Dr. David Cababaro Bueno- Trends in research writing for international publications by Dr. David Cababaro Bueno

TRENDS IN RESEARCH WRITING FOR INTERNATIONAL PUBLICATIONS “GRADUATE SCHOOL & RESEARCH AND PUBLICATIONS” Columban College, Inc. Olongapo City

DR. DAVID CABABARO BUENO Dean- Graduate School Director- Research and Publications Office docdave3090@gmail.com docdave30@yahoo.com

RESEARCH ď&#x201A;˘Is

exploration combined with learning. ď&#x201A;˘A

"detailed study of a subject in order to discover information or achieve a new understanding of it."

R E S E A R C H

ď&#x201A;˘A

process of searching, discovering, and investigating information, as well as collecting, interpreting, and evaluating the information you find.

R E S E A R C H

ď&#x201A;˘Research

= expansion of knowledge + inquiry and investigation aimed at the discovery of facts, theories, or laws.

S U R V I V O

r Tip

ď&#x201A;˘To

be a successful researcher, you need to develop knowledge and skills in information literacy and research and build upon these skills year after year.

I N F O R M A T I O N LITERACY

ď&#x201A;˘To

be a successful researcher, you need to develop knowledge and skills in information literacy and research and build upon these skills year after year

I N F O R M A T I O N LITERACY

ď&#x201A;˘One

must know how to apply the tools and techniques for finding, evaluating, and using information effectively

WHY do R E S E A R C H

 Applying

concepts learned in coursework to "real life" situations.

 Learning

about issues, and methods in chosen fields.

 Sharpening

skills.

 Learn

problem-solving

to read primary literature.

WHY do R E S E A R C H

 Exploring

and preparing for future careers.

 Enhancing

professional communication skills.

 Developing

marketable skills.

 Collaborating

with others and working effectively as part of a team.

WHY do R E S E A R C H



Discovering personal interests. Growing as a critical, analytical, and independent thinker. Developing internal standards of excellence.

OBJECTIVESâ&#x20AC;ŚTO express, appraise, synthesize, value, and concretize

trends & issues in research writing for international publication.

CHALLENGES IN PUBLICATION

â&#x20AC;¢Journal publication is a process that entails close coordination between human resources and technology.

CHALLENGES IN PUBLICATION

ď ąThe knowledge and skills of the workers should be optimized to get a wide array of publication jobs done no matter the cost.

CHALLENGES IN PUBLICATION

ď ąThe technology that the publication office needs to upgrade should be given due consideration.

CHALLENGES IN PUBLICATION

ď ąThis is a revolutionary concept that also requires establishing and updating standards. Source: Style Sheet for PAIR International Journals

QUALITY ASSURANCE ď&#x201A;˘ Authors

are advised to subject their paper to plagiarism detection, grammar checker, and readability prior to submission since quality assurance begins with the writer.

ď&#x201A;˘ They

should apply the corrections indicated and append the first and final reports.

QUALITY ASSURANCE

ď&#x201A;˘ The

Editorial Board of each journal prefers scientists who, on their own, initiate the sanitizing part of scientific writing.

STANDARDS FOR SUBMISSION C R I T E R I O N

#1. Scope, Newness and Relevance/ Applicability to International Community

STANDARDS FOR SUBMISSION S T A N D A R D S

The scope (extent of what one intends to cover) of the study is wideranging.

The aspects of the paper such as, but not limited to, methods and results are seemingly new. The entire paper is interesting to read by other nations.

STANDARDS FOR SUBMISSION S T A N D A R D S

The research results have international character and applicability. The quality of academic writing reflects the nature and nuances of the discipline. The quality of academic writing is graduate level.

STANDARDS FOR SUBMISSION C R I T E R I O N

#2: Results of Plagiarism, Grammar and Readability Check

STANDARDS FOR SUBMISSION S T A N D A R D

The manuscript obtains the minimum result: plagiarism detection – 95%; grammar check – 90%.

STANDARDS FOR SUBMISSION C R I T E R I O N

#3: Quality of References

STANDARDS FOR SUBMISSION S T A N D A R D S

Sources (journals, books, and other references) are traceable online unless otherwise a justification is made. Journals are internationally refereed and indexed.

STANDARDS FOR SUBMISSION S T A N D A R D S

ď ąArticles on Wikis and gray literature (non-scientific sources) must be avoided. ď ąScientific sources cited were published preferably in Year 2010 onwards unless otherwise a justification is given.

STANDARDS FOR SUBMISSION C R I T E R I O N

#4: Completeness of Parts

STANDARDS FOR SUBMISSION S T A N D A R D S

Each part of the manuscript contains appropriate and sufficient substance. The paper demonstrates the following parts:

STANDARDS FOR SUBMISSION 1. HEADING

P A R T S

    

Title Name of the Author(s) Email Address Affiliation Address

STANDARDS FOR SUBMISSION 2. ABSTRACT

P A R T S

3. KEYWORDS 4. INTRODUCTION

5. FRAMEWORK OF THE STUDY 6. OBJECTIVES OF THE STUDY

STANDARDS FOR SUBMISSION

P A R T S

7. METHODOLOGY (for non-experimental researches) MATERIALS AND METHODS (for

experimental researches) 8. RESULTS AND DISCUSSION 9. CONCLUSIONS

STANDARDS FOR SUBMISSION

P A R T S

10. TRANSLATIONAL RESEARCH 11. ACKNOWLEDGMENTS 12. REFERENCES

ACTIVITY #

Professorsâ&#x20AC;&#x2122; Self-efficacy and Interest in Research: A Cross-Sectional Investigation of Two Private Higher Educational Institutions <Survey-Questionnaire> (10-15 Minutes)

FULL MANUSCRIPT

1. HEADING Title  Boldface

 12-15  Title

characters

by result (preferably); the most important result is made as the title.

1. HEADING

Title  Catchy,

interesting, relevant to international audience

 Language

universally understandable

 Set

the first letter of each key word in uppercase.

 Do

not use title by scope; broad titles

FOR EXAMPLE,  Title

by Scope: Categorizing Communication Strategies in the Oral Expositions of Tourism Management Students (X)

 Title

by Result: Fillers, Mime and SelfRepetitions as Most Frequently Used Communication Strategies in Oral Expositions (√)

1. HEADING

Name

of the Author(s)

Provide

middle initial in the author’s name (or names of the authors for team research), if applicable.

Set

in uppercase

1. HEADING

Email

Address

 Use

an email address that is not embarrassing.

 Pursuant

to ISO Standards, no author shall use yahoo mail. An email address (preferably Google account) should at least have his/her name or nickname on it to help other people easily identify him/her.

1. HEADING

ď ąAffiliation

ď&#x192;źUse

the name of the institution in which the author is connected and its geographical location (City and country).

1. HEADING

ď ąAffiliation ď&#x192;ź For

submissions (thesis, dissertation, seminar paper, etc.) completed by a graduate student, the name of the institution from which he/she graduated should be used if funding has been granted, otherwise the author decides on which institution should be used.

ILLUSTRATION Research Skills of Graduate School Professors as Input to Training and Development DAVID CABABARO BUENO http://orcid.org/0000-0003-0072-0326 docdave3090@gmail.com Columban College, Inc. Olongapo City, Philippines

2. ABSTRACT ď&#x201A;˘Should

contain 190 (minimum)- 210 (maximum) words

ď&#x201A;˘The

Abstract must contain five parts written in one paragraph: Introduction to the topic, chief purpose/objective, method, results, and conclusion.

3. KEYWORDS 



Indicate the discipline of the study, concepts studied, research design/ process and setting of the study (country and continent) as keywords. Set keywords in sentence case.

Example: 

Keywords- Education, teaching strategies, lecturediscussion, descriptive-survey design, Philippines, Asia

ILLUSTRATION Abstract- To achieve an effective graduate educational reform, faculty development emerged as a key factor. It facilitates the professional and instructional growth of lecturers and promotes improvement in the institution through helping them to become contributors to the schoolâ&#x20AC;&#x2122;s mission. The study was designed to determine the research skills of graduate professors based on the Expected Performance Standards (EPS) set by one Private Higher Education Institution (PHEI) as input to training and development. The descriptive-cross-sectional design and descriptive statistical analysis were used. The teaching outcomes were based on the average performance from the three assessments conducted by the Dean among the professors during the academic year 2014-2015. The results exposed that the faculty were outstanding in achieving the objectives of the graduate program by showing mastery of subject matter, relating current issues and community needs and participating the activities of professional organizations. However, they were just satisfactory in demonstrating mastery of research skills in relation to research output, assisting graduate students in developing research competencies, and showing professional growth through research activities and publications. It is undeniably essential to include in the training and development program the need to continually upgrade their research preparation, dissemination and utilization. Keywords â&#x20AC;&#x201C; Graduate education, research skills, professors, training and development, descriptive-cross-sectional design, Olongapo City, Philippines

ACTIVITY #

ï&#x201A;¢Writing

of the (1) HEADING; (2) ABSTRACT; and (3) KEYWORDS. ( 10 Minutes )

4. INTRODUCTION  The

INTRODUCTION should contain:

 First

Section

Global situational analysis of the problem supported by the literature from different continents



4. INTRODUCTION

ď&#x192;ź Second

Section

ď ś Regional

situational analysis supported by literature from the region of the study. Researchers from Middle East, North Africa, the Association of Southeast Asian Nations (ASEAN) such as Brunei Darussalam, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam must include literature from these countries to capture the perspective in the study.

4. INTRODUCTION

 Third

Section

 Local

situational analysis of the problem

 Fourth  Gap

Section

in the literature from the literature reviews that the study intends to find  Differentness of the study from other previous studies  Compelling reasons of the writer for choosing the problem

4. INTRODUCTION





Use several sources with several authors embedded in a sentence.

Utilize research review papers and scientific sources preferably from subscription journals because they are more authoritative and credible such as Pubmed, Science Direct, Springer, Proquest, EbscoHost, among others. Note: Basic research and other types of research may follow a different format.

5. FRAMEWORK 



(Optional for experimental researches) It should contain basic explication of the meaning of the variables of the study. Present the framework in either schematic or textual form merging the theories discussed in which the study was anchored.

5. FRAMEWORK

 Remove  No

diagram unless very essential.

framework is required (for experimental study).

ACTIVITIES

3&4

Writing

of the (1) INTRODUCTION; and (2) FRAMEWORK (30 – 45 Minutes)

6. OBJECTIVES ď&#x192;ź

ď&#x192;ź

State the OBJECTIVES of the study in paragraph form. Use objectives that show what the researcher shall do with the data and not words to indicate what the researcher intends to do as a research process.

6. OBJECTIVES

ď&#x192;ź Write

the objectives in paragraph form setting one from the others by a number in close parenthesis.

ď&#x192;ź Do

not use problem statements/ questions.

ILLUSTRATION OBJECTIVES OF THE STUDY This study was conducted to determine the training needs of graduate faculty based from the expected performance standards set the graduate school in relation to professional performance, instructional procedures and techniques, and evaluation and grading. Moreover, it aimed to propose a specific training and development program to address the research skills of the faculty imbedded on the mentioned performance standards.

ACTIVITY

Writing

of “OBJECTIVES OF THE STUDY” (5 Minutes)

7. METHODOLOGY For 

Pure Sciences:

MATERIALS AND METHODS Research Design  Research Site 





Participants

Instrumentation 

Construction, try-out, reliability and validity

7. METHODOLOGY

•

Research Ethics Protocol Informed consent  Clearance from the Ethics Review Board  Gratuitous permit from a government agency for floral and faunal studies  Permit from the head of the indigenous peoples of the research sites  Representative of animal welfare society for clinical studies involving animals 

Data Collection  Statistical Techniques (No formulae needed ) 

7. METHODOLOGY

For 

Social Sciences:

METHODOLOGY  Research Design  Research Site Participants  Instrumentation Construction, Try-out, Reliability and Validity

7. METHODOLOGY

For

Social Sciences:



Research Ethics Protocol Informed consent Clearance from the Ethics Review Board



Data Collection



Statistical Techniques

ILLUSTRATION METHODOLOGY ď&#x201A;˘

Research Design

ď&#x201A;˘

The descriptive-cross-sectional design of research was used in the study to obtain information concerning the analysis of the research training needs of the graduate faculty. It one of the common study designs to assess the research skills of the faculty using surveyquestionnaire at a given academic year (Alexander, L.K., Lopes, B.; Masterson, K.R. & Yeatts, K.B., 2016).

ILLUSTRATION

ď&#x201A;˘

Participants

ď&#x201A;˘

The respondents of the study were the faculty members of the graduate school in one private higher education institution in the Philippines with at least an average of three teaching loads from first to third trimester during the academic year 2014-2015. There were 16 faculty members subjected to the trimestral assessment and evaluation conducted by the Office of the Graduate School. All of them finished doctorate degrees in various specializations such as educational administration, business management, and public administration. Majority of them have been in the graduate school teaching for more than 10 years now.

ILLUSTRATION

ď&#x201A;˘

Instrument An instrument on the performance standards was patterned and tailored from the surveyquestionnaire of the Philippine Association of Colleges and Universities-Commission on Accreditation (PACUCOA) used during the preliminary visit to the various graduate programs of the College. The specific requirements on professional performance, instructional procedures and techniques, and evaluation and grading were used as the criteria. The same instrument was used for the purposes of determining the training needs of the faculty. To assess the performance standards for graduate faculty, there are 10 items under professional performance (endeavors to achieve the objectives of the graduate school and of the program); 10 items related to instructional procedures and techniques (provides a functional and well-planned syllabus which specifies the target competencies, research and class activities required for course); and seven items for evaluation and grading (uses valid techniques to evaluate student performance). The instrument used the 5 point Likert scale with the corresponding descriptive ratings and analysis for the possible areas for training and development program: (1) Descriptive Rating (DR): (5) 5.00-4.20= Outstanding Competence (OC); (4) 4.19-3.40= Very Satisfactory Competence (VSC); (3) 3.39-2.60= Satisfactory Competence (SC); (2) 2.59-1.80= Fair Competence (FC); (1) 1.79-1.00= No Competence (NC); (2) Analysis: (5) 5.00-4.20= Not Needed (NN); (4) 4.19-3.40= Sometimes Needed (SN); (3) 3.39-2.60= Needed (N); (2) 2.59-1.80= Much Needed (MN); (1) 1.79-1.00= Very Much Needed (VMN).

ILLUSTRATION

 

Instrument (cont.) These criteria were subjected to face and construct validity by the previous administrators of the graduate school and graduate education experts and professors after taking into consideration the expected performance standards for graduate faculty by an external accrediting agency. The juries used the same descriptive ratings and analysis clearly indicated in the instrument. The result of the average computed mean of the juries was 4.62 interpreted as “Outstanding Competence”. After the validation of the instrument, reliability test was conducted to determine the consistency of the scores using the instrument measuring the same set of skills with similar type of study was established. In this study, the Test-Retest Method was used to examine the reliability of the questionnaire. The validated instrument underwent pilot testing to a select group of graduate faculty in one private university. After two weeks, the same questionnaire was administered to the same group. Pearson-Product Moment Correlation was used to correlate data gathered. The computed coefficient of correlation was 0.89 (Very High). The result was interpreted based on the following: 1.0 (Perfect); 0.81 - 0.99 (Very High); 0.61 - 0.80 (High); 0.41 - 0.60 (Moderate); 0.21 - 0.40 (Low); and 0.01 - 0.20 (Negligible correlation). Thus, the computed correlation value indicated that the instrument was reliable.

ILLUSTRATION

ď&#x201A;˘ ď&#x201A;˘

Data Gathering Procedure After subjecting the questionnaire to validity and reliability tests, a letter of request to the Office of the President endorsed by the Vice President for Academics and Students Services (VP-AASS) was properly secured in the conduct of survey and assessments of the graduate faculty. Data were gathered towards the end of every trimester (first to third trimester) during the academic year 2014-2015 among the graduate faculty. The Dean conducted face-to-face and personal assessment using the instrument. Each faculty was formally introduced to the purposes of the study and assured of the strict confidentiality of the data gathered. The data gathered were collated, treated and analyzed in accordance to the objective of the study. A spreadsheet software was used for more efficient, effective and accurate treatment of data. The level of competence of the faculty relative to the specific indicators of the performance standards was the basis for the analysis towards training and development program. Thus, the gap between what is expected as to the level of competence and the trainings needed to improve such professional performance was determined.

ACTIVITY

Writing

of “METHODOLOGY” (30 Minutes)

8. RESULTS AND DISCUSSION  Sometimes

termed DISCUSSION only for theoretical papers

 Answers

to objectives

 Highlight

salient findings of the study supported by global, regional and local

8. RESULTS AND DISCUSSION

 Use

keywords from objectives as sidehead of the Results and Discussion.

 Intercontinental

literature support of the data (in-text citation)

 Summary

tables and significant results

8. RESULTS AND DISCUSSION

 Long

tables with brimming data should be avoided especially when the text can stand to discuss and/or explain the data.

 Validation  Provide

of the theory used (integrated)

a critique on the methods and theories used in the last paragraph.

ACTIVITY

Writing

of “RESULTS AND DISCUSSION ” (45 Minutes)

9. CONCLUSIONS  In

paragraph form, not broken down

 Highlight

new discovery (if any) that you obtained only after completing the study, something (not found in the literature) which contributes to new knowledge.

 This

section supports or negates previous conclusions, validates theory used and/or generates new theory.

ILLUSTRATION CONCLUSION ď&#x201A;˘

In order to capacitate graduate school faculty to become globally competitive, research capability training and development become the first priority in the strategic planning and development initiative of the school administrators. The integrated activities in the strategic plan will surely hone the faculty competencies and efficacies in research as evidenced by their own research publication, assisting students in developing competencies at the graduate level research, and eventually showing interest dealing with professional growth through post-doctoral studies, research writing and publications; and sharing their knowledge or expertise with external stakeholders. Regular attendance to in-service training programs will likewise develop stronger awareness relative trends and issues in graduate education. It is undeniably important that administrative and financial support to faculty to continually upgrade their research skills and preparation, publication, dissemination and utilization are needed.

ACTIVITY

Writing

of “CONCLUSIONS” (15 Minutes)

10. TRANSLATIONAL RESEARCH ď&#x201A;˘ This

part describes the various forms of popular and innovative media that translate scientific information into ways that can be understood by users of the research.

ď&#x201A;˘ This

includes but not limited to: policy, song, dance, illustrational books, drama, storytelling, brochures, posters, paintings, radio play and video clips.

ILLUSTRATION TRANSLATIONAL RESEARCH ď&#x201A;˘

The result of the study could be translated through journal publications, newsletters, radio, social media, and other media for information dissemination and to revisit the institutional research agenda and support from the administration. Additionally, internal stakeholders might be able to translate it into a more comprehensive institutional policy and specific strategic intervention program that could increase the interest of graduate school professors towards research writing and publications.

11. RECOMMENDATIONS

ď&#x192;ź Write

recommendations only for national, regional and global significance and application.

12. ACKNOWLEDGMENTS 



(Optional)

Limited to funders of the research with grants award number code and data Acknowledge service agencies that funded the study (required). Sources of data mined, e.g. WHO, UNESCO

Do not acknowledge God, family, friends, colleagues

13. REFERENCES 



All references used in the manuscript should be traceable online. Authors are cautioned from using gray literature (any work that is NOT scientifically peer reviewed and published in internationally indexed research journals).

Prefer references which have earned citations already.

13. LITERATURE CITED



URL should be shortened; go to goo.gl and paste your long URL in the search box to obtain the short URL then replace your long URL. Include Digital Object Identifier (DOI), copy the DOI and DO NOT copy the URL anymore.

13. LITERATURE CITED

Do not label this section “Bibliography”. A bibliography contains references that you may have read but have not specifically cited in the text.

 NOTE:

 Bibliography

sections are found in books and other literary writing, but not scientific journalstyle papers.

13. LITERATURE CITED

ï&#x201A;¢Long

URL

Speer, J. H. (2010). Fundamentals of tree-ring research. University of Arizona Press. Retrieved on May 1, 2014 from http://books.google.com.ph/books? id=XtxEbCzbKUUC&printsec=frontcover&dq=tr ees+2010&hl=en&sa=X &ei=ha8U8vKIsn3igKH9oHADA&redir_esc=y#v=onepa ge&q=trees%20 2010&f=false

13. LITERATURE CITED

ï&#x201A;¢ Shortened

URL through goo.gl

Speer, J. H. (2010). Fundamentals of tree-ring research. University of Arizona Press. Retrieved on May 1, 2014 from http://goo.gl/Od2qtR

13. LITERATURE CITED

Authored book (two authors)

Taraban, R. & Kerr, M. (2004). Analytic and pragmatic factors in college studentsâ&#x20AC;&#x2122; metacognitive reading strategies. Reading Psychology Retrieved on February 12, 2013 from http://www.cognitivesolutionslc.com/metacogread.pdf

13. LITERATURE CITED

Authored book (more than two authors)

Taraban, H., Cotter, R., Confir, T. & Jefferson, F. (2004). Analytic and pragmatic factors in college studentsâ&#x20AC;&#x2122; metacognitive reading strategies. Reading Psychology Retrieved on February 12, 2013 from http://www.cognitivesolutionslc.com/ metacogread.pdff

13. LITERATURE CITED

ď&#x201A;˘ Article

ď&#x192;ź

in an online scientific journal

Include the issue number in parenthesis (not underlined) immediately following the volume number and preceding the page numbers.

Bogaards, P. (2013) Deux langues, quatre dictionnaires. Lexicographica, 12(6),162-173. Retrieved on March 12, 2012 from http://www.wuenjournal.com/ regular.pdf

ACTIVITY

Writing

of “REFERENCES” (10 Minutes)

Differences Between a Thesis/ Dissertation and a Journal Article

ACTIVITY

#10

Presentation

of the “FULL MANUSCRIPT” (55 Minutes)

PUBLICATION =============== Why Publish?

NOT SO GOOD REASONS

1. To Prove What You Know =Simply to prove that you know better than everyone else. =Simply for show-off.

NOT SO GOOD REASONS

2. Publish or Perish = it is a clichÃ©. = as a scare tactics. = as a shock therapy.

NOT SO GOOD REASONS

3. Publish to Get recognition or Awards = Financial rewards = Manipulation of data = Unethical and unprofessional

GOOD REASONS

1. Publish to Learn =you want to learn something new =a good reason to conduct research =source of information for others =share your passion about the topic

GOOD REASONS

2. Publish to Share Ideas = must share to others through publication = others will learn how to analyze, dissect, and critique a journal article =to contribute to the discussion when you find a gap in the readings =learn how to digest every ideas presented

GOOD REASONS

3. Publish to Participate in the Discussion =conferences are pleasant only if everyone is participating =everyone is expected to play an active role in the discussion

GOOD REASONS

4. Publish to Stay Up-to-date in Your Field =you will be reading a lot more deeply and critically =learn how to synthesize various contributions

GOOD REASONS

5. Publish to Mentor to Be Mentored =do not be ashamed of asking your colleagues to mentor you =humility is one of the important characteristics of good and powerful scholars

GOOD REASONS

6. Publish to Because No One Else Does =Need to plan on contributing significantly to the discussion in the field

GOOD REASONS

7. Publish to Celebrate Godâ&#x20AC;&#x2122;s Goodness =publishing has a good level of being a gift =you have an innate gift in you for publication

BUT…

Why Aren’t People Publishing?

WHY AREN’T PEOPLE PUBLISHING? 

You are AFRAID?



You have low SELF-ESTEEM?



You do not know WHERE TO START?



You do not want to PUBLISH?



You do not have the TIME?



You do not have the FINANCES?

PUBLICATION ETHICS

ETHICAL ISSUE ARE : 1. Data fabrication and falsification : ď&#x201A;˘ Data

fabrication- the researcher did not actually do the study, but made up data.

ď&#x201A;˘ Data

falsification -the researcher did the experiment, but then changed some of the data.

ETHICAL ISSUE ARE :

2.Multiple submissions : ď&#x201A;˘ It

is unethical to submit the same manuscript to more than one journal at the same time. Doing this wastes the time of editors and peer reviewers, and can damage the reputation of journals if published in more than one.

ETHICAL ISSUE ARE :

3.Redundant publications : ď&#x201A;˘This

means publishing many very similar manuscripts based on the same experiment. It can make readers less likely to pay attention to your manuscripts.

ETHICAL ISSUE ARE :

4. Improper author contribution or attribution: ď&#x201A;˘ All

listed authors must have made a significant scientific contribution to the research in the manuscript and approved all its claims. Donâ&#x20AC;&#x2122;t forget to list everyone who made a significant scientific contribution, including students and laboratory technicians.

ETHICAL ISSUE ARE :

5. Plagiarism:  Taking

the ideas and work of others without giving them credit is unfair and dishonest. Copying even one sentence from someone else’s manuscript, or even one of your own that has previously been published, without proper citation is considered plagiarism—use your own words instead.

PLAGIARISM

PREDATORY PUBLICATIONS

 Received

an email lately encouraging you to publish with a new exciting sounding journal?

 Before

you send your manuscript, take a few minutes to check up on that journal.

 Predatory

publishers abuse the open access author-pays model for their own profit. This growing industry is causing problems for academics.

WHAT ARE PREDATORY JOURNALS?

ď&#x201A;˘Predatory journals are those which seek to profit by preying on inexperienced or desperate authors. ď&#x201A;˘ This

is not to imply that the simple charging of an author fee must always make a journal predatory.

WHAT ARE PREDATORY JOURNALS?

ď&#x201A;˘Many

high-quality and authoritative Open Access (OA) journals may charge an author fee for publication, and this practice is not automatically predatory.

WHAT ARE PREDATORY JOURNALS?

ď&#x201A;˘ Predatory

journals, on the other hand, exist only to collect these (often exorbitant) fees, and publish articles only as an afterthought without rigorous (or any) review by editors or peers.

ď&#x201A;˘ The

sole aim of these predatory journals is to make money, not to evaluate and disseminate high-quality research which advances scholarship in a discipline.

WHAT ARE PREDATORY JOURNALS?

What

is Predatory Open Access Publishing?

 These

“predatory” publishers solicit articles from faculty through spam emails with the goal of exploiting their desire to publish for the article processing fee.

COMMON TACTICS OF PREDATORY PUBLISHERS

1.Establishing what appears to be a legitimate online presence with webpages for bogus journals, complete with issues of previously published articles. ď&#x192;&#x2DC;

Closer scrutiny reveals the articles to be plagiarized, completely fake or promoting unsound science that was not approved for more mainstream journals.

COMMON TACTICS OF PREDATORY PUBLISHERS

2.Some advertise a bogus Impact Factor on their website and in emails to prospective authors. ď&#x192;&#x2DC;

They can also list editors for their journals who either did not agree to be an editor, or use fake names to populate the editorial board.

COMMON TACTICS OF PREDATORY PUBLISHERS

3.Advertising expedited peer review to get your article published quicker.

COMMON TACTICS OF PREDATORY PUBLISHERS

4.Soliciting you to edit a special theme issue in your area of research, through which they use you to recruit more of your colleagues.

COMMON TACTICS OF PREDATORY PUBLISHERS

5.Engaging in questionable business practices such as charging exorbitant author publishing fees or failing to disclose cost of publication fees to potential authors.

RED FLAGS: KNOW THE SIGNS OF PREDATORY PUBLISHERS  If

you're not sure if a publisher is legitimate or predatory, be on the watch for the following red flags:

1. E-mailed Invitations to Submit an Article:  Was the e-mail well written? Were there typos or misspelled words? Was the language awkward or unprofessional? Did the e-mail use flattery to convince you to submit your article or join their editorial board?