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•       Resources       Publish or Perish: Graduate Students' Guide to Publishing

Publish or Perish: Graduate Students' Guide to Publishing

In addition to endless piles of reading, demanding expectations in the classroom, student teaching responsibilities, and the always-looming awareness that they need to research, write, and edit a high-quality dissertation before graduating, today’s Ph.D. students also commonly feel stress about another topic: publishing. As more prospective employers expect degree seekers to get their names in academic journals and conferences while still in school, many learners feel overwhelmed by the prospects of making the grade. The following guide answers some of their most pressing questions, provides guidance on the ins and outs of publishing while still in school, and offers expert advice from a professor who knows better than most what it takes to publish rather than perish.

Understanding Publishing in Graduate School

Getting published as a grad student can feel overwhelming at first, because there’s so much to learn about the process and expectations surrounding it. With a bit of research, however, students can familiarize themselves with the specific language surrounding publishing and make in-roads towards getting their first paper published.

What Does it Mean to Get Published?

Within the context of graduate school, publishing refers to getting essays, papers, and research findings published in one of the academic journals or related forms seen as a leader in the field. As jobs in academia continue to become more competitive, it isn’t enough for learners to simply do well in their coursework. The degree seeker who hopes to land an important post-doctoral fellowship or find a teaching position at a college or university must make themselves stand out in other ways.

When Should a Ph.D. Candidate Get Published?

Getting a paper published takes a lot of time and effort, and those students who wait until the final year or two of a doctoral program may fail to actually have any published materials by the time they graduate. According to the University of Nebraska-Lincoln’s Graduate Connections program , getting a paper published – especially if it’s your first – can take up to three years. In addition to the fact that most journals publish quarterly, the panel review process typically takes a significant amount of time and those submitting for the first or second time usually need to make a large number of edits and complete rewrites in order to reach a publishable standard.

How to Get Published

In order to get published, students submit their work to the journal or conference of their choosing. They frequently also provide a cover letter outlining their research interests. Most journals put out generic calls for submissions once or twice a year, while some may ask for papers addressing specific topics that have a much shorter turnaround time. Grad students may find it intimidating to go up against more seasoned academics, but another option revolves around partnering with their dissertation supervisor or another professor with whom they work closely with to co-author a paper. This not only helps ensure the validity of their findings, but alerts the academic world know that this other, more recognized faculty member believes in the research the student is doing.

Who Should Get Published?

Learners most anxious to get published are those who see their future careers in teaching and research. Because the world of academia is relatively small when divided into individual subjects, it’s important for students who want to break into these ambitious arenas to make a name for themselves early on and create a curriculum vitae that captures the attention of hiring committees.

Where Should Students Get Published?

When deciding which publications to pursue, students should consider the research aims of each and their likelihood of getting published. Newer journals tend to take more submissions as they are still working on building up their roster of contributors. While less venerated than other publications, getting printed in these can help build up name recognition and make it easier to break into the top-tier publications over time.

In terms of where work is published, the majority of students look to academic journals when sending out cover letters and examples of their work. But other options exist as well. Presenting papers at conferences is a popular avenue, as are chapters in books. The following sections takes a more in-depth look at how and where to publish.

Realities & Challenges of Getting Published

Getting published, especially while still in grad school, takes tenacity, focus, and a thick skin. Those who continue working on their craft, presenting at conferences, collaborating with others, and not taking no for an answer, however, frequently find success. Some of the challenges students may encounter include:

Lack of time

It’s no secret that doctoral students have busy schedules that seldom allow for outside – or sometimes, even related – interests to take up much of their days. Because publishing is not a degree requirement, carving out the time needed to research, write, and edit the type of paper required for publishing can feel impossible. With this in mind, student should look for ways to multitask. If presenting at a conference, think about how that paper could be transformed into a journal article.

Lack of confidence

Studies have shown that mental stress and illness frequently increase in grad school as students feel intense pressure to stand out from their peers. These feelings are often intensified when considering publishing, as learners are going up against academics and researchers who have been working in the field far longer than them. It’s important to remember that each of those renowned individuals had to start somewhere.

Lack of funding

Completing the research needed for a competitive paper doesn’t only take time – it requires money. Whether traveling to archives or printing all the necessary documentation, funding for outside research can be scarce while in school. Some programs provide competitive grants for research travel to help offset these costs.

Intense competition

As discussed earlier, competition for publishing is fierce. Academic journals and conferences only have space for so many authors and trying to get noticed can feel like a losing battle. In addition to seeking out newer publications and co-authoring with more notable figures, consider taking part in symposiums at the school you attend to get your foot in the door. While research on the average number of rejections is lacking, don’t feel discouraged if it takes a long time to be chosen for publication.

Finding the right publisher

While getting your name in print within an academic journal you greatly admire is the ultimate goal, it may take some years for it to come to fruition. One of the biggest mistakes students make is applying to ill-suited publications. Look for journals with editorial board members whose names you recognize. If a professor knows one of them, don’t be afraid to ask if they can help get your paper in front of them.

Adequately addressing feedback

Getting a paper published often requires intense editing and even completely restructuring and rewriting what you conceived in the initial abstract. If an academic journal shows interest in your essay but suggests rewrites, pay close attention to their requests and try to work with an advisor to ensure you meet all the stated requirements.

What do Graduate Students Publish?

Academic journals may receive the lion’s share of discussion in the publishing world, but graduate students can actually choose from numerous outlets and paths for getting their work to a larger audience. Students should review the options listed below and think about which format might showcase their work best.

Tips for Publishing

Despite the great amount of work required to publish, students who meet the challenges and persevere stand to position themselves favorably for future job opportunities. The following section addresses some of the most common questions about the process and alleviates general fears about how publishing (or not) reflects upon them.

How many papers should a Ph.D. student try to publish before graduating?

According to scholar-practitioner Dr. Deniece Dortch, no single answer exists. “There is no hard and fast rule as to the number of publications students should have prior to graduation,” she notes. “The reality is students in STEM disciplines and those who use quantitative methods are more likely to have publications prior to graduation because they often work in research teams and labs. This is not to say that qualitative scholars or those in other disciplines aren’t, but it’s a much more standardized practice in STEM for students to graduate with two or three publications. Personally, I had one sole-authored publication accepted prior to graduation, one first-authored piece, and one second-authored piece.”

How many journal articles is it possible to publish during a PhD?

“The answer varies and is determined by factors such as length of program, research team access, and faculty relationships,” says Dr. Dortch. “I’ve seen folks finish with as many as 10 publications, although this is extreme and doesn’t happen often.” She continues, “Imagine you are in a four-year program and you get your idea to write an article in year two. You submit that article in year three after getting approval, collecting data, analyzing it, and then writing your paper. Year three you submit that paper; it may be accepted in year four after months of revisions at the request of the editor. You finally have one published paper as you graduate.”

Are there PhD students who have no journal publications? Should they be worried about that?

“It depends on the type of employment the student is seeking upon graduation,” says Dr. Dortch, “Students applying to or wanting to work in institutions and organizations with the highest levels of research productivity who have no publications may want to consider post-doctoral positions so they have the time and space to work on increasing their publication record after graduation.” She continues, “Postdocs are a very common practice in many disciplines and are used as a way to gain additional training and expertise in research and teaching.”

Is it absolutely essential to have publications to apply for a PhD program?

In a word, no. Individuals working toward doctoral degrees have many reasons for doing so, not all of which require them to publish. Admissions panels also recognize that students focus their efforts on many different goals (e.g. jobs, internships, presenting at symposiums) throughout bachelor’s and master’s programs. As long as learners can demonstrate an ongoing commitment to scholarship, publishing is not an absolute requirement.

Does publish or perish begin before starting a PhD program?

It’s true that many students begin worrying about publishing before starting a Ph.D. program, but the reality is that they have ample time during and after completing a doctorate to make their mark on the world of scholarship. According to a recent article by Inside Higher Ed , some individuals in the academy now wonder if too much emphasis is being placed on grad students publishing. Learners unsure about this should speak to a trusted advisor or mentor to figure out when to focus on getting published.

What is the difference between a published article and a Ph.D. thesis?

While a Ph.D. thesis is required for satisfactory completion of a degree, a published article is not. A Ph.D. also takes a much longer form than a published article, averaging approximately 90,000 words. Academic journal entries, conversely, are usually between 4,000 and 7,000 words.

Should I first write my Ph.D. thesis or publish journal articles?

Though publishing at the doctoral level is increasingly seen as a requirement in the job market, it is not part of degree requirements. With this in mind, students should prioritize the research and writing of their thesis above all else. If they have the time and mental clarity needed to publish journal articles, this can be a secondary focus.

From the Expert

Dr. Deniece Dortch is a scholar-practitioner known for her commitment to diversity, social justice and activism. Dr. Dortch holds a Ph.D. in Educational Leadership & Policy Analysis from the University of Wisconsin-Madison, an Ed.M. in Higher & Postsecondary Education from Columbia University, an M.A. in Intercultural Service, Diversity Leadership & Management from the School for International Training and a B.A. in Spanish from Eastern Michigan University. Hailed a graduate school expert by NPR, she has published numerous articles on the experiences of historically underrepresented undergraduate and graduate students. She is the creator of the African American Doctoral Scholars Initiative at the University of Utah and currently a Visiting Assistant Professor of Higher Education at The George Washington University .

Publishing as a student can feel intimidating. Why is this process important for learners to go through?

Long gone are the days of getting a good job by just having a solid dissertation or an award-winning thesis. Publishing your work while in school demonstrates a commitment to answering and understanding our world’s most complex problems. Further, institutions want to know that you have the capacity to publish. Now, publishing doesn’t mean you have to be first author or that you must publish sole-authored pieces only. Collaboration is also sufficient and often encouraged. The publishing process is intimidating for folks because it involves critique and, most often, rejection.

Receiving and giving critical feedback is part of the learning process and students should not shy away from it because it will only serve them well in the end as they learn to cope with disappointment and reward. But more importantly, there is no point spending months and years conducting research if you are just going to keep your findings to yourself. What you learn is meant to be shared.

What are some common mistakes these learners make when preparing their first papers?

Common mistakes that individuals make include not adhering to the guidelines outlined in the submission process. Examples of this can include ignoring formatting requirements (e.g. APA, MLA, etc.), going over the stated word count, inadequately proofreading, and not submitting a cover letter. This is probably the most important one.

What specific advice do you have for them in terms of finding the right outlet, preparing their work, and submitting to journals?

Students should have multiple individuals read over their work before submission. Writing is a process and even after it is submitted, it will need to be revised many more times before you will read it in print. It is part of the process. To find a good outlet for your work, pay attention to where other scholars are submitting their work. If you’re subject is aligned with theirs, you have a shot. Make a list of at least three outlets that fit your article. Also look out for special calls. A special call for submissions usually goes a lot faster than the regular submission process, so if you’re a student who is about to go on the job market, submit to those first. Also, the more competitive the academic, the longer the process, so keep that in mind. If you are rejected, just re-submit to the the next journal on your list.

In addition to publishing in journals, how else might a student go about getting recognition in their field while still in school?

Apply for all fellowships, grants, and awards that are specific to you and what you do. People in the academy love an award winner and they especially love people whose work has been recognized and/or funded by outside groups. A great way to increase a student’s visibility is to publish outside academic journals and publish in other media outlets. Also attend conferences in your field. Try to get on the program as a presenter or facilitator so that people in your field will start to know who you are and your research interests.

A PhD by publication or how I got my doctorate and kept my sanity

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Doing a PhD is a difficult business. Long hours, personal stress, institutional pressure to complete on time – and all this for what?

Increasingly a PhD alone does not guarantee an academic career. We are expected to publish, teach and contribute to professional development. Oh and did I mention you have to publish, publish, publish?

However there is a way to publish and do a PhD - hopefully without perishing.

I recently completed my PhD by publication, which for me was a way of getting a doctorate while keeping my sanity.

What is a PhD by publication?

A PhD by Publication is just what it sounds like, instead of producing one large monograph, you produce a series of articles to be published in peer reviewed journals or as book chapters.

The normal format is four to five research papers bookended by a substantial introductory chapter and a concluding chapter. The thesis must still read as a cohesive whole and therefore despite the articles being stand alone pieces, they must also relate to each other.

The aim is that when they are read together they become more than just the sum of their parts.

It is a relatively new concept within the social sciences and humanities but has been around for a while in the hard sciences here in Australia. It is much more common in European Universities where it is often the standard approach for doctoral studies.

The advantages

There are many advantages to doing a PhD this way. One of the more self-evident ones is that it allows you to publish and finish a PhD – academically hitting two birds with one stone.

There are many pressures of doing a PhD that are taken away from publishing. PhD by publication focused my writing on achieving output and helped to avoid the trap of always pushing the publications to the side.

A PhD by publication also helps you to develop practical skills. Through my own process, I learnt how to write to journal editors, deal with rejection and pitch articles – all skills that are important for professional academic life.

This method also divides the PhD up into more manageable chunks – sometimes the hardest thing about a PhD is the enormity of the task it presents. But dividing it up into five discrete papers allowed me to see a way ahead making the PhD seem more achievable.

Last but not least, you can get both expert feedback and it can provide that “tick” factor. PhD students were usually high achieving undergraduate students used to receiving recognition and reward for their work. Entering the land of doctoral studies, you don’t get the pay off from your work until the end of many years and lack of recognition can be deeply un-motivating.

But each time something is published is a chance to celebrate and take a deep breath before moving on to the next portion.

The expert feedback you get during this process is also very helpful even it’s not always pleasant (see below). By the time your PhD goes to examiners it has already gone through a rigorous peer review process.

In times of PhD panic, it was comforting to think that my work can’t be that bad if someone had already agreed to publish it.

The disadvantages

Of course, though, there are some disadvantages to electing to do a PhD in this way.

Chief among them is the pressure to start publishing immediately. Publishing is hardly a quick process; it can sometimes take up to two years from submission to a journal long periods of fieldwork may not be compatible.

Therefore candidates taking this route need to start straight away. Aim to have your first paper finished within the first 6 months.

It’s also worth recognising that this is not a format for the faint hearted. Rejections from journals can be brutal. You need to be prepared to take this on the chin and send it out again.

That said, this is a skill you need to develop for academia. Being exposed to it early helped me develop a thick skin and be humble about my work.

With the benefit of feedback, there’s also the downside of extra work. You may often need to rewrite work for journal editors.

After all, editors have their own agenda and interests and in some respect you are writing for them and not for you. However this taught me to stand my ground with editors and defend things I wished to keep as well as framing things for different audiences.

Another thing to be wary of when considering a PhD by publication is that you need to understand that it’s not a professional Doctorate. A Professional Doctorate recognises contribution to a profession and usually doesn’t include the same level of original contribution or indeed a thesis.

PhD by publication is still examined to the same standards as a traditional PhD. However countering this assumption that it is not a “real” PhD is sometimes hard.

Finally, because you’re likely to be treading new ground in your institution, there’s not always a clear path before you.

I did my PhD in a department which was still sorting out its policy towards this format. As a consequence I needed the strong support of your supervisor and head of department to make this work (which I was lucky enough to have). You shouldn’t expect a clear set of instructions here; guidelines and policies seem to vary between departments, disciplines and universities.

The up shot

The biggest advantage is that I have come out of my doctoral studies not only with a PhD but with a healthy publication record. This I hope will assist me when taking the next step in my career.

For me, PhD with publication provided a framework, a way forward from which I could see the path to submission. It provided me with a way to get my doctorate without worrying about the process. It allowed me the opportunity to contribute to debates while developing my ideas.

If academia is to expect Australian candidates to now finish their PhD and publish, then it should promote and encourage alternative formats such as this. It can only be good for both PhD candidates and the profession at large.

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Where to Publish Your PhD Research: Choosing a Journal

This post continues our series about publishing your first paper . We have already covered considerations for when and what you may want to publish. Now for the fun one: deciding where to publish your PhD research.

Choosing where to publish is probably the most contentious question in academia. I hope this post helps with your decision making!

Considerations for where to publish your PhD research

The main reason to publish anything in academia should come down to wanting to help progress the field and provide insights which could be used to inform future research. For an in-depth look into this and other reasons for publishing your PhD research, see the full post here .

No matter your reasons for publishing, it makes sense to aim for a journal which will enable as many researchers who could be interested in your work to see it. In reality though, other factors may come into play which could impact your choice of journal. These include:

• What is the journal’s average response time?
• Does the journal publish many papers using similar methods and techniques to yours? See the Appropriateness section further down the page for more details.
• Is the submission process simple? Would submission there require loads of formatting which is only relevant to that one journal?
• Will relevant researchers in your field see it?
• What does it cost to publish there?
• Are you only interested in publishing to help researchers or do you want kudos? Publishing in a certain journey may help boost your career prospects if you’re staying in research.
• How difficult is it to get something published there?

The choice of where to publish typically comes down to three main factors:

Journal prestige and impact factor

Relevance to the audience.

• Appropriateness for your study design

Let’s get this out the way first: researchers can be snobby about journals!

Disregarding the actual content of your study, successfully getting something published in a prestigious journal can become an accolade in and of itself.

The idea is that getting something accepted in a high tier journal signals the quality of the work. On the flip side, if something is published in a journal no one has heard of, questions may be raised of how rigorous the review process was.

Publishing in a prestigious journal of course can bring kudos to you and your co-authors and look great on a CV, but does it actually make your research any better?

A journal only accepts papers that are within its scope, that is to say that they’re relevant to the audience. Yet, aiming for a top journal won’t necessarily mean that the highest amount of relevant researchers will necessarily see it.

How do researchers actually find papers?

Some of the main ways people find papers are as follows:

• Reading the actual journal , either in paper form or online. Speaking to academics you’ll often find that there are a few key journals they regularly check for new research in their field.
• Searching for relevant papers as part of your literature search. Using tools such as Google Scholar or Web of Science.
• Setting up automated alerts for certain topics, keywords or researchers. I do this and get an email every time something new is published in the area.

Clearly not everyone reading your work will find it through the journal itself. I myself rarely browse a journal and instead mostly rely on method 2 to find papers relevant to my research. Even so the journal can still matter:

My experience: Ultimately the reputation of a journal can still play a part in how many people will actually read your article, no matter how researchers find it. I’ve worked with researchers who won’t read an article if they don’t recognise (or have had a bad experience with) a certain journal. This is pretty understandable with the rise of sketchy predatory journals and the numbers of journals constantly increasing, making it difficult to work out which ones even carry out solid peer-review.

One useful measure which researchers will often turn to for an initial assessment of a journal, and the papers it publishes, is impact factor.

Journal Impact Factor

What is impact factor.

The impact factor of a journal is a metric which demonstrates the number of citations that papers in the journal typically receive over a given period, usually two or five years. You can see how to calculate it over on Wikipedia .

Impact factor is a very quick way to assess journals. If the impact factor is very low, it likely means that either no one is reading the research or they don’t find it useful in progressing the field.

Papers which get cited many times indicate a lot of research activity and impact in the research community. Therefore journals which publish the kinds of paper receiving a lot of attention are indicative of high impact research.

How do you find the impact factor of a journal?

You can usually find the impact factor for a journal displayed prominently somewhere on its website. For example here is the homepage for the Journal of Orthopaedic Research :

If it’s not on the homepage, it may be on the ‘About’ page. If it’s not there I’d go back to my search engine ( Ecosia ) and likely end up finding it on Wikipedia.

What’s important to highlight is that constituents a “good” impact factor varies by research field. It’s not really appropriate to compare the impact factor of journals you’re trying to publish in with a friend if they work in a different discipline. What you can do though is compare the journal to others in the same field, which brings us on to quartiles:

Journal Quartiles

Research activity differs between fields, which plays a part in how many citations a paper will typically achieve.

My experience: I used to work in anaesthetics research. There are very few academic departments even researching anaesthetics. Looking up the impact factor of top anaesthetics journals, none look impressive because there simply isn’t much activity and therefore new papers coming out of the field!

A useful metric to judge the quality of journals is to determine which quartile a given journal sits within relative to all other journals in that field. Q1 journals mean that they’re in the top 25% highest impact for that field. Q2 journals sit between 25-50% and so on.

This means that a given journal may not appear active compared to other fields, but could actually be one of the best within your field.

How do you find out which quartile a journal sits in?

Use the SJR to compare journals in a given field. Shown below are the results for journal Marine Chemistry .

The big green box at the top shows that the journal is consistently in the top quartile across four fields:

Don’t be demoralised if even the top journals in your field have a relatively low impact factor.

What is important is that you’re trying to make your work high impact within your own field. That is what quartiles can demonstrate. You put yourself in a strong position if you’re trying to publish in Q1 journals in your field, no matter the impact factor.

My experience: When I was applying for PhDs, my soon-to-be supervisor instructed me to highlight in my application the quartiles of papers I’d co-authored. Without doing so, anyone unfamiliar with the field can’t easily assess the potential quality of the journal and therefore the potential impact of my research contribution.

Impact factor and quartiles are useful, but are not the only factors to consider.

Want your work to be highly cited? It is possible that a lower impact journal, which is highly targeted to your specialism, could get your article read by more people who are likely to build on and reference your work.

Your choice of journal will, to a certain degree, dictate the audience who will see your paper. One of the main factors to consider is the type of journal:

Specialist vs Multi-Disciplinary Journals

There are two main types of journals. The first type are journals which serve a specialist field, for example Cancer or Additive Manufacturing .

These journals will often be the obvious target for your research, particularly if you’re working neatly in one field. This means that the people who are most likely to want to implement your findings can easily find it.

Other types of journals exist which are not targeted to a certain field. These instead accept a much wider spectrum of research. Examples include: PLOS One and Nature Scientific Reports .

You could chose to publish in a multi-disciplinary journal if your work:

• Covers work across several fields and wouldn’t neatly fit into a specialised journal
• May be widely applied and would be of interest to researchers across multiple fields

Of course at the top of the tree for multi-disciplinary journals are the likes of Nature , Science and the Lancet . The work published in these journals is usually very high impact and attracts huge readerships.

Even so, your work won’t necessarily always be seen by researchers working in your area of research. This could in fact decrease potential citations if you don’t explicitly spell out the potential impact and applications of your research.

Special Issues

Every so often journals will publish Special Issues which focus on a certain topic. For example here are the recent special issues for Cell :

If you can find a special issue which relates closely to your work you’re in a great position:

• You stand a better chance than usual of it being accepted, because the editor will better appreciate your work.
• Readers will already be primed for your work since they are very interested in the sub-field. As such, special issues will usually receive a higher average number of citations compared to standard issues in the journal.

My experience: Recently I published two papers in the same special issue of a journal. The special issue theme related very closely with a lot of my PhD so was an ideal target. Do be aware that unlike with normal paper submission, you’ll be working towards a publishing deadline for that specific journal issue. If you submit your work pretty late in the publishing window (like I did), you might be working to pretty tight deadlines which can become stressful, trust me!

Just been requested to make major revisions to a paper and been given 10 days to get them done. Last time I got major revisions for a paper we had 60 days! We can ask for an extension but wondered @AcademicChatter is this short turnaround time common? — Jeff Clark (@savvy_scientist) August 10, 2020

You can find calls for special issues on the journal website or by following researchers in your field on social media.

Appropriateness of your study

This final point isn’t always as relevant as the others, but is worth considering. Effectively, the type of work you do, and associated study designs, may not always be appropriate for certain journals.

For example if you do computational modelling, even if your work is very relevant to a field perhaps you don’t have much chance publishing in a certain journal if they don’t usually accept that kind of work. In my field there is a journal that practically requires the inclusion of in vitro work for a paper to be considered.

The journal website will typically include a page detailing the kinds of topics they’ll publish:

This doesn’t necessarily tell you anything about what is acceptable in terms of methods, study design and experimentation though. For that I suggest looking at previously accepted papers. This will give a flavour of what is required to get accepted into a certain journal.

My advice for deciding where to publish your PhD research

Where are similar papers published.

If you don’t already have a journal in mind, think of the papers which relate most to your work: where were they published? The field may well have developed since then, so also look at recent related papers and see where they’re published too. These are usually great journals to consider submitting your paper to, since they publish related research.

Put together a list of potential journals

Once you’ve got an idea of potential journals, write a list in preferential order. Where would you most like your paper to be accepted?

Typically when putting together an ordered list of potential journals to submit work to, a researcher may first start with a submission to the one with the highest impact factor (typically the most prestigious) and then work their way down the list if they get rejected.

My experience: I’ve had three first author papers accepted from my PhD, and another is currently under review. Of the three which have been accepted, two were accepted at the first choice journal and the other was accepted at the second choice. The one which is still under review is at its third journal and still isn’t accepted! Try to not be afraid of rejection, and certainly don’t take it personally!

Consider aiming high

You can always try your luck at a higher impact journal than other similar papers. Even though it may be more competitive, if it doesn’t take long to try it may be worth a shot, especially if your paper can be easily adapted to fit the journal’s formatting requirements.

My experience: In my field, most of the top journals have impact factors of 3, 4 or at most 5. Earlier this year I sent something to Nature Biomedical Engineering which has a much wider scope and an impact factor of over 17. The paper was rejected but from submission the decision only took a week. This isn’t a lot of time to lose if you think your paper stands a chance of acceptance. I was disappointed but at least we could move on quickly.

Stay positive

I appreciate that working out where to publish your PhD research can be overwhelming, especially for your first paper. It is worth persevering, trust me!

In relation to prestige, if you’re working in a field where the typical impact factor of a journal isn’t particularly high, please don’t get at all discouraged if you’re tempted to compare it to friends in other disciplines. I personally know I’m unlikely to publish in any of the very highest impact journals ( with my research anyway) , but that doesn’t mean I don’t do useful research!

It’s always worth remembering that the reason we’re trying to publish is to get our research out into the world. This helps to inform further research and helps to progress the field .

Best of luck!

I hope you found this article in the publishing series useful. Next in the series we’ll be putting together a first draft. If you have any feedback please do let me know.

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How to Get Research Published as a PhD Student

The old adage in academia is “publish or perish,” and this saying has some truth. Publishing research during your academic career is an important part of advancing your field. If you’re considering or in the process of getting a doctorate , getting your research published can be overwhelming, but it is crucial for gaining recognition in your field. 

This article will provide valuable insights and tips on successfully getting your research paper published, from selecting the right academic journal to crafting a compelling manuscript.

Understanding graduate student publications

Publishing during your PhD is integral to your academic experience. Depending on your chosen discipline, the expectation may vary — some disciplines expect multiple publications in peer-reviewed journals before graduation. In contrast, your dissertation might be your first published work in others. 

An essential step is understanding your field’s publishing culture. For fast-paced fields like biomedical sciences, it’s common to publish multiple papers throughout the program. But for other disciplines like humanities , the focus might be more on producing a comprehensive dissertation, which often forms the basis for a book or other publication. 

Evaluating these expectations early on helps you formulate a realistic and effective publishing strategy.

It has to be original.

Originality is crucial in publishing an academic paper, as it determines the impact of your research on the field and builds credibility. An original contribution provides fresh perspectives that invigorate intellectual discussions, promote further research and initiate groundbreaking discoveries. 

In the competitive landscape of academia, original work offers a considerable advantage by distinguishing your manuscript from countless others, increasing the likelihood of acceptance and recognition. Moreover, pursuing innovative and ground-breaking work attracts funding and career growth opportunities, as institutions prioritize research demonstrating the potential for significant contributions and future development in your field. 

When discussing originality in research, it’s important to note that original work doesn’t have to revolutionize your field or create something new. Originality in academia could, and most often does, mean contributing new perspectives, interpretations or insights into existing knowledge. 

It should speak to your target audience.

Understanding how to choose a journal is crucial, as it helps you connect with your ideal audience. When deciding where to submit your work, consider the journal’s scope and its readership demographics. By familiarizing yourself with the journals that resonate most with your research, you’ll learn the type and quality of the work they champion. 

You don't have to do it alone. 

Remember that PhD publications don’t happen in a vacuum. Your advisor, colleagues, and other faculty in the department can be invaluable resources as you work to find an interesting topic or viewpoint, submit drafts for review, and move towards the final finished product. Asking for advice and guidance, particularly from those who have been publishing recently, is a great way to ensure that you will reach your audience with what you are trying to do.

Get started on your research contribution! 

Publishing research is part of the challenging and exciting adventure of graduate school. Whether you're interested in history or statistics, psychology or physics, at some point, the rest of the academic community will want to hear about what you are working on. When you publish research, you are contributing to the great dialogue between scholars and thinkers stretching back for centuries.

If you are interested in learning more about what it takes to earn your PhD, we invite you to explore the many resources we have available at SMU: browse our resource library , Moody School of Graduate and Advanced Studies , or subscribe to our blog . We are excited to help you as you consider your next step in your graduate school journey! 

For a comprehensive overview of the PhD process — from consideration to application to graduation — explore our guide, Choosing, Applying for, and Thriving in a PhD Program.

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Phd by published work, what is phd published work.

A PhD awarded for the submission of a portfolio of published research to the standard of a regular PhD.

Who can apply?

Candidates may apply for the PhD by published work under Regulation 38 and the associated Guidance on the Requirements for the Award of Research Degrees .

Candidates must be either:

• Members of academic staff or administrative or library staff of equivalent status of the University. Normally has been employed by the University for at least three years immediately prior to the submission of published work; or
• Graduates of at least seven year’s standing normally holding a Bachelor’s degree or equivalent.

Please note: You do not need to be a Warwick graduate to be able to apply for the PhD by published work.

Application Process

• Candidates must make a research application using the standard online Postgraduate Application Form
• Candidates must apply for the PhD most relevant to the portfolio of work that they will be submitting
• Candidates should state clearly on the form that they wish to be considered for the PhD by Published Works
• Candidates should then submit their CV (this can be uploaded with their application) and copies of the Works to be considered
• Candidates should submit between 3 - 8 publications, which will form the intellectual basis of the examination for the award, for consideration (this may vary dependent on the discipline and focus of the candidate's research)
• Submissions should include further contextual information regarding the publications, including, but not limited to, the profile of journals that articles have been published in, the candidate's individual contribution to each of their publications, the number of citations, and their significance to the field.

Consideration Process

• The Head of the relevant Department will initially consider the submission. (S)he will appoint an Academic Advisor to provide guidance to the candidate on the presentation of the published work.
• The Academic Advisor should produce a statement that outlines the Candidate's suitability for admission to a PhD programme, an assessment of the quality of publications presented, and any further relevant details regarding the Candidate, including their employment (current or past), area of expertise and profile within their discipline/field of research.
• If the Head of Department is satisfied with the submission, (s)he will ask that the Chair of the Faculty Education Committee consider the submission.
• If the Chair of the relevant Faculty Board is of the view that the Works are of the appropriate standard, (s)he will make a recommendation to the Chair of the Board of Graduate Studies that the candidate is admitted to the PhD.
• An offer can only be made once the Chair of the Board of Graduate Studies has given his/her approval following consideration of the aforementioned recommendation.
• Candidates should be aware that a successful application does not guarantee the award of the degree – candidates are required to successfully complete the examination process as set out in the Guide to Examinations for Higher Degrees by Research .

Period of Registration

• The normal period of registration will be for 12 months.
• Where the candidate is not a member of the staff of the University, submission for examination for the degree of PhD may be made after a minimum period of six months' registration.
• Where the candidate is a member of the staff of the University, submission for examination for the degree of PhD may be made after a minimum period of three months' registration.
• During the period of registration, students will additionally need to submit the Works to be assessed and a Covering Document of between 5,000 and 10,000 words setting out the relationship between the Works presented, the significance of the Works as a contribution to original knowledge within the relevant field, and, as an appendix, a full bibliography of all of the works ever published by the candidate.
• The normal fee is an amount equivalent to one year’s full-time fee for the traditional PhD in the relevant academic year and department regardless of the date of submission of the work.
• The fee for members of staff and for graduates of the University is charged at 20% of the home full-time postgraduate research fee.

Further information

• All inquiries regarding applying for a PhD by published work should be directed to the Postgraduate Admissions team.
• For detailed information on the requirements for an examination of the PhD by published work, see Regulation 38 and the associated Guidance on the Requirements for the Award of Research Degrees , and the Guide to Examinations for Higher Degrees by Research .
• For information on the fees for your registration for the PhD by published work, please consult Student Finance .

Useful Links

• Postgraduate Admissions
• Student Finance
• Regulation 38
• Guidance on the Requirements for the Award of Research Degrees  
• Guide to Examinations for Higher Degrees by Research

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Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study

Arlene smaldone.

1. Professor of Nursing and Dental Behavioral Sciences, Assistant Dean, Scholarship and Research, School of Nursing and College of Dental Medicine Columbia University, New York, NY, USA.

Elizabeth Heitkemper

2. Postdoctoral Research Fellow, Department of Bioinformatics, Columbia University School of Nursing, New York, NY, USA.

Kasey Jackman

3. Postdoctoral Research Fellow, School of Nursing Columbia University, New York, NY, USA.

Kyungmi Joanne Woo

4. Postdoctoral Research Fellow, School of Nursing, Columbia University, New York, NY, USA.

Judith Kelson

5. Assistant Director, PhD program, School of Nursing, Columbia University Medical Center, New York, NY, USA.

The study purpose was to compare dissemination of PhD dissertation research by dissertation format: traditional (five-chapter document providing a complete and systematic account of the PhD research) versus an alternate (substudy [document containing three smaller studies but not written as stand-alone manuscripts] or publication [document containing three or more related manuscripts intended for submission or published in a peer-reviewed journal]) format.

A retrospective study of all PhD dissertations (1999–2019) from one research intensive school of nursing.

Following identification of graduates via the school’s PhD database, we searched ProQuest and PubMed databases for the dissertation and first authored peer-reviewed publications of each graduate to determine dissertation format, study design, timing and number of dissertation research publications, and inclusion of dissertation sponsor in authorship. Data were analyzed using descriptive statistics and Wilcoxon rank sum tests.

Of 113 graduates, 80 (70.8%) employed a traditional format, with the remaining graduates structuring dissertations using an alternate (substudy [ n = 12], publication [ n = 21]) format. Of those using the traditional format, 33 graduates (41.3%) never published dissertation research findings in a peer-reviewed journal. For those who published their dissertation research in a peer-reviewed journal, time to first publication was 1.4 ± 2.1 years (median 1.6 years) following degree conferral. In contrast, all graduates who utilized alternate formats published one or more components of their dissertation research with shorter time to first published manuscript (−0.6 ± 1.1 years; median −0.5 years; p < .001). Number of peer-reviewed publications was higher for those who utilized an alternate format compared to the traditional format (2.9 ± 1.5 [median 3.0] vs. 1.8 ± 1.1 [median 1.0], p = .001). Acknowledgment of the sponsor’s contribution via publication authorship was higher for those using an alternate format compared to the traditional format (100% vs. 70.2%).

Conclusions:

Number and timeliness of peer-reviewed publications stemming from dissertation research was higher for PhD graduates who utilized an alternate dissertation format. Alternate dissertation formats should be encouraged by PhD programs as one means to improve dissemination of PhD nursing research.

Clinical Relevance:

Dissemination of PhD research through peer-reviewed publications promotes the continued development of nursing science to inform nursing practice and advances the career trajectory of PhD graduates.

Dissemination of research via peer-reviewed publications is important to the profession and to the career development of the emerging nurse scientist. While the traditional five-chapter dissertation format containing an introduction to the problem (chapter 1), review of literature (chapter 2), methods and materials (chapter 3), research results (chapter 4), and discussion and conclusion (chapter 5) was once the sole option for students in research-focused graduate programs leading to a doctor of philosophy (PhD) degree, over the past decade there has been rapid uptake of the publication format dissertation both in nursing ( Graves et al., 2018 ) and other fields ( Stock & Siegfried, 2013 ). The publication format dissertation, also known as the three-paper format, differs from the traditional format dissertation in that chapters 2, 3, and 4 are reports of individual studies prepared as manuscripts consistent with the format specified by the targeted peer-reviewed journal. As recently as 10 years ago, fewer than 20 schools of nursing offered a publication format dissertation option to their PhD students ( Baggs, 2011 ; Nolan et al., 2008 ; Robinson & Dracup, 2008 ). Since then, the number has more than doubled. Of 79 schools of nursing offering PhD programs who responded to a recent survey, 70% offered the publication dissertation format option. Both format options were offered by 59% of the schools, with less than one fourth of schools offering the traditional option only ( Graves et al., 2018 ).

Integrated within a program of PhD study, the publication format dissertation has the potential to offer substantial benefit both to the student and faculty mentor. For the student it provides a first-hand experience in journal selection and discussion about authorship early in the process ( Broome, 2018 ; Chyun & Henly, 2015 ). The student who writes a publication format dissertation benefits from the opportunity to identify journals appropriate for the research, develops skills in clear, concise scientific writing, avoids unintended plagiarism, benefits from external peer-review critique, and revises the manuscript based on reviewer feedback ( Foster, 2009 ; Francis, Mills, Chapman, & Birks, 2009 ; Gross, Alhusen, & Jennings, 2012 ; Kearney, 2015 ). These experiences are less likely to be encountered during predoctoral education by those who write a traditional dissertation. One or more first authored peer-reviewed publications may provide a competitive edge for a postdoctoral fellowship or tenure track faculty position ( Freeman, 2018 ). For faculty, co-authorship with their dissertation advisee is a demonstration of mentorship ( Gross et al., 2012 ). On the other hand, concerns have been raised about potential copyright issues, need for additional help with writing by students, and faculty burden in providing that assistance when the publication option is pursued ( Broome, 2018 ; Kearney, 2014 ; Robinson & Dracup, 2008 ).

Although there has been discourse about the potential pros and cons, little is known about the dissemination of research findings as peer-reviewed publications for those who have opted to structure their dissertation research as distinct publications. The purpose of this study was to examine the timing, number, and authorship of peer-reviewed publications stemming from dissertation research of PhD graduates at one school of nursing by dissertation format: traditional five-chapter versus an alternative (substudy or publication) format. The substudy and publication formats are similar since both contain dissertation research presented as three smaller studies. However, the formats differ in the sense that the publication format presents each study as a standalone manuscript, whereas in the substudy format the results chapter is limited to findings of each study with interpretation of findings from the three studies found in the last chapter of the dissertation.

We analyzed data from a retrospective cohort of 113 Columbia University School of Nursing PhD graduates (May 1999 to February 2019). The program began as a Doctor of Nursing Science (DNSc) program in the mid-1990s, with its first graduate earning the degree in May 1999. In 2008 the program transitioned from a DNSc to a PhD program. With this change, all students were required to maintain full time enrollment status as per Columbia University policy. First and second year students in good standing who had entered the DNSc program were offered the option to either continue the DNSc curriculum or to complete the additional requirements of the new PhD nursing curriculum (one additional two-credit course, Interdisciplinary Research Models). The rigor of the dissertation requirement was not altered with change in terminal degree. The first PhD degree in nursing was awarded in October 2009. The history of doctoral education for nurses in the United States (US), including similarities between the DNSc and PhD degrees, recent phasing out of DNSc programs, and their replacement with PhD programs in nursing, has been summarized by Reid, Ponte, and Nicholas (2015) . Similar to other universities (e.g., University of California at San Francisco), in 2011 Columbia University retroactively awarded a PhD degree to 58 DNSc graduates without any additional course requirements. From program inception, while the majority of students employed a five-chapter traditional style dissertation format, select students (e.g., students who had successfully competed for National Research Service Award F31 predoctoral fellowships) were offered the opportunity to format their dissertation using an alternative format.

In 2014 the PhD program curriculum was modified with the expectation that PhD students would register for core, elective classes or dissertation advisement during fall, spring, and summer semesters with the goal of accelerating time to graduation, making it possible to complete the program in 3 years. The minimum number of credits required for graduation remained unchanged. Also, in 2014, a process for a publication option consisting of three publishable papers was formalized and included in the PhD student handbook as a choice for all Columbia Nursing PhD students. The decision regarding dissertation format is made by students in collaboration with their faculty mentor and declared at the time of the students’ dissertation proposal defense. Table 1 provides a summary of requirements for the dissertation proposal by format type. For those choosing a publication format option, the target journal and an alternate journal for each proposed paper as well as authorship are determined at the time of proposal defense. The first manuscript is a review of literature in the topic area of the research using systematic review, integrative review, scoping review, or qualitative meta-synthesis methods. Topics for the second and third manuscripts are determined by the student in collaboration with their dissertation committee and may include a methods paper, a quantitative study, or a qualitative study. For both dissertation formats, a fifth chapter will be written following completion of the research prior to the dissertation defense. Chapter 5 includes summarization and discussion of research findings within the context of what is known in the field and the implications of the research for policy, research, and practice.

Requirements for Written Dissertation Proposal Defense by Format Type

Note. Summarized from Appendices F1 and F2, PhD Program Student Handbook, 2018–2019 available at http://nursing.columbia.edu/sites/default/files/documents/phdstudenthandbookrevaugust2018.pdf

In the US, federally funded T32 training programs provide sources of funding to support the education of PhD students as well as to establish an infrastructure within the school for specific types of research. Currently, there are 21 National Institute of Nursing Research–funded T32 training programs in the US ( National Institute of Nursing Research, n.d. ). Since PhD program inception, the school has been awarded three distinct T32 training programs in informatics (T32 NR007969, 2002–2022), infection prevention (T32 NR013454, 2007–2018), and comparative effectiveness research (T32 NR014205 2013–2023). Many students have been supported by these training grants during their doctoral studies.

Data Sources and Variables

Data for this retrospective cohort study were collected from three sources: Columbia University School of Nursing PhD Microsoft Access database, ProQuest dissertations & theses at Columbia University, and PubMed (U.S. National Library of Medicine, National Institutes of Health). The PhD database was used to identify all program graduates from 1999 through February 2019. From the PhD program database, name, dissertation sponsor (faculty member who provided mentorship to the student in planning, implementing, and reporting the dissertation research), date of degree conferral, dissertation title, and degree(s) earned prior to entry to the PhD program (bachelor of science in nursing [BSN], master of science in nursing, or master of public health) were extracted for each graduate since program inception (J.K.). Each dissertation was retrieved using the ProQuest database. At Columbia University, dissertations are available via ProQuest within a few weeks of final submission of the dissertation. The abstract, table of contents, and acknowledgments sections were read for general sense of the research aims, study design (quantitative, qualitative, mixed methods), topical area of study, and whether the graduate had collected original data as part of dissertation research or used a secondary source such as national or state level data (E.H., K.J.). The dissertation format was categorized as either a traditional or alternate (substudy, publication) format based on the dissertation abstract and table of contents (A.S.). When the name of the graduate’s dissertation sponsor was unrecorded in the PhD database, the name was retrieved from the acknowledgments page of the dissertation. Finally, PubMed was searched in September 2017 and updated in March 2019 to identify the number of first authored peer-reviewed publications that were directly related to the dissertation research. We excluded publications that did not stem from the students’ dissertation research. The year and month of first publication and year and month of the last publication were retrieved, as were the name of the journal in which the manuscript was published and whether the dissertation sponsor was included as a co-author or senior (last) author on the publication. If the publication was available online ahead of print, this date was selected. Journals were categorized as nursing, interdisciplinary, or other discipline (E.H., K.J., A.S.). Using date of degree conferral and date of first publication, we estimated time to first publication. For those with more than one dissertation research publication, dates of first and last publication were used to estimate time from first to last publication. Time to graduation was estimated using date of degree conferral and date of program entry.

Data Analysis

Data were analyzed using descriptive statistics; dissemination of research via peer-reviewed publications and time to degree conferral by dissertation format (traditional vs. alternate [substudy and publication] formats) were compared using the Wilcoxon sign rank test. SAS 9.4 statistical software (SAS Institute, Inc., Cary, NC, USA) was used for all analyses. A p value of <.05 was considered statistically significant.

Of 113 PhD graduates, the majority (70.8%) had formatted their dissertation as a traditional five-chapter document, with the remaining graduates using alternate (substudy [10.6%] or publication [18.6%]) formats. Figure 1 illustrates the shift from use of the traditional dissertation format to the publication format and time to graduation by dissertation format over the 21-year period. Across formats, median time to graduation decreased from 4.7 years during the period 1999–2004 to 3.5 years during 2015–2019 (data not shown). Across time intervals, use of the publication format option did not increase time to program completion.

Dissertation format (A) and time (years) to degree conferral (B) over a 21-year period.

Table 2 provides details regarding the characteristics of graduates and their dissertations by format type. Across formats, the majority of graduates had entered the PhD program after achieving a master’s degree in nursing. For those who used the traditional dissertation format, quantitative study designs were most frequently employed (68.8%), with many using existing national or state level data sources. More than half of those who used an alternative format (substudy [58.3%], publication [61.9%]) employed mixed-methods study designs. Across dissertation formats, the majority of graduates had collected original data for all or part of their dissertation research. Overall, topic areas for dissertation research varied widely ( Figure 2 ), with some (e.g., informatics [16.1%] and infection prevention [8%]) being very consistent with the T32 research training efforts of the school. Notably, approximately one third (35.7%) of dissertations were categorized as “other,” reflecting both the diversity of research interests by PhD graduates and the broad expertise of faculty mentors to guide the research.

Dissertation topic areas by dissertation format.

Characteristics of Dissertations by Format Type

Note: BSN to PhD = a student entering a PhD program in nursing following completion of the Bachelor of Science degree in nursing; MPH = a student entering a PhD program in nursing following completion of one or more degrees in nursing and a master’s degree in public health.

Peer-Reviewed Publications

Of those who utilized the traditional dissertation format, 58.7% of graduates had published one or more peer-reviewed research articles, whereas all graduates using the alternate formats disseminated their research via peer-reviewed publications. In total, 181 peer-reviewed publications were retrieved. The number of first authored publications stemming from dissertation research was higher for those who utilized alternative formats versus the traditional dissertation format (2.9 ± 1.5 [median 3.0; range 1–7] vs. 1.8 ± 1.1 [median 1.0; range 0–6], p = .001). Across dissertation formats, graduates who had earned a master’s degree in public health prior to PhD program entry, on average, had disseminated more peer-reviewed publications (2.7 ± 2.0; median 2.0, range 1–7) compared to those who had entered the program either as BSN to PhD (2.3 ± 1.9; median 2.0, range 0–5) or with a master’s degree in nursing or another field (1.4 ± 1.4; median 1.0, range 0–6; p = .02). Of graduates who had disseminated their research via peer-reviewed publications, the dissertation sponsor was included as either a coauthor or senior author in 70.2% of publications stemming from traditional dissertation formats compared to 100% of publications using an alternate format. Across dissertation formats, graduates most frequently published their work in journals targeted to an interdisciplinary readership. Manuscripts were published in more than 90 journals.

Timing and Dissemination of Dissertation Research

Time to first publication was significantly shorter for those using alternate formats compared to the traditional dissertation format (−0.6 ± 1.1 [median −0.5] years vs. 1.4 ± 2.1 [median 1.6] years; p < .001), with no differences in duration between publication of the first and last dissertation publication (1.8 ± 1.0 [median 1.7] years vs. 2.0 ± 1.6 [median 1.3] years; p = .70). There were no differences in timing or number of publications by educational preparation of the graduate at time of program entry.

In this sample of PhD graduates from one school of nursing, dissemination of dissertation research via peer-reviewed publications was both greater in number and the timing of the first peer-reviewed publication occurred approximately 2 years earlier for those with dissertations structured in an alternate format compared to those whose dissertations were written using the traditional five-chapter format. For more than half of the PhD graduates using an alternate format, publication of at least one manuscript published in a peer-reviewed journal occurred prior to defense of the dissertation. Acknowledgment of the dissertation sponsor’s contribution to the research via either co-authorship or senior authorship was more frequent when an alternate dissertation format was employed.

While the majority of graduates disseminated their research via peer-reviewed publications, approximately 40% of those who used the traditional dissertation format did not. This may be because the graduate either did not attempt to submit manuscripts of their work or was unsuccessful in doing so. However, the proportion of PhD graduates with unpublished dissertation research in our sample was significantly lower than what has been reported by others both in nursing ( Kearney, 2017 ) and in other fields such as psychology ( Evans, Amaro, Herbert, Blossom, & Roberts, 2018 ), where the proportions of unpublished dissertations were 76% and 74.4%, respectively. An unpublished dissertation is a lost opportunity for both the graduate and the scientific community at large because research findings reported in dissertations are less likely to be cited in academic journals ( Thomas, 2015 ) or included as part of systematic reviews of literature ( Moyer, Schneider, Knapp-Oliver, & Sohl, 2010 ). Envisioning dissertation research as publishable manuscripts at the time of proposal defense helps the PhD student to think about journal selection, negotiate authorship, and envision the end goal of dissemination right from the beginning.

Faculty support and mentorship is critical to success for all PhD students. Students using the publication dissertation option have additional mentorship needs relating to the publication process, including journal selection, criteria for authorship, keeping to strict word limits, the manuscript submission process, and responding to the feedback of peer reviewers. Evidenced by the publication rate of graduates who opted for the publication format in our sample, mentorship in writing and the publication process was both available and sufficient to foster PhD student success. However, this may not be universally true across all PhD programs in nursing. In a recent survey of PhD nursing programs, lack of PhD faculty support was the reason most frequently reported by schools who chose not to adopt a publication format dissertation option ( Graves et al., 2018 ). Our T32 training grants have provided tuition and stipend support for many of our predoctoral students. Most of our PhD faculty currently have federally funded projects and are actively engaged in disseminating their research via peer-reviewed publications; this may not necessarily be true for all schools that have PhD programs. Further, in 2013 the school implemented a manuscript writing workshop for faculty in which manuscripts are “workshopped” and receive feedback from peer reviewers who are naive to the work. The workshop, now open to postdoctoral students and select PhD students with a completed manuscript ready for feedback, is an additional resource for PhD students ( Kulage & Larson, 2016 ). Schools of nursing need to consider faculty and school resources when implementing an alternate format dissertation option.

Our study has several limitations. The sample included only one school of nursing and may not be broadly representative. We did not directly contact graduates regarding their peer-reviewed publications of dissertation research; instead, we relied on an electronic database search. Peer-reviewed manuscripts may have been published in journals that were not indexed in PubMed and therefore missed. Other forms of dissemination such as conference poster and oral presentations were not examined. It is also possible that the number of publications, particularly of more recent graduates, may be underestimated.

Conclusions

Findings of this study demonstrate outcomes from one research-intensive school of nursing. PhD graduates who opted to employ an alternate dissertation format had both earlier dissemination of their research and a greater number of peer-reviewed publications of work completed as part of their dissertation. This illustrates the potential for increased dissemination of nursing research with greater uptake of the publication dissertation format that is occurring nationwide in schools of nursing. Future research in multisite samples is needed both to confirm and expand upon these findings by examining other forms of research dissemination. Dissemination of PhD research through peer-reviewed publications promotes the continued development of nursing science to inform nursing practice and advances the career trajectory of PhD graduates. Alternate dissertation formats should be encouraged by PhD programs as one means to improve dissemination of PhD nursing research.

Please gray-box Clinical Resources

Clinical resources.

• American Association of Colleges of Nursing. PhD Education. http://www.aacnnursing.org/Nursing-Education-Programs/PhD-Education
• Columbia University School of Nursing. PhD program student handbook. http://www.nursing.columbia.edu/sites/default/files/documents/phdstudenthandbookrevaug2018_0.pdf
• National Institute of Nursing Research. Institutional training programs (T32). https://www.ninr.nih.gov/researchandfunding/funded-ninr-grants-collaborative-activities/institutionalfile
• Reid Ponte, P., & Nicholas, P. K. (2015) . Addressing the confusion related to DNS, DNSc, and DSN degrees, with lessons for the nursing profession. Journal of Nursing Scholarship, 47(4), 347–353. doi: 10.1111/jnu.12148

Acknowledgments

This work was supported in part by T32NR007969 (Principal Investigator Bakken) and T32 NR014205 (Principal Investigator Stone). A portion of this work was presented as a symposium at the 2018 Eastern Nursing Research Society Scientific Sessions and as an oral presentation at the 2019 American Association of Colleges of Nursing Doctoral Education Conference.

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Aspiring PhDs: the (un)surprising relation between doctoral students and research productivity

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• Published: 22 January 2023
• Volume 3 , article number  32 , ( 2023 )

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• Cristóbal Rodríguez-Montoya   ORCID: orcid.org/0000-0002-8988-0248 1 ,
• Carlos Zerpa-García   ORCID: orcid.org/0000-0002-7150-384X 2 &
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Knowledge is a significant driver of economic growth. For higher education institutions (HEIs)-prime knowledge generators- as well as for nations, research productivity is a priority. The contribution of PhD students to research productivity is not entirely visible. This lack of visibility may have implications for policy making at the institutional and national level. This research employed a bi-level, mixed-method approach: qualitative at the microlevel (institutionally and individually) for inductive insights about the connection of PhD programs and students to research productivity; and quantitative at the macro-level, analyzing data from 78 countries, from 2014 to 2019. We found a statistically significant correlation between the number of PhD students and the quantity of papers published: over 90% ( R 2  = 0.904, F (1.365) = 3431.9, p  < 0.01). Participant observation provided theoretical insights about the “how” and “why” of the student´s connection to research productivity.

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The Shifting Sands of Academic Output: University of Cape Town Research Output in Education and Social Anthropology—1993–2013

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Rodríguez-Montoya, C., Zerpa-García, C. & Cherubin, M. Aspiring PhDs: the (un)surprising relation between doctoral students and research productivity. SN Soc Sci 3 , 32 (2023). https://doi.org/10.1007/s43545-023-00616-8

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• 17 April 2024

Canadian science gets biggest boost to PhD and postdoc pay in 20 years

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Canada’s prime minister Justin Trudeau and finance minister Chrystia Freeland hold copies of the 2024 federal budget. Credit: David Kawai/Bloomberg via Getty

Researchers in Canada got most of what they were hoping for in the country’s 2024 federal budget, with a big boost in postgraduate pay and more funding for research and scientific infrastructure.

“We are investing over $5 billion in Canadian brainpower,” said finance minister Chrystia Freeland in her budget speech on 16 April. “More funding for research and scholarships will help Canada attract the next generation of game-changing thinkers.”

Canadian PhD students and postgrads plan mass walkout over low pay

Postgraduate students and postdoctoral researchers have been advocating for higher pay for the past two years through a campaign called Support Our Science. They requested an increase in the value, and number, of federal government scholarships, and got more than they asked for. Stipends for master’s students will rise from Can$17,500 (US$12,700) to $27,000 per year, PhDs stipends that ranged from $20,000 to $35,000 will be set to a uniform annual $40,000 and most postdoctoral-fellowship salaries will increase from $45,000 to $70,000 per annum. The number of scholarships and fellowships provided will also rise over time, building to around 1,720 more per year after five years.

“We’re very thrilled with this significant new investment, the largest investment in graduate students and postdocs in over 21 years,” says Kaitlin Kharas, a PhD student at the University of Toronto, Canada, and executive director of Support Our Science . “It will directly support the next generation of researchers.”

Although only a small proportion of students and postdoctoral fellows receive these federal scholarships, other funders tend to use them as a guide for their own stipends.

Many postgraduates said that low pay was forcing them to consider leaving Canada to pursue their scientific career, says Kharas, so this funding should help to retain talent in the country.

“This is going to move us from a searing brain drain to a brain gain, and position us to compete on the world stage,” says Chad Gaffield, chief executive of the U15 Group of Canadian Research Universities, based in Ontario, which supported the campaign.

‘Determined to thrive’

The budget also includes marked boosts for basic research. There is an extra $1.8 billion over five years in core funding for the three federal grant-awarding research councils, as well as $400 million for upgrades to the TRIUMF particle accelerator in Vancouver, and more cash for several other large facilities and institutes across the country. There will also be more than $2 billion for the artificial-intelligence sector in Canada.

“[This budget] really emphasizes that Canada is determined to thrive in the twenty-first century based on science and research,” says Gaffield.

Canada announces new innovation agency — and it’s not modelled on DARPA

Others have pointed out that the vast majority of the money in the budget for the research councils is backloaded, with just $228 million coming in the next two years. This means that the gains will be slow, and could be vulnerable to changes in the political climate, says Alex Usher, president of Higher Education Strategy Associates, a consultancy in Toronto. “Do not count on this money being there after an election,” he posted on X (formerly Twitter). Canada’s next federal election is due in October 2025, and the opposition Conservative Party is campaigning on reigning in spending.

The budget also makes some changes to how science funding is organized. Instead of ten different programmes for scholarships and fellowships, with differing levels of support, there will now be a single programme with just three levels — master’s degrees, PhDs and postdoctoral fellowships. Kharas says that this should simplify the system.

The government will also create a new “capstone” research-funding organization to better coordinate the work of the three granting councils and “help to advance internationally collaborative, multi-disciplinary and mission-driven research”, the budget says. It will also create an advisory Council on Science and Innovation, comprised of leaders from academia, industry and the non-profit sector, which will develop a national science-and-innovation strategy to guide priority setting and increase the impact of federal investments. “This should help move us towards a more efficient, well-coordinated and nimble way of supporting research in Canada,” says Gaffield. “I look forward to working with the government to optimize it.”

doi: https://doi.org/10.1038/d41586-024-01124-2

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Peer Review and Scientific Publication at a Crossroads : Call for Research for the 10th International Congress on Peer Review and Scientific Publication

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The way science is assessed, published, and disseminated has markedly changed since 1986, when the launch of a new Congress focused on the science of peer review was first announced. There have been 9 International Peer Review Congresses since 1989, typically running on an every-4-year cycle, and most recently in 2022 after a 1-year delay due to the COVID-19 pandemic. 1 Here, we announce that the 10th International Congress on Peer Review and Scientific Publication will be held in Chicago, Illinois, on September 3-5, 2025.

The congresses have been enormously productive, incentivizing and publicizing important empirical work into how science is produced, evaluated, published, and disseminated. 2 - 4 However, peer review and scientific publication are currently at a crossroads and their future more difficult than ever to predict. After decades of experience and research in these fields, we have learned a lot about a wide range of aspects of peer review and scientific publication. 2 - 5 We have accumulated a large body of empirical evidence on how systems function and how they can malfunction. There is also growing evidence on how to make peer review, publication, and dissemination processes more efficient, fair, open, transparent, reliable, and equitable. 6 - 15 Experimental randomized evaluations of peer review practices are only a small part of the literature, but their numbers have been growing since the early trials of anonymized peer review. 16 - 22 Research has revealed a rapidly growing list of biases, inefficiencies, and threats to the trustworthiness of published research, some now well recognized, others deserving of more attention. 2 , 3 Moreover, practices continue to change and diversify in response to new needs, tools, and technologies as well as the persistent “publish or perish” pressures on scientists-as-authors.

With the continued evolution of electronic platforms and tools—most recently the emergence and use of large language models and artificial intelligence (AI)—peer review and scientific publication are rapidly evolving to address new opportunities and threats. 23 , 24 Moreover, a lot of money is at stake; scientific publishing is a huge market with one of the highest profit margins among all business enterprises, and it supports a massive biomedical and broader science economy. Many stakeholders try to profit from or influence the scientific literature in ways that do not necessarily serve science or enhance its benefits to society. The number of science journal titles and articles is steadily increasing 25 ; many millions of scientists coauthor scientific papers, and perverse reward systems do not help improve the quality of this burgeoning corpus. Furthermore, principled mandates for immediate and open access to research and data may not be fully understood, accepted, or funded. Many other new, often disruptive, ideas abound on how to improve dissemination of and access to science, some more speculative, utopian, or self-serving than others. In addition, deceptive, rogue actors, such as predatory and pirate publishers, fake reviewers, and paper mills continue to threaten the integrity of peer review and scientific publication. Careful testing of the many proposals to improve peer review and publication and of interventions and processes to address threats to their integrity in a rigorous and timely manner are essential to the future of science and the scholarly publishing enterprise.

Proposed remedies for several of the problems and biases have been evaluated, 4 but many are untested or have inconclusive evidence for or against their use. New biases continue to appear (or at least to be recognized). In addition, there is tension about how exactly to correct the scientific literature, where a large share of what is published may not be replicable or is obviously false. 26 Even outright fraud may be becoming more common—or may simply be recognized and reported more frequently than before. 27 , 28

By their very nature, peer review and scientific publication practices are in a state of flux and may be unstable as they struggle to serve rapidly changing circumstances, technologies, and stakeholder needs and goals. Therefore, some unease would exist even in the absence of major perturbations, even if all the main stakeholders (authors, journals, publishers, funders) simply wanted to continue business as usual. However, the emergence of additional rapid changes further exacerbates the challenges, while also providing opportunities to improve the system at large. The COVID-19 crisis was one major quake that shook the way research is designed, conducted, evaluated, published, disseminated, and accessed. 29 , 30 Advances in AI and large language models may be another, potentially even larger, seismic force, with some viewing the challenge posed by these new developments as another hyped tempest in a teapot and others believing them to be an existential threat to truth and all of humanity. Scientific publication should fruitfully absorb this energy. 23 , 24 Research has never been needed more urgently to properly examine, test, and correct (in essence: peer review) scientific and nonscientific claims for the sake of humanity’s best interests. The premise of all Peer Review Congresses is that peer review and scientific publication must be properly examined, tested, and corrected in the same way the scientific method and its products are applied, vetted, weighted, and interpreted. 2

The range of topics on which we encourage research to be conducted, presented, and discussed at the 10th International Congress on Peer Review and Scientific Publication expands what was covered by the 9 previous iterations of the congress ( Box ). 1 , 2 , 4 We understand that new topics may yet emerge; 2 years until September 2025 is a relatively long period, during which major changes are possible, and even likely. Therefore, we encourage research in any area of work that may be relevant to peer review and scientific publication, including novel empirical investigations of processes, biases, policies, and innovations. The congress has the ambitious goal to cover all branches and disciplines of science. It is increasingly recognized that much can be learned by comparing experiences in research and review practices across different disciplines. While biomedical sciences have had the lion’s share in empirical contributions to research on peer review in the past, we want to help correct this imbalance. Therefore, we strongly encourage the contribution of work from all scientific disciplines, including the natural and physical sciences, social sciences, psychological sciences, economics, computer science, mathematics, and new emerging disciplines. Interdisciplinary work is particularly welcome.

Topics of Interest for the 10th International Congress on Peer Review and Scientific Publication

Efforts to avoid, manage, or account for bias in research methods, design, conduct, and reporting and interpretation

Publication and reporting bias

Bias on the part of researchers, authors, reviewers, editors, funders, commentators, influencers, disseminators, and consumers of scientific information

Interventions to address gender, race and ethnicity, geographic location, career stage, and discipline biases in peer review, publication, research dissemination, and impact

Improving and measuring diversity, equity, and inclusion of authors, reviewers, editors, and editorial board members

Motivational factors for bias related to rewards and incentives

New forms of bias introduced by wider use of large language models and other forms of artificial intelligence (AI)

Editorial and Peer Review Decision-Making

Assessment and testing of models of peer review and editorial decision-making and workflows used by journals, publishers, funders, and research disseminators

Evaluations of the quality, validity, and practicality of peer review and editorial decision-making

Challenges, new biases, and opportunities with mega-journals

Assessment of practices related to publication of special issues with guest editors

Economic and systemic evaluations of the peer review machinery and the related publishing business sector

Methods for ascertaining use of large language models and other forms of AI in authoring and peer review of scientific papers

AI in peer review and editorial decision-making

Quality assurance for reviewers, editors, and funders

Editorial policies and responsibilities

Editorial freedom and integrity

Peer review of grant proposals

Peer review of content for meetings

Editorial handling of science journalism

Role of journals as publishing venues vs peer review venues

COVID-19 pandemic and postpandemic effects

Research and Publication Ethics

Ethical concerns for researchers, authors, reviewers, editors, publishers, and funders

Authorship, contributorship, accountability, and responsibility for published material

Conflicts of interest (financial and nonfinancial)

Research and publication misconduct

Editorial nepotism or favoritism

Paper mills

Citation cartels, citejacking, and other manipulation of citations

Conflicts of interest among those who critique or criticize published research and researchers

Ethical review and approval of studies

Confidentiality considerations

Rights of research participants in scientific publication

Effects of funding and sponsorship on research and publication

Influence of external stakeholders: funders, journal owners, advertisers/sponsors, libraries, legal representatives, news media, social media, fact-checkers, technology companies, and others

Tools and software to detect wrongdoing, such as duplication, fraudulent manuscripts and reviewers, image manipulation, and submissions from paper mills

Corrections and retractions

Legal issues in peer review and correction of the literature

Evaluations of censorship in science

Intrusion of political and ideological agendas in scientific publishing

Science and scientific publication under authoritarian regimes

Improving Research Design, Conduct, and Reporting

Effectiveness of guidelines and standards designed to improve the design, conduct, and reporting of scientific studies

Evaluations of the methodological rigor of published information

Data sharing, transparency, reliability, and access

Research reanalysis, reproducibility, and replicability

Approaches for efficient and effective correction of errors

Curtailing citation and continued spread of retracted science

Innovations in best, fit-for-purpose methods and statistics, and ways to improve their appropriate use

Implementations of AI and related tools to improve research design, conduct, and reporting

Innovations to improve data and scientific display

Quality and reliability of data presentation and scientific images

Standards for multimedia and new content models for dissemination of science

Quality and effectiveness of new formats for scientific articles

Fixed articles vs evolving versions and innovations to support updating of scientific articles and reviews

Models for Peer Review and Scientific Publication

Single-anonymous, double-anonymous, collaborative, and open peer review

Pre–study conduct peer review

Open and public access

Preprints and prepublication posting and release of information

Prospective registration of research

Postpublication review, communications, and influence

Engaging statistical and other technical expertise in peer review

Evaluations of reward systems for authors, reviewers, and editors

Approaches to improve diversity, equity, and inclusion in peer review and publication

Innovations to address reviewer fatigue

Scientific information in multimedia and new media

Publication and performance metrics and usage statistics

Financial and economic models of peer-reviewed publication

Quality and influence of advertising and sponsored publication

Quality and effectiveness of content tagging, markup, and linking

Use of AI and software to improve peer review, decision-making, and dissemination of science

Practices of opportunistic, predatory, and pirate operators

Threats to scientific publication

The future of scientific publication

Dissemination of Scientific and Scholarly Information

New technologies and methods for improving the quality and efficiency of, and equitable access to, scientific information

Novel mechanisms, formats, and platforms to disseminate science

Funding and reward systems for science and scientific publication

Use of bibliometrics and alternative metrics to evaluate the quality and equitable dissemination of published science

Best practices for corrections and retracting fraudulent articles

Comparisons of and lessons from various scientific disciplines

Mapping of scientific methods and reporting practices and of meta-research across disciplines

Use and effects of social media

Misinformation and disinformation

Reporting, publishing, disseminating, and accessing science in emergency situations (pandemics, natural disasters, political turmoil, wars)

The congress is organized under the auspices of JAMA and the JAMA Network, The BMJ , and the Meta-research Innovation Center at Stanford (METRICS) and is guided by an international panel of advisors who represent diverse areas of science and of activities relevant to peer review and scientific publication. 4 The abstract submission site is expected to open on December 1, 2024, with an anticipated deadline for abstract submission by January 31, 2025. Announcements will appear on the congress website ( https://peerreviewcongress.org/ ). 4

Corresponding Author: John P. A. Ioannidis, MD, DSc, Stanford Prevention Research Center, Stanford University, 1265 Welch Rd, MSOB X306, Stanford, CA 94305 ( [email protected] ).

Published Online: September 22, 2023. doi:10.1001/jama.2023.17607

Conflict of Interest Disclosures: All authors serve as directors or coordinators of the Peer Review Congress. Ms Flanagin reports serving as an unpaid board member for STM: International Association of Scientific, Technical, and Medical Publishers. Dr Bloom reports being a founder of medRxiv and a member of the Board of Managers of American Institute of Physics Publishing.

Additional Information: Drs Ioannidis and Berkwits are directors; Ms Flanagin, executive director; and Dr Bloom, European director and coordinator for the International Congress on Peer Review and Scientific Publication.

Note: This article is being published simultaneously in The BMJ and JAMA .

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Ioannidis JPA , Berkwits M , Flanagin A , Bloom T. Peer Review and Scientific Publication at a Crossroads : Call for Research for the 10th International Congress on Peer Review and Scientific Publication . JAMA. 2023;330(13):1232–1235. doi:10.1001/jama.2023.17607

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