Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success

Abstract

There is little question that writing manuscripts and contributing to the scholarly literature in peer-reviewed outlets is a valued activity for college and university professors. Expectations have risen to the point that, in growing numbers of doctoral programs throughout the world, publication has become a formal part of the curriculum, an alternative to the traditional dissertation, or even a condition that must be met prior to graduation. The premise of this conceptual and practical article is that engagement with varied publication projects early, during doctoral candidature, provides an important opportunity to learn the practices, policies, and processes of scientific communication. The argument presented here in favor of publication during doctoral study is grounded in a review of the relevant research literature. Key points are illustrated through vignettes based on 25 years of experience teaching a writing for publication course to doctoral students and co-authoring/publishing a wide array of manuscripts with them. The article begins by describing the growing diversity amongst doctoral students and numerous obstacles confronted by novices seeking to publish their work in scholarly outlets. Next, it describes the importance of being socialized into the academic writing community and building the requisite skill set of academic authors. It then offers recommendations based on a review of the research as well as 25 years of experience as the editor-in-chief of Early Childhood Education Journal. The conclusion asserts that, when doctoral candidates participate in varied writing projects, acquire the writing habit, and collaborate with faculty members and peers, they become socialized into the norms of academic publication and are better prepared to launch careers as productive scholars.