FERSA University of Cambridge Blog
Faculty of Education Research Students' Association
Tom Kirk is the Faculty of Education’s Communications Manager. His role emphasises research communications, which involves publicising research through both traditional news outlets and digital media with the broad aim of widening its reach and (hopefully) its impact on society. This includes helping researchers – including research students – to reinterpret their work for non-academic…
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In this week’s blog post, Ania Gruszczyńska, alumna of the Faculty of Education, University of Cambridge, shares tips on turning a Master’s thesis into a publication.
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Among the many encouraging positive comments I received at the BERA-BAICE Writing for Publication Workshop, a persistent message conveyed by other early career researchers was this: it was important for them to learn about not only my successful publication experience, but also my vulnerability in the face of rejections. Given space constraints, in this post I will focus solely on how I dealt with rejections.
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Throughout the three years of my PhD I had the opportunity to contribute to different research projects, to publish, and to teach; although it might seem like a bit of a cliché to say that the experience was an apprenticeship into academia, for me, that’s exactly what it was. So here are a few personal reflections on what I feel were the most influential factors in progressing from the PhD, to a postdoc position on the MEITS project, and ultimately into a lectureship.
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I propose here that to publish and flourish the focus must shift from our obsessions with metrics to our contributions to knowledge. The metrics are merely (or at least should be) by-products of the research process. To flourish within this crude system, let me offer some tips on getting published frequently and publishing well to thrive in your first postdoctoral years in academia.
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Publish or perish remains a popular maxim in higher education circles. Although it may ring of neoliberal institutional straight-jacketing or self-imposed bio-governance – and there is resistance against it by a number of academic groups – the experience for many scholars is that the mantra still holds true. It seems as though one must publish often in high-impact journals or expect to be relegated to a second-class citizen of the academy. The challenge is to face this situation without succumbing to the pressure. My task then in this short two-part blog post is to offer some tips from my personal experience as an early-career academic and recent graduate of the Faculty of Education in Cambridge on how to publish often and publish well.
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During my PhD career at Cambridge (September 2012 to July 2016), I spent around 95 per cent of my time in a magical sphere called the University of Cambridge Writing Group. In this space, I wrote nearly my entire thesis, published three peer-reviewed journal articles, won a Best Paper Award and landed a job as Lecturer in Education immediately after graduation. I now have friends who write to me from time to time to get my advice on time management, on job hunting and on work-life balance.
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