Navigating the Unwritten Path: Overcoming Challenges in Academic Publishing for Faculty

Introduction:

Imagine standing at the precipice of a vast, blank canvas, the pen in your hand trembling with anticipation, and staring blankly at the computer screen lost in thoughts. You are a faculty member, a researcher, an educator, tasked with the daunting challenge of contributing to the ever-growing body of knowledge that shapes our world. The chorus of the song "Unwritten" - ?https://youtu.be/vRQb_-mRcAc - by Natasha Bedingfield echoes in your mind: "I am unwritten, can't read my mind, I'm undefined." As you stare at the blank page before you, the words of this song become a powerful metaphor for the journey ahead.

In this issue of the rantings-of-a-cognitive-nomad, let us explore the challenges faced by faculty in meeting publishing requirements, the stress of the "publish or perish" culture, and the pervasive imposter syndrome that plagues junior faculty. Drawing inspiration from the lyrics of "Unwritten," we will also discuss the importance of academic research and publishing for knowledge creation, problem-solving, nation-building, and human flourishing. Finally, we will offer recommendations to help faculty overcome these challenges and embrace their roles as agents of change.

The Pen's in My Hand: Navigating Faculty Publishing Challenges

As Natasha Bedingfield eloquently expresses in her hit song "Unwritten", writing can be an intimidating yet liberating process. The "blank page before you" represents uncharted territory full of possibility and uncertainty. This sentiment resonates deeply with faculty facing publishing requirements and expectations.

Publishing is integral to an academic career. However, the perceived pressure to "publish or perish" can also elicit significant stress. New faculty, in particular, may grapple with self-doubt and fears of inadequacy, known as the imposter phenomenon. By elucidating these challenges, as well as the importance of scholarly writing, we can make recommendations to support faculty in navigating this crucial endeavor.

The Ever-Present Pressure to Publish

The maxim "publish or perish" encapsulates the intense pressure on faculty to continually publish research to advance their careers. While self-imposed high standards drive many academics, institutional requirements for tenure, promotion, merit pay, and recognition also compel this relentless pace of publishing.[1] With academia's increased emphasis on quantity and quality of publications, many faculty express concerns over unrealistic expectations and unachievable workloads.[2]

This pressure disproportionately impacts junior faculty, who simultaneously balance research, writing, teaching, and service responsibilities. Without sufficient time and space for writing, many experience guilt, anxiety, and dread.[3] Moreover, the difficulty of publishing as a novice scholar can be demoralizing. Rejection letters and negative reviews inevitably await even the most promising work. Self-criticism and comparison with prolific senior colleagues frequently compound these frustrations.

The Specter of Imposter Syndrome

The intense pressure to publish, paired with inexperience and unfamiliarity with the publishing process, is a recipe for imposter syndrome among junior faculty. Despite external evidence of their competence, such as their credentials, publication record, or student evaluations, they remain internally plagued by self-doubt and a fear of being "exposed" as “intellectual frauds”. Rather than recognizing their knowledge and achievements, those experiencing imposter phenomenon attribute their success to luck, deceit, or others' misjudgment of their abilities. They also tend to over-prepare, overwork, and obsess over mistakes as they try to mask their perceived inadequacies.[4] Ultimately, this becomes a self-reinforcing cycle, as anxiety over publishing prevents productivity, further confirming their feelings of incompetence. Notably, perfectionistic overachievers in highly competitive environments are especially prone to imposter syndrome. Thus, academia seems almost intentionally designed to cultivate these feelings in fledgling faculty.[5]

Why We Publish: The Broader Significance

While publishing requirements and expectations undoubtedly evoke frustration, recognizing the broader value of academic writing and research may help motivate faculty through these trials. At its core, scholarly publishing represents a quest for truth, understanding, and progress that benefits society at large.[6] Publishing enables scholars to stake an intellectual claim, prove their merit, and contribute to collective knowledge. It allows them to engage in meaningful debates that push boundaries and paradigms within their discipline. Their unique ideas and discoveries, once disseminated, can influence practices, policies, technologies, and social change worldwide. Publishing is also a collaborative endeavor, facilitating networking and interdisciplinary partnerships.

Academic writing develops transferable skills in analyzing complex questions, synthesizing information, articulating nuanced ideas with clarity, and structuring persuasive arguments. It trains systematic, critical, and creative thinking. The intellectually demanding process of writing and peer review undoubtedly sharpens one's mind. For faculty, publishing brings opportunities for career advancement, research funding, professional visibility, collaborations, and leadership roles.[7] It boosts credibility and cements their reputation as subject matter experts. The status and validation conferred by successful publishing should not be undervalued.

Recommendations for Overcoming the Challenges:

• Embrace your unique perspective: Remember that you bring a unique set of experiences and ideas to the table. Instead of trying to conform to the expectations of others, "break tradition" and "reach for something in the distance" by pursuing research that truly excites and inspires you.
• Build a support network: Connect with colleagues who share your interests and can provide guidance and encouragement as you navigate the world of academic publishing. A strong support network can help you overcome feelings of imposter syndrome and provide a sense of belonging in the academic community.
• Set realistic goals: Instead of focusing on the pressure to "publish or perish," set realistic and achievable goals for your research and publishing. Celebrate your successes and acknowledge that progress is made one step at a time.
• Practice self-care: Prioritize your mental and physical well-being by taking breaks, engaging in activities that bring you joy, and setting boundaries between your work and personal life.
• Seek out professional development opportunities: Attend workshops, conferences, and other events that can help you develop the skills needed to succeed in academic publishing. This will not only help you grow as a researcher but also build your confidence in your abilities.
• Embrace the process: Remember that "today is where your book begins," and that the journey is just as important as the destination. Embrace the challenges and uncertainties that come with academic research and publishing, and view them as opportunities for growth and development.

Recommendations for Supporting Faculty

Refocusing on the personal growth and social contribution enabled by academic writing can help faculty maintain motivation despite the pressures and obstacles. However, a supportive environment is also essential for scholars to sustain productivity and wellbeing. Here are some recommendations:

• Restructure incentives and evaluation criteria: Institutions should assess faculty holistically, allowing more flexibility with productivity metrics, timelines, and publication types.[8] Review, promotion, and tenure policies could average the outputs of all the required dimensions i.e., teaching excellence, student mentorship, community outreach, professional service and research output instead of denying a Faculty Tenure or Promotion when they fall short on one dimension.
• Normalize imperfections: Faculty should openly discuss their publishing challenges to realize they are not alone in experiencing rejection, negative feedback, or imposter syndrome.[9] Seniors can serve as empathetic mentors. Framing these adversities as necessary for intellectual growth sets realistic expectations.
• Foster work-life balance: Providing faculty workload accommodations, writing leaves, teaching/research assistants, and childcare can prevent burnout.[10] Workshops on time management and writing productivity help faculty prioritize research amidst competing responsibilities.
• Enhance research support: Funding, facilities, equipment, databases, literature resources, statistical consultation, and grantsmanship guidance enable complex, high-impact studies. Professional copyeditors polish manuscripts for clarity, precision, structure, style, and formatting critical for acceptance.
• Develop scholarly writing skills: Instruction in research methodology, academic writing conventions, navigating peer review, and identifying appropriate journals transforms early career faculty into seasoned authors.[11] Writing groups provide collegial support.
• Allow creative expression: Beyond standard research publications, faculty could receive credit for blogs, videos, artworks, or songs derived from their academic insights. Such creative outputs make scholarly discourse accessible and engaging to wider audiences.[12]

Conclusion

The ongoing expansion of knowledge ensures faculty will always have more to write, discover, and share. Yet the passions that attract scholars to academia—intellectual curiosity, problem-solving, enhancing human welfare—are sometimes obscured by publish-or-perish pressures. Refocusing on the meaningfulness of their work can inspire faculty to boldly face the blank page, pick up the pen, and write the next chapter.

As you embark on your journey as a faculty member, remember that you are "unwritten," with the power to shape your own narrative and contribute to the world in meaningful ways. By embracing the challenges of academic research and publishing, you can overcome the obstacles that stand in your way and help build a better future for all.

#Rantings-of-a-cognitive-nomad

[1] ?Miller, A. N., Taylor, S. G., & Bedeian, A. G. (2011). Publish or perish: Academic life as management faculty live it. Career Development International, 16(5), 422-445.

[2] ?Niles, M. T., Schimanski, L. A., McKiernan, E. C., & Alperin, J. P. (2020). Why we publish where we do: Faculty publishing values and their relationship to review, promotion and tenure expectations. PloS one, 15(3), e0228914.

[3] ?Murray, R., Thow, M., Moore, S., & Murphy, M. (2008). The writing consultation: Developing academic writing practices. Journal of Further and Higher Education, 32(2), 119-128.

[4] ?Chakraverty, D. (2019). Impostor phenomenon in STEM: occurrence, attribution, and identity. Studies in Graduate and Postdoctoral Education, 10(1), 2-20

[5] ?Craddock, S., Birnbaum, M., Rodriguez, K., Cobb, C., & Zeeh, S. (2011). Doctoral students and the impostor phenomenon: Am I smart enough to be here? Journal of Student Affairs Research and Practice, 48(4), 429-442.

[6] ?Econtentpro. (2023). Unveiling the Importance of Publishing Academic Research.?https://www.econtentpro.com/blog/importance-of-publishing-academic-research/278

[7] ?IFERP. (2021). What is the significance of academic research publications??https://www.iferp.in/blog/2021/09/20/what-is-the-significance-of-academic-research-publications/

[8] ?Niles et al., 2020.

[9] ?Craddock et al., 2011.

[10] ?Miller et al., 2011.

[11] ?Matyo-Cepero, J., & Varvisotis, S. (2016). Surviving Publish or Perish: The Junior Faculty Approach to Scholarly Writing and Publishing. Journal of Curriculum, Teaching, Learning and Leadership in Education, 1(1), 30-42

[12] ?Niles et al., 2020.