicated “selves,” but warns that this outcome is not automatic: collaboration between visual researchers and social art therapy practitioners would be one important step in realizing the full potential of creative photography in research.

Examining the long-term impact of participating in a professional development community of music teacher educators in the USA: An anchor through turbulent transitions

2017 ◽  
Vol 36 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Kristen Pellegrino ◽  
Julie Derges Kastner ◽  
Jill Reese ◽  
Heather A. Russell
Keyword(s):  
Professional Development ◽  
Sense Of Community ◽  
Collaborative Research ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Process ◽  
Early Career ◽  
Music Teacher ◽  
Long Term Impact

Peer mentoring and participating in professional development communities (PDCs) have been documented as supporting individuals through the transition into the teacher educator profession. However, Gallagher, Griffin, Parker, Kitchen, and Figg (2011) suggested future researchers examine the lasting impact of participating in PDCs. The purpose of this study was to explore and describe the long-term impact of participating in a PDC of music teacher educators. We, as four participant-researchers and one participant, were five early-career women music teacher educators in tenure-track positions at different institutions, reflecting back on our PDC and collaborative research experiences. We used a social constructivist framework to examine how we made sense of our experiences. Data included individual interviews, paired interviews, reflective journals, and a Facebook group. Findings included: (a) feeling empowered through a sense of community and support; (b) coming to new understandings of ourselves as music teacher educators; (c) experiencing benefits and challenges of our collaborative research process; and (d) still learning/becoming. The sense of community and support, benefits from collaborating on research, and opportunities to “play” with our developing identities had lasting professional and personal implications, which helped us successfully navigate the transitions and provided an anchor during the turbulent process of becoming music teacher educators.

25 Reflections on Accounting Research

2017 ◽  
Vol 33 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Dana R. Hermanson
Keyword(s):  
Doctoral Students ◽  
Review Process ◽  
Research Process ◽  
Journal Review ◽  
Accounting Research

ABSTRACT In this essay, I reflect on my roughly 25 years in accounting research by discussing 25 topics related to (1) the journal review process, (2) specific types of accounting research, and (3) the research process. I hope that these observations will prompt additional thought and discussion, help accounting doctoral students and faculty to publish their research, and potentially challenge some readers.

scholarly journals How to Handle Co-authorship When Not Everyone’s Research Contributions Make It into the Paper

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Gert Helgesson ◽  
Zubin Master ◽  
William Bülow
Keyword(s):  
Collaborative Research ◽  
Research Process ◽  
International Committee ◽  
Point Of View ◽  
Substantial Contribution ◽  
Publication Ethics ◽  
Negative Results ◽  
Authorship Credit ◽  
Final Manuscript ◽  
Specific Paper

AbstractWhile much of the scholarly work on ethics relating to academic authorship examines the fair distribution of authorship credit, none has yet examined situations where a researcher contributes significantly to the project, but whose contributions do not make it into the final manuscript. Such a scenario is commonplace in collaborative research settings in many disciplines and may occur for a number of reasons, such as excluding research in order to provide the paper with a clearer focus, tell a particular story, or exclude negative results that do not fit the hypothesis. Our concern in this paper is less about the reasons for including or excluding data from a paper and more about distributing credit in this type of scenario. In particular, we argue that the notion ‘substantial contribution’, which is part of the International Committee of Medical Journal Editors (ICMJE) authorship criteria, is ambiguous and that we should ask whether it concerns what ends up in the paper or what is a substantial contribution to the research process leading up to the paper. We then argue, based on the principles of fairness, due credit, and ensuring transparency and accountability in research, that the latter interpretation is more plausible from a research ethics point of view. We conclude that the ICMJE and other organizations interested in authorship and publication ethics should consider including guidance on authorship attribution in situations where researchers contribute significantly to the research process leading up to a specific paper, but where their contribution is finally omitted.

Career Goal Profiles of Early Career Scientists: A Person-Centered Approach

2021 ◽  
pp. 089484532110172
Author(s):  
Ruth Noppeney ◽  
Anna M. Stertz ◽  
Bettina S. Wiese
Keyword(s):  
Doctoral Students ◽  
Latent Profile Analysis ◽  
Academic Career ◽  
Profile Analysis ◽  
Early Career ◽  
Career Goal ◽  
Transition Analysis ◽  
Flat Profile ◽  
Career Options ◽  
Person Centered Approach

Obtaining a doctorate offers various career options. This study takes a person-centered approach to identify interest profiles. Career goals (professorate, entrepreneur, etc.) were assessed at two time points (1-year interval) in a sample of doctoral students and doctorate holders from the STEM fields in German-speaking areas ( NT 1 = 2,077). Latent profile analysis revealed that a four-profile solution provided the best data fit: At T1, 33.0% of the participants aimed for a management position in industry, 16.9% pursued an academic career, 30.1% were interested in activities without leadership responsibilities, and 20.1% had a relatively flat career-goal profile. Latent transition analysis indicated that most changes occurred for those classified into the flat profile, while strong interest in a management career was very stable over time. Additionally, the attainment of the doctorate seemed to be a good predictor for profile membership: Doctorate holders were more likely to be clearly dedicated to an academic career.

Agency in scientific discourse

2020 ◽  
Vol 13 (62) (1) ◽  
pp. 71-86
Author(s):  
Tobias WEBER ◽  
Mia KLEE
Keyword(s):  
Critical Point ◽  
Language Use ◽  
Research Process ◽  
Scientific Discourse ◽  
Early Career ◽  
Early Career Researchers ◽  
Research Endeavour

In recent times, the trend of aiming for objectivity and reproducibility in science has arrived in linguistic discourse. A critical point in this debate is the agency in speakers’ language use and, simultaneously, in the researchers’ description and interpretation. The aim of objectivity demotes, by default, the role of the subjects, often by imposing structures to limit agency. We can see various scenarios where researchers can purposefully bend rules, thus exerting their agentive stance in the research endeavour. This paper aims to address issues pertaining to agency as opposed to the goal of reproducibility, where the researchers’ and consultants’ agency on different aspects of the research process shape its outcomes. Training early career researchers and students in using

Early career development in the public sector: Lessons from a social constructionist perspective

2017 ◽  
Vol 26 (2) ◽  
pp. 43-51
Author(s):  
Todd Bridgman ◽  
Annie De’ath
Keyword(s):  
Social Constructionism ◽  
Meaning Making ◽  
Research Process ◽  
Early Career ◽  
Social Constructionist ◽  
Small Scale ◽  
State Sector ◽  
Recent Graduates ◽  
Context Specific ◽  
Collective Construction

This article explores the contribution a social constructionist paradigm can make to the study of career, through a small-scale empirical study of recent graduates employed in New Zealand’s state sector. A social constructionist lens denies the possibility of an individualised, generalised understanding of ‘career’, highlighting instead its local, contingent character as the product of social interaction. Our respondents’ collective construction of career was heavily shaped by a range of context-specific interactions and influences, such as the perception of a distinctive national identity, as well as by their young age and state sector location. It was also shaped by the research process, with us as researchers implicated in these meaning-making processes. Social constructionism shines a light on aspects of the field that are underplayed by mainstream, scientific approaches to the study of career, and therefore has valuable implications for practitioners, as well as scholars.

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