Perceptions Of Publishing Research Articles

Chinese international doctoral students’ perceptions of publishing: a time–space perspective

ABSTRACT This study draws from the notion of chronotope to explore how time and space play out in the formation of Chinese international doctoral students’ perceptions of publishing. It is contextualised in a New Zealand research-intensive university, using data generated from four participants through online qualitative surveys and one-on-one semi-structured interviews. The findings show that the students perceive doctoral publishing as simultaneously, sometimes contradictorily, a bonus, a necessity and disciplinary engagement in the time–space contexts of doctoral study, academic career and disciplinary community. This study also reveals a contextual and cultural formation of perceptions, which involves constant and dynamic interplay among various normative, cultural and ideological forces in international, national, institutional and personal spheres that are manifested in different material and/or discursive time–space contexts. It concludes that supervisors and students should open up to uncertainties that breed the possibilities for not only misunderstandings but also deep mutual understandings.

Knowledge and motivations of researchers publishing in presumed predatory journals: a survey

ObjectivesTo develop effective interventions to prevent publishing in presumed predatory journals (ie, journals that display deceptive characteristics, markers or data that cannot be verified), it is helpful to understand the...

Publishing and learning writing for publication in English: Perspectives of NNES PhD students in science

Publication in international journals has become a prerequisite to PhD graduation. This study thus provides a framework for understanding the learning of writing skills and publishing practices of nonnative English-speaking PhD students by investigating their perceptions of publishing and learning to write for publication. Findings show that these students regard themselves as disadvantaged due to their limited proficiency in English. However, many of them are not motivated to remedy the situation due to (1) their opinion that English plays only a secondary role in scientific research, (2) their lack of confidence in the writing curricula, and (3) their perspectives on the imbalanced power relations between them and their advisers. This framework offers an important insight: The nonnative English-speaking PhD students' disinclination to learn to write for publication is influenced by many factors other than perceived language incompetence. To empower and motivate prospective NNES scholars, the study offers several suggestions to journal gatekeepers, EAP professionals, and academic advisers.

A survey of author attitudes and skills in relation to article publishing in paper and electronic journals

The present paper details research conducted into various aspects of author experience, attitudes and perceptions of publishing in paper and electronic journals. A sample of 1,040 authors in a variety of disciplines was identified as having published a journal article in the preceding year. A questionnaire was distributed to these authors and 537 usable replies were received. The questionnaire was analysed in terms of author experience in the paper and electronic domains, authors’ views on various aspects of electronic journals and their current skills. The results of the questionnaire suggest a small but increasing willingness to submit articles to electronic journals, but also suggest continuing concern about the permanence of such media. Almost a third of the sample felt that the addition of multimedia to their articles would be beneficial but few had the necessary skills to produce and incorporate multimedia objects. It is concluded that authors should be involved more in future research and debate in electronic serial publishing.