Writing for publication : personal attributes and work-environment factors associated with authors who published in an adult education journal for practitioners
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1988
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Abstract
In most sectors of adult education, writing for publication is not emphasized. The purpose of this study was to determine what elements contributed to or detracted from publishing in the field of adult education. This study examined personal attributes of published authors, factors in the authors' work environments, and the interaction between individual attributes and work-environment factors associated with writing for publication. Telephone interviews and questionnaires were used to gather data from 43 authors who published research, literature review, practice, or perspectives articles in Volume 10 of Lifelong Learning: An Omnibus of Practice and Research. Authors described reasons they write for publication, personal attributes, obstacles in writing, work-environment factors that support and hinder publication productivity, schedules for writing, advice to aspiring authors and administrators, and advice to Lifelong Learning. Two profiles of authors, similar on 11 of the 15 categories, emerged from the study. A typical author was male, had a Ph.D. degree, selected adult education for doctoral study, attended one of many doctoral-granting institutions, worked at a university, was on tenure-track, was tenured, published first about 11 years ago, published before completing a doctoral degree, published before the article in Lifelong Learning, and wrote a perspectives article for Lifelong Learning. Differences between the profiles related to age, years since earning the highest degree, average number of publications, and writing as a sole author or co-author. Examples of authors' responses are included. Findings build upon research studies regarding publication in other fields. Writing skills and persistence were personal attributes reported most frequently by authors. Time problems were mentioned most as individual obstacles. Support factors in the work environment reported most were collegial relationships for collaboration and institutional support for scholarly writing. Hindrances in the work setting mentioned most often were time required by job duties and lack of administrative support. Response categories are include in the appendices. Recommendations for adult educators in academic and practice-oriented settings are made. Recommendations for practice are included for consideration by AAACE leaders authors, program planners, academic administrators, administrators, in practice-oriented settings, and editors.
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Typescript (photocopy).
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Major adult and extension education