Publishing in the academy
An arts-based, metaphorical reflection towards self-care
Bibliographic Data
| ID | 21522909 |
|---|---|
| Authors | Georgina Barton (0000-0003-2703-238X, University of Southern Queensland, corresponding author), Sherree D Halliwell (0000-0002-1307-1794), Annette Brömdal (University of Southern Queensland), Katie Burke (0000-0003-1086-8981, University of Southern Queensland), Melissa Fanshawe (0000-0001-7399-7663, University of Southern Queensland), Vicki Farwell (University of Southern Queensland), Ellen Larsen (0000-0002-4293-2485, University of Southern Queensland), Yosheen Pillay (0000-0002-5428-952X, University of Southern Queensland) |
| Year | 2023 |
| Volume | 50 |
| Issue | 4 |
| Pages | 1105-1126 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-022-00547-y |
| PMID | 35789682 |
| OpenAlex | W4283660176 |
| Language | EN |
| Citations received | 4 |
| References cited | 32 |
Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success in quality research and publishing. Over the 2020–2021 summer semester, six members of the group decided to reflect on their experiences, emotions and outcomes throughout the writing process by participating in four reflective arts-based activities. Theoretical frameworks of reflection and metaphor were used to share findings. Strong evidence of having to grapple with meeting university expectations in tension with personal goals and passions was ever-present. The importance of drawing on both personal resources and significant others to manage these tensions through self-care practices was also evident. Implications resulting from this research include recognising the pressures placed on academics to publish only in specifically ranked journals. Overall, the arts-based reflection was critical in uncovering deeper feelings about the pressures of publishing and supporting higher education employees’ well-being and self-care during the writing process
Feeling · Medical education · Metaphor · Pedagogy · Political science · Politics · Public relations · Publication · Publishing · Sociology · The arts · Higher Education Practises and Engagement · Medicine · Mentoring and Academic Development · Psychology · Reflective Practices in Education · Social Psychology
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| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |