Demystifying the publication process – a structured writing program to facilitate dissemination of teaching and learning scholarship

Abstract

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed.

Keywords:

• academic writing programs
• SoTL
• publishing

Acknowledgements

The authors wish to thank participants from the writing program for their valued feedback and to congratulate them on their completed journal submissions. We thank both reviewer for their comments and suggestions, which have contributed greatly in improving our paper.