Publishing in Educational Research Journals: Are Graduate Students Participating?

Abstract

Professional collaboration in academia is valued because it is believed to encourage the generation and synthesis of ideas, to enhance workplace environments, and to comprise a key element in mentoring practices. Collaboration in writing is often of two types: formal co-authorship or informal commentary on colleagues' work. Formal co-authorship is a topic that usually draws more attention for its problems and potential controversies than for its putative benefits. In our study, we examined professional academic co-authorship. Focusing on the field of education, we identified four research sub-fields (general education, educational psychology, language studies, and literacy studies) and analysed academic peer-reviewed journals from each of these sub-fields to establish how much collaboration exists in published articles. We then examined the extent to which graduate students are co-authors in these publications and what role this collaboration takes. Implications for collaboration with and between graduate students are discussed.

Librarians' Contribution to Open Access Journal Publishing in Library and Information Science From the Perspective of Authorship

“…In such situations, it is common to find articles that were copublished by faculty and graduates. This is consistent with Garbati and Samuels (2013), who argued that graduate students tend to copublish with other collaborators, implying that the number of articles published only by students is limited.…”

International Capacity Building in Psychological Science: Reflections on Student Involvement and Endeavors

“…Graduate students often experience difficulties initially getting involved in academic publishing and developing the unique set of knowledge and skills required (Garbati & Samuels, 2013 ; Syeda et al, 2017 ). To help remove publication-related barriers for students, graduate students in Canada created an international, student-led, peer-reviewed, and open-access journal, Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology (EPIGREP; University of Calgary, 2021 ).…”

Contributions Made by Undergraduates to Research Projects: Using the CREDIT Taxonomy to Assess Undergraduate Research Experiences

“…Of particular relevance and focus for the BUILD EXITO program is the level of student trainee engagement reported for writing, reviewing, and editing manuscripts. The program attempts to address the relatively low level of undergraduate and graduate student engagement in research dissemination through academic manuscripts (Garbati and Samuels 2013). Publications are a key research productivity metric across all phases of a research career.…”