Publishing in the academy: An arts-based, metaphorical reflection towards self-care

Area of Science:

• Higher Education Studies
• Academic Publishing
• Workplace Well-being

Background:

• Publishing is crucial for academic career progression and promotion.
• Universities increasingly pressure academics, including early-career researchers, to publish in high-ranking journals, causing stress and uncertainty.
• A writing group at an Australian regional university aimed to support members in achieving quality research and publishing.

Purpose of the Study:

• To reflect on the experiences, emotions, and outcomes of the academic writing process.
• To explore the tensions between university expectations and personal academic goals.
• To identify strategies for managing publishing-related stress and promoting well-being.

Main Methods:

• Six members of a university writing group participated in reflective arts-based activities.
• Theoretical frameworks of reflection and metaphor were employed to analyze findings.
• The study period spanned the 2020-2021 summer semester.

Main Results:

• Participants consistently experienced tension between meeting institutional publishing expectations and pursuing personal academic passions.
• The necessity of utilizing personal resources and social support networks for managing these tensions was evident.
• Self-care practices emerged as a critical component in navigating the pressures of academic publishing.

Conclusions:

• Arts-based reflection effectively uncovered deep-seated emotions related to publishing pressures.
• Recognizing the impact of high-ranking journal publication mandates is crucial for supporting higher education employees.
• Promoting well-being and self-care is essential for academics throughout the research and writing process.