Doctoral publishing as professional development for an academic career in higher education. Issue 1 (March 2021)

• Record Type: Journal Article
• Authors: Wilkins, Stephen; Hazzam, Joe; Lean, Jonathan
• Is Part Of: International journal of management education. Volume 19:Issue 1(2021)
• Publication Date: 2021-03
• Subjects: Doctoral education -- Academic career -- Professional development -- Doctoral publishing -- Research training -- Doctoral supervision -- Active learning; Business education -- Periodicals; Management -- Study and teaching (Higher) -- Periodicals; 650.0711
• DOI: 10.1016/j.ijme.2021.100459
• Languages: English
• ISSNs: 1472-8117

Abstract

Abstract: The aim of this research is to discover the views, practices and advice of experienced doctoral educators on how doctoral students in the fields of business and management may be encouraged and supported to write for publication, in order to promote their development as future academics. The data used in the study came from an online questionnaire survey completed by 54 individuals worldwide, who teach and/or supervise on doctoral business/management programmes. The job titles of the survey participants include dean, director of doctoral programmes, full/titled/chaired professor, and associate professor. Our survey participants unanimously agree that it is imperative for doctoral students who intend to pursue an academic career in higher education to achieve publications before they graduate, and that institutions and supervisors should share the responsibility to equip students with the knowledge and skills that will enable them to become effective and successful academic authors. The paper concludes with recommendations for students, institutions and supervisors/advisors. To our knowledge, this is the first international study that has explored the attitudes and practices of experienced doctoral educators to doctoral publishing, in the contexts of student development for an academic career, and doctoral supervisors acting as career mentors alongside their supervisory role. Highlights: Previous research suggests that doctoral students need more support to publish. Doctoral publishing has positive effects on skills development and career progression. Various factors push students toward publishing in high ranking journals. Students require active self-developmental learning and institutional support. Supervisors/advisors must assume a key role in mentoring and guiding students.