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Graduate Student Corner
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Spring 2013 |
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This series of contributions addresses questions related to order of authorship. We have utilized a Q&A format to discuss these issues. Although there are certainly multiple ways to deal with order of authorship concerns, we see these as some "best practices" for dealing with these issues. Our number one piece of advice: keep the lines of communication open at all times with your collaborators and don't wait until the "end" to bring up order of authorship order concerns.
Q: How much work is expected of the first, second, and third authors?
A: Generally, order of authorship signifies the contribution each individual has made to a particular article. Due to their particular skill set, some individuals may only assist with analyzing data. Other individuals with a breadth of knowledge in the topic area may primarily contribute to the literature review. Typically, first authors are involved in every part of the article – from conception to completion. There are some occasions when authorship does not correspond with the level of contribution. Therefore, students should address concerns regarding authorship before beginning a project.
Q: What if we can't decide the order of authorship? Is it acceptable to go by alphabetical order?
A: This is not advised, but it does happen. First, it is highly unfair to go by alphabetical order regardless of the amount of work individual authors have contributed (especially if your name falls at the end of the alphabet). While rare, it is the usual course of action if everyone is at an impasse. In this case, it might be beneficial for you (particularly if you are lower in the order than you believe you should be) to really think about whether it is worth it to you to participate in the project. One situation in which this might be agreed to would be with two collaborators who plan to collaborate often, and both have literally done equal amounts of work. In this instance, you might agree to simply switch off the order, beginning with the first article being in alphabetical order (and then the next is reverse order).
Q: If the order of authorship was decided before the project started, can the order be changed?
A: The order can be changed for many reasons, and this is a rather common occurrence. For example, if a project takes longer than expected, one or more authors may have new priorities that require them to go down in the authorship order. This often happens when students collaborate together, as new research, teaching, or coursework duties may preclude one person from doing the amount of work he or she expected to be able to do. Authorship order might also change if a person does more work than expected (thus moving up in the order), but this would need to be agreed to by all authors on the project. It is important to keep the lines of communication open between all collaborators.
Q: What if I feel like I did more work and I deserve to be first author, but my co-author is a graduate student who is further along in the program and refuses to change the order of authorship?
A: Before commencing work on an article, especially with other graduate students, it is important to have a candid conversation regarding the expectations of each author. It may be helpful to outline these expectations and share them with all the authors participating in the study to hold each other accountable. If there is a concern regarding the workload, it should be addressed at the first meeting before the project commences.
Despite best efforts, however, people sometimes overextend themselves and do not meet previously agreed to expectations. If a co-author begins to wane in their contribution, address the behavior immediately by having a conversation with that co-author on whether he/she is comfortable with the workload for the project. Be empathetic and sensitive to the fact that something may have come up in your colleague’s life that you are unfamiliar with, but is affecting the project nonetheless. The conversation, depending on the outcome, can then lead to a revision in authorship.
If the “worst-case” scenario occurs despite all your efforts to prevent it, there are several options to consider depending on your level of comfort and the climate of your department. You can attempt another meeting with the co-author and bring the expectations everyone agreed to before beginning the project. If the co-author did not meet his/her expectations, try to understand his/her position on why first authorship should be retained. Of course, whenever there is a dispute between students, seeking out the graduate advisor to assist in mediating the conflict is another option. Finally, you can decide to let the authorship stand as is and consider the experience as a “lesson learned” to never work with that co-author again. Take some comfort in that many seasoned academics have likely encountered this situation and move on to more productive relationships with others.
Q: What if I feel like I did more work and I deserve to be first author but my Professor refuses to change the order of authorship?
A: This is a difficult position because ultimately, it is up to the professor. As a graduate student, there is not much you can do about this situation, other than deciding not to work with that professor again. This is why it is important to know authorship order from the beginning and carefully monitor the amount of work you are putting into the project. It also helps to look at the project objectively. In many circles, it is common practice that the person who thought of the idea would be first author; if that was the professor, then it may not matter how much work you do because it was still the professor’s idea (in other words, you would have no project if the professor had not come up with the idea). One way to get around this problem is to approach the professor with an idea and make it clear that you would like to be first author on a collaborative project. In the end, graduate school is about training, and in some cases, this means that you have to take the back seat in authorship but do the bulk of the work. Theoretically, you would be learning new skills (data management or analysis, writing style, or even learning how to ask good questions) and your professor is training you in doing research, though you may not have many first-authored pieces in those situations.
Q: Does it matter whose data it is?
A: Absolutely! At the very least, “owners” of the data must be credited via citation in the article. In addition, if you acquired the data through publically available sites, such as Pew Research Center or the National Data Archive on Child Abuse and Neglect, you may need to include a waiver of liability statement in your article such as the following:
The data used in this publication were made available by the National Data Archive on Child Abuse and Neglect, Cornell University, Ithaca, NY, and have been used with permission. Data from National Juvenile Online Victimization Study (N-JOV2) were originally collected by: Crimes Against Children Research Center, University of New Hampshire. Funding for the project was provided by: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention. The collector(s) of the original data, the funder(s), NDACAN, Cornell University and their agents or employees bear no responsibility for the analyses or interpretations presented here.
Moreover, if the data are from a social services agency, the agency’s director may request to be listed as an author since he/she is providing access to the data. Finally, in the case of using data from a social services agency, it is important to seek agency approval upfront before commencing any projects. Sharing your final draft and allowing the agency to voice any comments and concerns regarding the article will maintain an amicable and productive relationship. Addressing the order of authorship early on can help with these concerns.
-Janne Gaub, Jordana Navarro, and Meredith G. F. Worthen
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Graduate Student Corner- Winter 2012 |
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This edition of the Graduate Student Corner features a guest submission from Janne Gaub, M.A., a doctoral student and graduate research assistant in the School of Criminology and Criminal Justice at Arizona State University.
One of the inevitable yet least talked about parts about the graduate school (and soon thereafter) experience is the question about children. Unless you have already decided not to have children, it is likely that the question of when to have children has crossed your mind. For female graduate students, this is an especially salient point, as fertility does not last forever.
I asked three “criminology mamas” to discuss their experiences with having children, both while in graduate school and afterwards. I would like to extend my thanks to Drs. Stacy Mallicoat, Beth Huebner, and Amanda Burgess-Proctor for talking with me and giving advice and insight into this somewhat complex issue.
Whenever we talk about the question of having children – either while still a graduate student or once we’re situated in a job – the proverbial elephant in the room is simply a question: Is there any “best” time to have children? Or maybe better phrased, is there any time not to have children? These three women had children at varying stages in their careers ranging from graduate school to after achieving tenure, but all three gave the same answer: There is no “best” time to have children except what is right for you and your family. While the prevailing “rule of thumb” seems to be to wait until after tenure, all three again disagreed vehemently with that advice. There are obstacles at every stage, from comprehensive exams to the dissertation to getting situated in a job to applying for tenure and beyond.
However, there are external considerations that deserve thought. All three were grateful to have had understanding advisors and department chairs, but not all schools are the same. Some have more family-friendly policies than others, so it is wise to look into those beforehand. Be familiar with FMLA (your university’s Human Resources department can assist you with navigating the language) and know what steps you will need to take to continue in your professional career. If you are considering starting a family in graduate school, talk with your advisor about coursework, timing of comprehensive exams, and dissertation timelines to create a feasible and flexible schedule.
One piece of advice that stood out was to be prepared for backlash. This could happen while you’re still at your school, such as from professors or fellow students. One of the professors was pregnant while on the job market and noted that being pregnant was counted against her in at least one interview. Another mentioned that if you’re pregnant while on the job market, be observant and ask questions. You learn a good deal about a department’s policies and values from the comments made by your would-be colleagues. If you are already settled in a job, your colleagues may prove to be an obstacle, wondering if you will still be as productive and efficient while pregnant or on maternity leave.
On the plus side, the beauty of our field is that it is flexible. Classes can be taught online and work for publications can be done at home. The important thing is to be your own advocate and do what you need to do. One professor noted that it is important to get your work done and not use your children as excuses; this will go a long way towards ensuring that your department is cooperative with you when you need particular considerations due to a family emergency or having a child with special needs.
The best advice from all three was to remember to use resources available to you. Take advantage of opportunities like the annual roundtable at the ASC conference (and this year, also at the ACJS conference in March!), the “Criminology Mamas” Facebook page, and other parents in your own departments. Network, make friends, and share ideas. As more women get into the field of criminology and attain full professor and department chair positions, the academy can become more family-friendly for both women and men.
Navigating graduate school, the job market, and the tenure clock are exhausting and pain staking endeavors. For women, the effects are perhaps more pronounced when the idea of children is added into the mix. All three professors noted that it was hard, but they got through it and it was absolutely worth it. As Dr. Mallicoat noted, “In the end, it’s not the number of publications or the quality of your student evaluations that are on your tombstone, it’s your relationships.”
For further reading:
Connelly, R., & Ghodsee, K. (2011). Professor mommy: Finding work-family balance in academia. Lanham, MD: Rowman & Littlefield Publishers.
Ward, K., & Wolf-Wendel, L. (2012). Academic motherhood: How faculty manage work and family. New Brunswick, NJ: Rutgers University Press. |
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Graduate Student Corner- Summer 2012 |
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Getting Published (Part Two)
In part one of this column, we addressed some general issues about “getting started” in the publication process. To read part one, go to the spring 2012 edition of the newsletter via the link at the bottom of the page. In part two, we are providing some additional suggestions to keep you moving forward with your scholarly writing.
Always Write
It’s rare that you’re going to have large blocks of time to work on nothing but publications. We’re often juggling classes, comprehensive exams, dissertations, families, and lots of other commitments. Even when we do have large blocks of time, we’re often not as productive as we hoped we would be. So, we need to be proactive about establishing a writing routine if we want to publish in addition to all of the requirements we’re completing for our degree. This can be as little as 30 minutes a day. You will be surprised how much you can accomplish! It’s often helpful if you can set aside a specific time each day when you know your brain is at its best (i.e. in the morning, afternoon, etc.). Take a few days to observe and experiment with how you feel and work at different times. Once you’ve figured out what time works best, block out that time like you would any other meeting or appointment. If publishing is important to you, it’s important to treat it that way in regards to how you spend your time. Writing every day also keeps projects fresh in your mind and allows you to pick up where you left off more easily. Finally, set specific time increments to write before you even consider taking a break to ensure you stay on track.
Realistic Timelines
No matter what type of publication you are writing it’s important to understand how long it will realistically take to complete- from first draft to final publication. Your time is limited so you want to make sure you’re making the most of it. You don’t want to spend months on something like a book review or encyclopedia entry, that is not going to be as valuable as a first author peer-reviewed article in a well-known journal. You also want to get an idea of how long the writing and publication process takes. Talk with faculty about their writing and publication process. How long does it take them to write an article? Does it differ based on if they are doing qualitative or quantitative research? How many drafts do they go through before they’re ready to submit it to a journal? Do certain journals take longer to review submissions? What is the typical turnaround time for a revise and resubmit? How long is it between acceptance of an article and publication? You’ll be sure to hear a wide range of experiences, but will hopefully be able to pull out some common themes. The goal is not to develop a rigid timeline, but instead help you get a better idea of how to plan your writing time and how to keep multiple projects going so you always have something at each stage of the publication process.
Be Strategic about Where You Submit
When you applied to graduate school you most likely did some research. You looked at the faculty in the department, what type of research they do, and how many people they accept. You wanted to find the best fit for your interests, a place you could succeed, and where you could realistically be admitted. The same process is necessary when deciding what journal to submit your article to. If your article is mostly qualitative, you probably don’t want to submit it to a journal where 95% of the articles are quantitative. Or if your article has a lot of specific recommendations for policy or practitioners, you may want to send it to a journal that has a broader reach than just academia. Do some research on the all the possible journals your work may fit into (including subfield and specialty journals). What types of articles are included? What topics do they cover? How long are the articles? What is the journal’s impact factor (how widely is it cited in the field?) It’s also helpful to know the acceptance rates of journals (the percentage of articles submitted that are published). While it’s always good to reach high, this can help you have realistic expectations of your chances of getting published and sometimes lessen the sting of rejection. Also, being strategic will save you time in the long run as it typically takes months to hear back from a review. Therefore, to avoid wasting months to only hear that your article was not the right fit for a particular journal – it is more worthwhile to hedge your bets in the best way possible before submission by doing this type of research.
Look for Opportunities
In addition to being strategic about where you submit your writing, you also want to seek out unique opportunities to publish your work. Many times journals will have special topic issues or editors are seeking contributors for a book on a special topic. Sometimes, editors will even contact YOU after you present on a particular topic at a conference – another great opportunity to get your work out there! These are all good opportunities to make sure your work is part of the current scholarly conversation and a chance to work and network with others doing similar work. Signing up for emails lists and newsletters as well as professional networking can help keep you informed of new opportunities to share your work. |
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Graduate Student Corner- Spring 2012 |
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FAQs about Getting Published (Part One)
In part one of this column, we address frequently asked questions regarding “getting started” in the publication process. This information stems from our own experiences and we invite others to share their feedback.
Select a topic and find/collect your data.
While the aforementioned seems like a relatively easy task, narrowing down a specific research question (or set of questions) from broad social problems and finding/collecting data to address those questions can be difficult. Therefore, spending time considering the questions that you really want answered and how those questions either extend or offer something new to the literature is a valuable exercise.
Collaborate with others.
If you’re a little nervous or unsure about how to get started with publishing, consider working with a faculty member or another graduate student. If your idea is a little too large to take on by yourself, working with another graduate student is a great way to share the work and can benefit you both. Faculty members are also valuable resources and may already have data that they’re willing to let you use. Moreover, faculty co-authors can be extremely helpful in guiding you through the submission and review process. Aside from the guidance in acquiring publications, that faculty member can also introduce you to others in your area (thus providing an additional networking opportunity).
Maximize your time!
Getting started on writing for publication can be extremely difficult while keeping up with course assignments and other responsibilities. Therefore, maximize your time by considering term papers as opportunities to prepare publishable work. Aside from accomplishing two goals at once (writing a term paper and publishable paper), the process of submitting the paper to your professor provides the additional opportunity to acquire early feedback on the quality of your work as well as areas of improvement. Also, remember that you don't have to write the publishable paper immediately or concurrently with your term paper, you can always keep your ideas in your term papers "on file" and use them to develop publishable papers in the future.
Do not be scared of rejection.
After I sent my first paper out for publication consideration, I remember thinking that I would be mortified if my paper was rejected. The paper had undergone at least a dozen revisions and was absolutely flawless (in my opinion). Therefore, when it was rejected, I was crushed. However, the rejection actually turned out to work in my favor, because the reviewers made several worthwhile suggestions. After rethinking the paper and reworking the content, the paper was accepted at the next journal it went to. Remember that rejections are quite common so you shouldn't get discouraged when you get a rejection letter (and I do mean "when" not "if" because EVERYBODY gets them!). Don't let the thought of “getting a rejection” overwhelm you or make you want to “give up.” Sit on the paper for awhile if you need to, read the reviews when able, and consider the comments as simply another form of feedback.
Do not be scared of using the “F” word.
In my cyberbullying work, I will sometimes discuss cyberfeminism as a theoretical perspective to frame my analyses. Cyberfeminism is a relatively new perspective, but is a theoretical framework nonetheless. As one can imagine, individuals seeing little value in feminism are also likely to see little value in how feminism translates to cyberspace. However, the thought of how cyberfeminism may be judged by a reviewer has never influenced how I prepare my publications or which journals I submit them to. Do not be scared of using “feminism” to frame the results of your paper. If your paper is rejected based on using feminism, consider that a sign of that journal not being a “good fit” for your work and move on to other journals.
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Graduate Student Corner- Winter 2011 |
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It’s Never Too Early to Plan!
Nicole Smolter (University of Delaware)
We are well into the job search season and even if you are not going on the job market this time around, it’s never too early to start planning and working towards your future career. Hopefully this advice will help you avoid some of the panic and stress that comes along with applying for academic jobs.
1. Publish Your Research
When hiring a future faculty member, departments want to know that you will be a successful school. However, in a competitive job market it’s important to demonstrate your scholarship before you graduate. This means you need to start publishing early in your graduate career. There is a lag between when you submit an article, when it’s reviewed and returned, and when it is actually published. This means you should start publishing early so that by the time you are ready to go on the market you have articles already published or in press.
This is sometimes a scary thought for graduate students but the reality is you need to publish to be successful, so you might as well get started now while you have supportive faculty and advisors to help you along the way. If you’re nervous, try working with a faculty member as a second or third author to see how the process works. Don’t let those papers you’ve written for classes go to waste. Don’t let your thesis sit in a folder. Don’t wait until you’ve completed your dissertation to start publishing from it. The worst that can happen is it gets rejected and you get some suggestions and you try again.
2. Teaching Matters
Most of us will be required to teach as part of our future academic careers and many of us will end up working at smaller teaching focused schools. This means you need to be working on your teaching throughout your graduate career so that when it comes time to go on the job market you are prepared. You cannot make up teaching evaluations a week before an application is due. You should be documenting your teaching efforts and collecting evidence of your teaching effectiveness along the way. Even if you are only serving as a teaching assistant see if there is a way to get feedback from the students you’ve worked with. If you aren’t going to have an opportunity to teach your own course try to find ways that you can start to demonstrate how you would teach. Can you give a guest lecture? Can you develop an assignment for a course you TA for? If you are teaching your own course make sure to keep track of assignments, syllabi, etc. and reflect on how they worked or didn’t work. This will be helpful when you have to submit a teaching portfolio or are asked about your teaching during an interview.
3. Use Your Resources to Get an Early Start
If your school as a Career Services Center or a Center for Teaching and Learning use it! This has been the biggest help for me as I’ve started the job search process. I have participated in several workshops and even a Higher Education Teaching Certificate program during my second and third years as a graduate student. This gave me the opportunity to develop my CV, sample cover letters, a teaching and research statement, evidence of my teaching effectiveness, and even a website. It is helpful to do this type of preparation while you have some extra time and not in the middle of applying for jobs and writing your dissertation. Since I’ve had all of these materials prepared I spent minimal time updated and refining them which has made my job search process much less stressful. It’s also helpful to get an outside perspective (instead of just your advisor or department) because you’re more likely to get extra attention and really thoughtful feedback to ensure that you have the best application possible.
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