A guide to help journal editorial boards introduce ECRs to academic publishing

For early career academics, the publishing process can be mysterious and even alienating. It requires the skills to navigate deadlines, peer review and sometimes-blunt feedback. Yet, journals often lack the development space that would ease ECRs through this crucial career-building step. 

To explore what meaningful involvement in publication practices looks like, and what it means to induct early career researchers into the scholarly landscape, editorial board members of Postgraduate Pedagogies, a journal focused on the experiences of graduate teaching assistants (GTAs), asked authors about publishing in the first five issues of the journal. 

Representation of GTA voices on the editorial board is a priority. Half of its nine members practise as GTAs; the remaining members work with GTAs at their respective institutions or have previously been a GTA themselves. The developmental nature of the journal is reflected in both the support offered to GTA authors and the progression of board members; the support required to achieve this development is reflected in the points below. 

• What is developmental editing?
• The unexpected benefits of academic blogging
• Six reasons why open institutional publishing matters

This guide distils lessons learned via semi-structured interviews with three board members along with reflections by the entire board, with a view to help other editorial boards foster a motivating and informative collaboration between the board and new authors. 

1. Build a partnership-oriented community

Collaboration between teaching assistant authors and the editorial board was the catalyst for creating Postgraduate Pedagogies, and the journal continues to rely on a partnership-oriented community. Board member Sam* described how, in an earlier internship, they had been working with colleagues to publish a book on GTA reflections, but the project had potential as an ongoing project. So, the book became a journal. 

As the journal called for more editors, Avery* reflected that the journal ethos aligned with their values regarding partnership. The experience led them to ask: “How can we, as more experienced members of academic staff, help newer members to transition into that identity more easily?”

Board tip

• Flatten organisational structures. Editors should see journal contributors as equal to them. Integral to the student-staff collaboration was recognising the significance of all contributions. The aim of this was to reduce power structures and promote collegiality. Where GTAs contribute manuscripts to the journal, the same balance is necessary for them to feel understood and supported to flourish in their early career positions. 

2. Prioritise professional development, not just scholarly output

The absence of a scholarly and developmental space for new authors was a key driver for establishing the journal; GTAs unfamiliar with the publishing and production process lacked opportunities to learn about aspects such as how to respond to reviewer feedback and meet key deadlines amid other commitments (in this instance, balancing their studies, research and teaching responsibilities). GTA participation in the board creates opportunities for learning about publishing with peers, demystifying an increasingly important and competitive part of the ECR journey.

Board tips

• Support authors throughout the publication journey. This includes providing detailed and personalised feedback from a “critical friend” (often a colleague who can offer constructive and trusted commentary, spurring on critical thinking and reflection) as well as timely correspondence and updates on the progress of contributions. These communications should also provide explicit and transparent reviewing expectations that explain the peer review process and the publication timeline.
• Maintain an empathetic, respectful editorial tone. To counter the alienating experience many first-time authors face, editors should use accessible language and offer clear, encouraging guidance.
• Recognise and celebrate GTA contributions. This can motivate both editors and authors. An annual publication launch event bringing authors together as a scholarly community publicly acknowledges contributions from all stakeholders, including less-visible roles such as reviewers and editors.

3. Protect the academic integrity and credibility of the journal

Without continuous attendance to the balance between supporting emerging authors and maintaining output quality, a journal risks becoming more blog than scholarly publication. Credible journals cannot accept every submission. While Postgraduate Pedagogies champions a supportive publication process, a potential conflict arises when our desire to create opportunities for publishing, and a tailored process that supports new authors as they develop their work, meets the reality of preparing inexperienced scholars for rigorous and competitive academic processes. This ongoing calibration is reviewed annually as part of our internal quality-assurance processes.  

Board tip

• Editorial boards should review their strategies for balancing clearly articulated quality standards with constructive developmental feedback.

These reflections on contributing to the board of a developmental journal led to consideration of the influence of this role on the respective trajectories of Postgraduate Pedagogies’ board members, too. For instance, attention was given to the professionalisation and visibility of the role, and whether it aligns with academic aspirations; these variables can have implications for motivation and morale and, if left unaddressed, may impress on the three key interests stated above. 

As the journal evolves, by engaging openly with partnership, development, quality and growth, the editorial board can navigate the challenges and opportunities created within these partnerships to remain true to the values that inspired the work in the first place.

* Names have been changed.

Jesper Hansen is an associate professor at UCL. Kristy Campbell is a lecturer (GTA development lead) at King’s College London. 

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