Citizenship, Gender, and Racial Differences in the Publishing Success Of Graduate Students and Young Academics

Although extensive research exists on the publishing success of academics, few studies have examined factors influencing the publishing success of graduate students and young academics. Data from a survey of 12,000 graduate students in the Humanities and related social sciences was used to examine citizenship, gender and racial/ethnic differences in publishing success during graduate school and the first three years after graduation. The results of this analysis indicate that international students have the highest publication rates during graduate school as well as in the first three years following receipt of degree. Results also indicate that female graduate students are less likely than male graduate students to publish, a gap that remains in the years following graduate school. Finally, results indicate that U.S. citizen minority students exhibit lower levels of publishing success compared with non-minority students during graduate school, but that this gap that disappears within the first few years after graduate school

On the shoulders of students? The contribution of PhD students to the advancement of knowledge

Using the participation in peer reviewed publications of all doctoral students in Quebec over the 2000-2007 period this paper provides the first large scale analysis of their research effort. It shows that PhD students contribute to about a third of the publication output of the province, with doctoral students in the natural and medical sciences being present in a higher proportion of papers published than their colleagues of the social sciences and humanities. Collaboration is an important component of this socialization: disciplines in which student collaboration is higher are also those in which doctoral students are the most involved in peer-reviewed publications. In terms of scientific impact, papers co-signed by doctorate students obtain significantly lower citation rates than other Quebec papers, except in natural sciences and engineering. Finally, this paper shows that involving doctoral students in publications is positively linked with degree completion and ulterior career in research.Comment: 41 pages, 7 figures, forthcoming in Scientometric

Doctoral writing for publication at a leading African university: Publication patterns and pedagogies

Writing-for-publication is a practice that doctoral students should acquire for integration into international research culture. Publication rates and forms of pedagogy supporting the development of publication skills for doctoral students, however, remain inadequate worldwide. Limited data of doctoral student publication from African universities is available in terms of publication patterns and pedagogies. To gain insight into publication pedagogies, a top-publishing science department at a leading African university was studied. A literature search was performed to find journal articles linked to dissertations and the numbers and timing of publication were documented. Supervisors and graduates from the sample were interviewed to uncover educational strategies employed to support doctoral student publication. Results indicate that the majority of the students published. Departmental culture and a pedagogy of collaboration were highlighted as aspects encouraging students to publish. These results indicate that, with appropriate educational strategies, PhD students can be prolific publishers and thereby become integrated into research cultures

Doctoral writing for publication at a leading African university: Publication patterns and pedagogies

Writing-for-publication is a practice that doctoral students should acquire for integration into international research culture. Publication rates and forms of pedagogy supporting the development of publication skills for doctoral students, however, remain inadequate worldwide. Limited data of doctoral student publication from African universities is available in terms of publication patterns and pedagogies. To gain insight into publication pedagogies, a top-publishing science department at a leading African university was studied. A literature search was performed to find journal articles linked to dissertations and the numbers and timing of publication were documented. Supervisors and graduates from the sample were interviewed to uncover educational strategies employed to support doctoral student publication. Results indicate that the majority of the students published. Departmental culture and a pedagogy of collaboration were highlighted as aspects encouraging students to publish. These results indicate that, with appropriate educational strategies, PhD students can be prolific publishers and thereby become integrated into research cultures

ANÁLISE COMPARATIVA DA PRODUTIVIDADE DOS PARES ORIENTADOR-ORIENTADO EM CIÊNCIA DA COMPUTAÇÃO

The increasing involvement of graduate students in scientific communication has been the subject of studies in many countries that have been discussing the role of doctoral studies in the research career. In this article we are interested on the study of the academic relationship between the advisor and the advisee for a group of PhD pairs in the Computer Science area, with curricula registered in the Lattes Platform. We analyze the main characteristics of the group and their coauthor relationships. In terms of co-authorship: (i) we observe that the duration that is established between advisor and advisee can extrapolate the formal period of supervision, and (ii) we show that the duration of the collaboration is correlated with both the number of articles published by the advisee and the ones published by the advisor. In this work we also present the advisee profile for researchers that worked in some of the graduate courses in Computer Science in Brazil in the triennium 2007-2009.A crescente participação dos pós-graduandos na comunicação científica das diversas áreas da ciência tem sido tema de estudos em diversos países que vêm discutindo o papel do doutoramento na carreira de pesquisa. Neste artigo é estudada a relação acadêmica temporal existente entre o aluno orientado e seu orientador para o conjunto de pares de doutores da área de Ciência da Computação com currículos cadastrados na plataforma Lattes. Analisamos as principais características do grupo e suas relações de coautoria. Em termos de coautoria: (i) observamos que o tempo de duração da parceria que se estabelece entre orientador e orientado pode extrapolar o período formal de orientação e (ii) mostramos que a duração do tempo de colaboração correlaciona-se com o número de artigos em periódicos publicados pelo orientado e o número de artigos publicados pelo orientador. Neste trabalho também apresentamos o perfil dos orientados para pesquisadores que atuaram como docentes de algum dos cursos de pós-graduação em Ciência da Computação no Brasil no triênio 2007-2009

Can Google Scholar and Mendeley help to assess the scholarly impacts of dissertations?

Dissertations can be the single most important scholarly outputs of junior researchers. Whilst sets of journal articles are often evaluated with the help of citation counts from the Web of Science or Scopus, these do not index dissertations and so their impact is hard to assess. In response, this article introduces a new multistage method to extract Google Scholar citation counts for large collections of dissertations from repositories indexed by Google. The method was used to extract Google Scholar citation counts for 77,884 American doctoral dissertations from 2013 to 2017 via ProQuest, with a precision of over 95%. Some ProQuest dissertations that were dual indexed with other repositories could not be retrieved with ProQuest-specific searches but could be found with Google Scholar searches of the other repositories. The Google Scholar citation counts were then compared with Mendeley reader counts, a known source of scholarly-like impact data. A fifth of the dissertations had at least one citation recorded in Google Scholar and slightly fewer had at least one Mendeley reader. Based on numerical comparisons, the Mendeley reader counts seem to be more useful for impact assessment purposes for dissertations that are less than two years old, whilst Google Scholar citations are more useful for older dissertations, especially in social sciences, arts and humanities. Google Scholar citation counts may reflect a more scholarly type of impact than that of Mendeley reader counts because dissertations attract a substantial minority of their citations from other dissertations. In summary, the new method now makes it possible for research funders, institutions and others to systematically evaluate the impact of dissertations, although additional Google Scholar queries for other online repositories are needed to ensure comprehensive coverage