{"title":"稿件被拒的经验——来自JME副主编的思考","authors":"Marissa S. Edwards, J. Leigh","doi":"10.1177/10525629221104231","DOIUrl":null,"url":null,"abstract":"Manuscript rejection is a common and often unpleasant experience for academics, and management education scholars are no exception. With many business schools globally demanding that faculty focus on publishing in toptier journals, many of which have very low acceptance rates, most of us spend our time writing manuscripts that are rejected at some point in time. Of course, this is not a new phenomenon. More than two decades ago Ashkanasy (2010) argued in an editorial that journal rejection rates in the field of management were increasing and that journal editors (and reviewers) were becoming more demanding, especially in terms of methodological rigor and impact. On a similar point, Day (2011) observed in an AMLE essay that those who experience manuscript rejection represent “the silent majority” and noted further that rejection can negatively impact outcomes including creativity, professional satisfaction, and productivity. In our experience, it is still rare to find colleagues who openly discuss their experiences with rejection, at least outside of settings such as performance reviews. Yet sharing such stories can be both important and cathartic. In this respect, Jaremka et al. (2020, p. 520) discussed their experiences putting together a symposium at the Society for Personality and Social Psychology’s (SPSP’s) annual conference in which scholars shared how they","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The Experience of Manuscript Rejection: Insights From the JME Associate Editors\",\"authors\":\"Marissa S. Edwards, J. Leigh\",\"doi\":\"10.1177/10525629221104231\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Manuscript rejection is a common and often unpleasant experience for academics, and management education scholars are no exception. With many business schools globally demanding that faculty focus on publishing in toptier journals, many of which have very low acceptance rates, most of us spend our time writing manuscripts that are rejected at some point in time. Of course, this is not a new phenomenon. More than two decades ago Ashkanasy (2010) argued in an editorial that journal rejection rates in the field of management were increasing and that journal editors (and reviewers) were becoming more demanding, especially in terms of methodological rigor and impact. On a similar point, Day (2011) observed in an AMLE essay that those who experience manuscript rejection represent “the silent majority” and noted further that rejection can negatively impact outcomes including creativity, professional satisfaction, and productivity. In our experience, it is still rare to find colleagues who openly discuss their experiences with rejection, at least outside of settings such as performance reviews. Yet sharing such stories can be both important and cathartic. In this respect, Jaremka et al. (2020, p. 520) discussed their experiences putting together a symposium at the Society for Personality and Social Psychology’s (SPSP’s) annual conference in which scholars shared how they\",\"PeriodicalId\":47308,\"journal\":{\"name\":\"Journal of Management Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2022-06-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Management Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/10525629221104231\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Management Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10525629221104231","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Experience of Manuscript Rejection: Insights From the JME Associate Editors
Manuscript rejection is a common and often unpleasant experience for academics, and management education scholars are no exception. With many business schools globally demanding that faculty focus on publishing in toptier journals, many of which have very low acceptance rates, most of us spend our time writing manuscripts that are rejected at some point in time. Of course, this is not a new phenomenon. More than two decades ago Ashkanasy (2010) argued in an editorial that journal rejection rates in the field of management were increasing and that journal editors (and reviewers) were becoming more demanding, especially in terms of methodological rigor and impact. On a similar point, Day (2011) observed in an AMLE essay that those who experience manuscript rejection represent “the silent majority” and noted further that rejection can negatively impact outcomes including creativity, professional satisfaction, and productivity. In our experience, it is still rare to find colleagues who openly discuss their experiences with rejection, at least outside of settings such as performance reviews. Yet sharing such stories can be both important and cathartic. In this respect, Jaremka et al. (2020, p. 520) discussed their experiences putting together a symposium at the Society for Personality and Social Psychology’s (SPSP’s) annual conference in which scholars shared how they
期刊介绍:
The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.