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Challenges and Support in Article Publication: Perspectives of Non-Native English Speaking Doctoral Students in a “Publish or No Degree†Context

Author

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  • Ahmad Fawzi Shamsi
  • Ulker Vanci Osam

Abstract

Article publication as a requirement for graduation appears to be the most compelling challenge for doctoral candidates, especially for the non-English speaking ones. In order to contribute to this topic of growing interest, we aimed to investigate the key challenges to doctoral student research publication and develop an understanding of support they needed to ease the publication process. To this end, we conducted semi-structured interviews with 19 non-English speaking doctoral students in varied science and social science programs at an international university in north Cyprus. The findings revealed that the participants supported the “publish or no degree†policy as a condition for their graduation despite several challenges it created for them, such as lack of publication experience, weaknesses in the article composition, tough criteria of journals, and inadequate support from the instructors at the course phase. Peer-support community among the doctoral students lacked in the examined context and promoting it might yield positive results.

Suggested Citation

  • Ahmad Fawzi Shamsi & Ulker Vanci Osam, 2022. "Challenges and Support in Article Publication: Perspectives of Non-Native English Speaking Doctoral Students in a “Publish or No Degree†Context," SAGE Open, , vol. 12(2), pages 21582440221, April.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221095021
    DOI: 10.1177/21582440221095021
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    1. Irene López-Navarro & Ana I. Moreno & Miguel Ángel Quintanilla & Jesús Rey-Rocha, 2015. "Why do I publish research articles in English instead of my own language? Differences in Spanish researchers’ motivations across scientific domains," Scientometrics, Springer;Akadémiai Kiadó, vol. 103(3), pages 939-976, June.
    2. Brian Pusser & Simon Marginson, 2013. "University Rankings in Critical Perspective," The Journal of Higher Education, Taylor & Francis Journals, vol. 84(4), pages 544-568, July.
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