scholarly journals Academic publishing: Making the implict explicit

2016 ◽  
Author(s):  
Cecile Badenhorst ◽  
Xiaolin Xu
Keyword(s):  
Doctoral Students ◽  
Academic Publishing ◽  
Complex Nature ◽  
Writing Fluency ◽  
Implicit Processes ◽  
Writing For Publication ◽  
Academic Writer ◽  
Publishing Career ◽  
Emotionally Intelligent ◽  
Publishing Practices

For doctoral students, publishing in peer reviewed journals is a task many face with anxiety and trepidation. The world of publishing, from choosing a journal, negotiating editors and navigating reviewers’ responses is a bewildering place. Looking in from the outside, it seems that successful and productive academic writers have knowledge that is inaccessible to novice scholars. While there is a growing literature on writing for scholarly publication, many of these publications promote writing and publishing as a straight-forward activity that anyone can achieve if they follow the rules. We argue that the specific and situated contexts in which academic writers negotiate publishing practices is more complicated and messy. In this paper, we attempt to make explicit our publishing processes to highlight the complex nature of publishing. We use autoethnographic narratives to provide discussion points and insights into the challenges of publishing peer reviewed articles. One narrative is by a doctoral student at the beginning of her publishing career, who expresses her desires, concerns and anxieties about writing for publication. The other narrative focuses on the publishing practices of a more experienced academic writer. Both are international scholars working in the Canadian context. The purpose of this paper is to explore academic publishing through the juxtaposition of these two narratives to make explicit some of the more implicit processes. Four key themes emerge from these narratives. To publish successfully, academic writers need: 1) to be discourse analysts; 2) to have a critical competence; and 3) to have writing fluency and 4) to be emotionally intelligent.

scholarly journals The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality

2019 ◽  
Vol 52 (02) ◽  
pp. 249-260 ◽  
Author(s):  
John Flowerdew
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
First Language ◽  
English For Academic Purposes ◽  
Academic Publishing ◽  
Recent Book ◽  
Writing For Publication ◽  
Playing Field ◽  
Academic Writer ◽  
Deliberate Learning

Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.

The Savvy Academic

2021 ◽  
Author(s):  
Seth J. Schwartz
Keyword(s):  
Data Collection ◽  
Longitudinal Studies ◽  
Conflicts Of Interest ◽  
Scholarly Publishing ◽  
Early Career ◽  
Journal Articles ◽  
Writing For Publication ◽  
Review Articles ◽  
Publishing Career ◽  
Data Analytic

This book covers the process of writing for publication from start to finish—from selecting a topic and reviewing literature to working with coauthors, writing theoretical and review articles, and responding to editor and reviewer comments when revising manuscripts. Dr. Schwartz uses examples from his own scholarly publishing career and provides concrete advice for both early-career and more experienced writers. The book also covers important topics such as planning studies, managing and supervising data collection, retaining participants in longitudinal studies, data analytic ethics and conflicts of interest, and dealing with writer’s block. Dr. Schwartz provides guidance for writing journal articles, books, and book chapters, as well as for dealing with manuscripts that have been repeatedly rejected. He offers guidance for writing first drafts, editing drafts, incorporating coauthor feedback, and working with difficult or resistant coauthors. This book is a “how-to” in terms of writing for publication.

scholarly journals Space/place matters

2018 ◽  
Vol 4 (1) ◽  
pp. 2-6
Author(s):  
Tommaso M. Milani ◽  
Quentin Williams ◽  
Christopher Stroud
Keyword(s):  
Doctoral Students ◽  
Summer School ◽  
Peer Review Process ◽  
Common Interest ◽  
Academic Publishing ◽  
Western Cape ◽  
Special Issue ◽  
Research And Innovation ◽  
University Of Oslo ◽  
The University

This special issue of Multilingual Margins on the theme of “Space/place matters” has its origin in a doctoral summer school organised in December 2016 by the Department of Linguistics and the Centre for Multilingualism and Diversities Research at the University of the Western Cape as part of a collaboration with the University of Oslo and three other South African universities – Stellenbosch University, University of Cape Town and University of the Witwatersrand – and financed by Research Council of Norway’s programme International Partnerships for Excellent Education, Research and Innovation (INTPART). Doctoral students based in Norway and South Africa attended the summer school, presented their research projects, and were encouraged to submit an article to Multilingual Margins. This was with a view to training budding scholars to deal with the peer-review process of academic publishing. This special issue is the material outcome of this process and includes three articles that have a common interest in unpicking the complex relationship between language and space/place.

scholarly journals Yes! We’re open. Open science and the future of academic practices in translation and interpreting studies

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Christian Olalla-Soler
Keyword(s):  
Social Sciences ◽  
Open Science ◽  
Academic Publishing ◽  
Science Practices ◽  
The Core ◽  
The Social ◽  
The Future ◽  
Academic Practices ◽  
Core Features ◽  
Publishing Practices

This article offers an overview of open science and open-science practices and their applications to translation and interpreting studies (TIS). Publications on open science in different disciplines were reviewed in order to define open science, identify academic publishing practices emerging from the core features of open science, and discuss the limitations of such practices in the humanities and the social sciences. The compiled information was then contextualised within TIS academic publishing practices based on bibliographic and bibliometric data. The results helped to identify what open-science practices have been adopted in TIS, what problems emerge from applying some of these practices, and in what ways such practices could be fostered in our discipline. This article aims to foster a debate on the future of TIS publishing and the role that open science will play in the discipline in the upcoming years.

scholarly journals A qualitative investigation of the digital literacy practices of doctoral students

2021 ◽  
Vol 15 (3) ◽  
pp. 82
Author(s):  
Diane Louise Bell
Keyword(s):  
Doctoral Students ◽  
Academic Libraries ◽  
Digital Literacy ◽  
Research Productivity ◽  
Literacy Practices ◽  
Time Pressure ◽  
Literacy Skills ◽  
Complex Nature ◽  
Digital Skills ◽  
Research Students

Academic libraries are currently part of a landscape where there is a rapid growth of digital technologies and electronic resources and they have responded to this by developing their research services. Some of the most specialised and complex research in higher education is conducted by doctoral students and the effective use of digital tools and skills is often crucial to their research workflow and success. The need for digital literacy has been further emphasised during the global pandemic of 2020-21 which has required the maximisation of online working and digital skills to ensure the continuation of education, services and research productivity. This paper presents the findings of a qualitative research study in a UK university exploring factors influencing differences in the digital literacy skills of doctoral students. The literature included has been updated as digital skills and technologies are a constantly changing area of research.   Due the complex nature of doctoral research, it was difficult to draw definite conclusions about the many factors which influence the digital literacy practices of research students. Students interviewed in the study discussed their approaches to and understanding of information, digital and media literacy (Jisc, 2016) but the influence of demographic factors such as age, discipline and gender could not easily be evaluated.  All students in the study appeared to be under time pressure and required a high level of organisation and this was assisted by digital skills and proficiency and access to robust hardware and software. They believed they were largely self-taught and some required appropriate training at the point of need to increase their research productivity. This paper will explore how evidence-based practice and engagement may be used to understand the digital practices of doctoral students and to inform the development of research services within academic libraries. 

scholarly journals Documenting Diversity: The Experiences of LGBTQ+ Doctoral Researchers in the UK

10.28945/4328 ◽  
2019 ◽  
Vol 14 ◽  
pp. 403-430 ◽  
Author(s):  
Ross English ◽  
Kieran Fenby-Hulse
Keyword(s):  
Doctoral Students ◽  
Role Models ◽  
Doctoral Education ◽  
Working Environment ◽  
Critical Examination ◽  
Complex Nature ◽  
Diverse Range ◽  
The Uk ◽  
The Impact ◽  
Insight Into

Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed. Methodology: Through an online questionnaire sent to UK institutions, this study captures and reflects on the diverse experiences of doctoral education. The study took a predominantly phenomenological approach, placing the focus on understanding how individual researchers experienced their working environment. Contribution: This questionnaire offers a ‘campus climate’ study, providing a much-needed insight into the experiences of doctoral researchers in the UK in 2017. The study also highlights the importance of acknowledging the diversity of doctoral researchers and adapting supervisory and institutional support to meet the differing needs of doctoral researchers. It considers themes such as the impact of the working environment, experiences of macroaggressions and harassment, the need for researchers to work internationally, and the visibility of role models. The complex nature of the supervisor-student relationship is also considered throughout. Findings: Although many LGBTQ+ doctoral students felt they were studying in a supportive institution, the questionnaire highlights a diverse range of inclusivity issues as well as direct instances of homophobic and/or transphobic behavior. Recommendations for Practitioners: From this questionnaire, it is concluded that there is a need for a critical examination of systems and spaces in which doctoral education takes place and the implementation of systems and spaces that are inclusive. There is a need for all those involved in doctoral education to understand how identifying as a LGBTQ+ researcher can impact on your experience of doctoral education. And, finally, there is a need for better LGBTQ+ visibility, better representation, and better mentoring. Recommendation for Researchers: If doctoral education is to meet the needs of an increasingly diverse workforce, research needs to take into account the views and experiences of minority and marginalized groups that may challenge or be in tension with the views of the larger research population. Impact on Society: As the demographic of the doctoral researcher population diversifies, it is increasingly important that our approach to doctoral education and the systems and processes that underpin doctoral education are adapted to meet the needs of that diverse population. Future Research: There is potential scope for future studies to focus specifically on issues of intersectionality, disciplinary differences, health and wellbeing, representation, voice, and agency, as well as productivity, attainment, and career development of LGBTQ+ doctoral researchers.

Establishing a Group to Encourage Writing for Publication among Doctoral Students

1995 ◽  
Vol 31 (3) ◽  
pp. 402-407 ◽  
Author(s):  
Deborah Page-Adams ◽  
Li-Chen Cheng ◽  
Aruna Gogineni ◽  
Ching-Ying Shen
Keyword(s):  
Doctoral Students ◽  
Writing For Publication

scholarly journals Publishing is evolving, but are we? Developing talent for the future

2021 ◽  
Vol 40 (4) ◽  
pp. 329-331
Author(s):  
Andrew James Miller
Keyword(s):  
Leadership Development ◽  
Publishing Industry ◽  
Talent Development ◽  
Career Mobility ◽  
Scholarly Publishing ◽  
Academic Publishing ◽  
Diverse Range ◽  
The Future ◽  
Publishing Community ◽  
Publishing Career

At the APE 2020 Pre-Conference in Berlin, a group of talent development and HR experts from across the scientific research and publishing community came together to discuss the future of talent development in the scholarly publishing industry. We heard from an excellent group of speakers who shared with us a rich and diverse range of expertise and experience. We set ourselves the challenge of imagining what the world of scholarly academic publishing would look like in 2030, and asked ourselves the question: how can we work together to develop the talent we will need now, and for the future, in a rapidly changing world? Are we keeping pace, and are we prepared for the challenge ahead? Based on our discussion, three key themes emerged: the importance of supporting increased diversity & inclusion within scholarly publishing, interorganizational leadership development initiatives for leaders across the publishing ecosystem to exchange experiences and ideas, and greater research and publishing career mobility to encourage more fluid movement between research and publishing jobs. We believe these things are all very achievable if we commit to investing in the kind of culture change and new ways of thinking that will lead us to success in 2030.

Writing for Publication: Assessment of a Course for Social Work Doctoral Students

2015 ◽  
Vol 35 (1-2) ◽  
pp. 197-212 ◽  
Author(s):  
Deena Mandell ◽  
Hend Shalan ◽  
Carol Stalker ◽  
Lea Caragata
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Writing For Publication
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