ERIC Number: EJ1142811
Record Type: Journal
Publication Date: 2017
Educating Students to Play the Publication Game
Weston, Kathryn M.
Higher Education Research and Development, v36 n5 p1085-1088 2017
Good academic writing is a necessary skill for researchers and takes time and experience to master. With some exceptions (Jones et al., 2011), many students are left to attempt publication after they have completed their course. It is logical that new graduates with unpublished data are targets for predators. Support for the development of writing skills and for legitimate publication of student research should be a priority in all academic institutions. However, the art and science of publishing research are not limited to developing writing skills and being on the lookout for predatory publishers. Students whose later careers will involve reporting research would benefit from early awareness of some of the other hazards and issues they might encounter. Emerging researchers need to recognise and understand such topics as intellectual property and data ownership; roles, rights and responsibilities in interdisciplinary research and collaboration; conflicts of interest; research ethics; maintaining professional credibility as a researcher; publishing industry-funded research; rivalry and competition among researchers; gift, ghost and guest authorship; the meaning of author order; and the potential for exploitation of junior researchers. Armed with the rules of the publication game, and with the skills to promote ethical fair play, new graduates are in a unique position to contribute knowledge in their field through proper publication practices.
Descriptors: Writing (Composition), Writing for Publication, Writing Skills, Academic Discourse, College Graduates, Researchers, Intellectual Property, Interdisciplinary Approach, Conflict of Interest, Ethics, Credibility, Competition, Authors, Publishing Industry
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A