Abstract
Research has been described as an important bedrock for development, as it provides useful guidelines for policy formulation to improve lives and practices. The dominant proposition is that advanced societies have reached where they are today because of steady investment in research and related activities. Indeed, in many countries, policy decisions are made based on evidence-based research findings, which guide reforms and practices. Most countries strive to follow the path of advanced societies in research development and practice. Unfortunately, many times, the argument has been that research conducted or produced from non-Western societies are inadequate and of low quality compared to their Western counterparts. To advance this debate, this chapter explores the views of academics from non-Western countries with respect to engaging in the peer review process and publishing in international high-ranking peer-reviewed journals. This qualitative study drew on 22 participants who shared their research and publication experiences. Four key themes were found: (a) geographical location of publishers; (b) considerations before submission; (c) funding, workload, and career development; and (d) review and editing experiences. For instance, the participants expressed that they did not receive appropriate feedback on research they submit for consideration for publication. The study concludes with a discussion of peer review transparency, equality, and creating a conducive environment for all academics to contribute to knowledge.
Original language | English |
---|---|
Title of host publication | Developing Feedback Literacy for Academic Journal Peer Review |
Subtitle of host publication | Narratives from Researchers in Education and Applied Linguistics |
Publisher | Taylor and Francis |
Pages | 79-97 |
Number of pages | 19 |
ISBN (Electronic) | 9781040229903 |
ISBN (Print) | 9781032430911 |
DOIs | |
Publication status | Published - Jan 1 2024 |
ASJC Scopus subject areas
- General Social Sciences