Slaying Zombie Papers

jonathan downie - 200pxDr Jonathan Downie is a practising conference interpreter with a PhD in stakeholder expectations of interpreters from Heriot-Watt University (2016).

His first book, Being a Successful Interpreter: Adding Value and Delivering Excellence, was published by Routledge in 2016. He is also a columnist on research issues for two industry magazines and a regular speaker on the academic and translation & interpreting conference circuits.

He tweets at @jonathanddownie (personal/academic) and @integlangsbiz (interpreting/business).


We all have them. Somewhere in a desk drawer or a forgotten folder lies the zombie paper, waiting. For a year or more, they have lain dormant. They took your brains and now they are asking for more.

How does this tale of the zombie paper end?

Will you victoriously dispatch it to a grateful editor?

Will you release it (and you) from its misery by scrapping the whole idea?

Or will you leave it to lie dormant, ignoring its groans every time you clean your desk?

Zombie medical lab assistant

Melbourne Zombie Shuffle 173, by Fernando de Sousa, on Flickr.

I may have over-dramatised (just a bit) but perhaps not as much as you think. Recently, I returned to a paper I had first started drafting nearly two years ago. I began writing it in that strange space between the acceptance of my thesis and my actual graduation. Given that it is a paper on a key finding from my thesis, most of the ideas in it trace back nearly three years. That’s a lot of time from start to finish. Read more of this post

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Goal-setting with a group: The Monthly Weeklies

Jonathan Williams is co-editor of Queer Out Here, writer of blog posts at In Which I, walker of long distances and organiser of things.

In his day job, he wrangles a school database. He completed his PhD on trans cinema at the University of Melbourne in 2011 and has avoided academia ever since.

Jonathan currently lives in East Sussex, UK. You can find him on Twitter: @jonathanworking.


What are you working on? What do you want to achieve by the end of the month? And what do you need to do this week to reach those goals?

Many people are familiar with this approach to time and project management.

But sorting out what you need to do is one thing, while actually following through is quite another!

Photo by Cliff Johnson | unsplash.com

Photo by Cliff Johnson | unsplash.com

This can be especially difficult if you operate in a more solitary environment, as do many writers, artists, researchers, and people involved in projects outside of their paid job or formal study. Without the everyday structure of collaboration deadlines, team meetings, and so on it’s pretty easy to let the weeks slip by, to transfer an item from one to-do list to the next, to de-prioritise your own goals in favour of things that other people want from you. It can be hard to hold yourself accountable.

I started The Monthly Weeklies online goal-setting group with this in mind. My aim was to create a structure that would help me think seriously about short and medium term goals, a place to record those goals and my progress, and a team of people who could help keep each other focussed and celebrate each other’s successes. Read more of this post

The gift of record-keeping: A tool for future promotion

Dr Bronwyn Eager works as a Lecturer, Entrepreneurship at Swinburne Business School, Swinburne University of Technology.

Her research focuses on stress, coping and time-orientation in entrepreneurs and integrating entrepreneurship education into STEM domains.

She tweets as @bronwyn_eager, and is always up for a coffee and interesting conversations.


Photo by Max Kaharlytskyi on Unsplash.com

I was recently asked by a colleague to help edit her application for a Professorial role.

As a recently minted PhD, and academic Level B (i.e. the bottom of the academic food chain), I was honoured. The process of reviewing her application gave me some insight into academic promotion, which I want to share with you below. Namely, the importance of record-keeping and a gift of a simple spreadsheet to help you capture your data now, so it will be on hand for when you need it in the future.

Reading my colleague’s application, I felt exhausted. Not from the editing process (which was minimal – she is a brilliant writer), but from living vicariously through the vast number of publications, supervision roles, teaching activities, grants, and engagements that were laid out in her documents.

I looked up more than once from my screen and wondered how she’d had time to sleep since completing her PhD. Read more of this post

Ways researchers can be better, different writers

After leaving the academy to pursue her dream of helping others achieve their writing goals, Kellye McBride started her own freelance editorial business in 2015 and has never looked back.

She is enthusiastic about helping graduate students, researchers, and scholars improve their writing and developing their skill sets when it comes to articles, book proposals, and dissertations.

Kellye lives in Portland, OR in the United States, and blogs at kellyemcbrideediting.comShe regularly posts about academic writing and scholarly publishing.


Photo by Juliette Leufke | unsplash.com

Photo by Juliette Leufke | unsplash.com

As academics, we often emphasise the importance of research, networking with others in our respective fields, and building a profile when it comes to professional opportunities. Though these are important topics worthy of consideration, the most crucial aspect of our jobs is often overlooked when we are so focused on advancing our academic careers: writing.

Not only is the average scholar is expected to have a number of professional publications in peer-reviewed journals, many disciplines also want them to publish a book to establish themselves early on in their career. Additionally, if scholars want to secure the right amount of funding, they must also become effective grant writers. The list of required written documents for early career researchers can be endless and, frankly, overwhelming.

Training and support for these kinds of writing are practically non-existent. Even if a scholar has an effective advisor and is well practiced as an academic writer, they might still run into trouble when it comes to grant writing, crafting text for a teaching portfolio, or writing for the public. This is not the fault of the academic. It’s like being a talented oil painter who is asked to learn watercolor overnight for a particular commission. Scholars are often poorly trained when it comes to being adept at the types of writing that will help ensure their success. Read more of this post

A confession about working weekends

I came back to academia after being in a professional role for over three years with a promise to myself: I will not work across weekends.

As I mentioned in a recent post, some people derided my promise. Many more laughed in disbelief, or were encouraging in their words but exuded an air of ‘that promise is doomed, doomed!’. Having been in a professional job where I found it extremely easy to maintain the boundaries between work and non-work time, I was very used to having weekends in my life. I assumed that transitioning (again) into an academic role while keeping weekends free would be relatively easy. It was the status quo for me at the time, after all.

Two and a half years after returning to academia, then, how is my promise of ‘not working on weekends’ going for me?

Terribly, I have to say.

And I acknowledge this with some shame.

I know a lot about academic overworkpeer pressure dictating how many hours we spend at our jobs (sometimes pushing scholars to quit careers), and the dominance of ‘administrivia’ in our working lives.

I’ve read heaps on work/life balance in academia (from many sources including Tenure, She Wrote, Raul Pacheco-Vega, and various scholarly studies [like this one by Osbaldiston and Cannizzo]), and how overwork is not necessary for success. I constantly advocate for self-care and regeneration time for researchers. I loved Dani Barrington’s post in RW and cheered her declaration that “although research will never ‘just’ be a job, it is, in fact, a job” (Escaping the ivory tower).

And yet…I have a confession to make. Read more of this post

How my university runs Academic Writing Month (#acwrimo)

Photo by Mark Young

Photo by Mark Young

I was chatting with my good buddies @WarrenStaples and @jod999 the other week, as they wanted to know more about what went into the planning and running of La Trobe’s Academic Writing Month (#LTUacwrimo) in November each year.

Based on the fabulous, world-famous #acwrimo that was created by @charlottefrost in 2011, this month focuses on academic writing: the doing, the celebrating, and the learning of it.

This year will be the fourth time it has run at La Trobe, and the third time that I’ve managed many of the schedules and activities. The month culminates in the three-day RED researcher writing retreat (running for the 2nd time this year!), and has a significant social media component throughout the 30 days. As you can imagine, running an uber-packed, month-long program requires a team effort!

After much transparent prompting by @jod999, I thought it might be a good idea to share with you the layers of initiatives that we have running through our month, and how we pull it all together. I’ve had several questions about how we ran #LTUacwrimo over the past couple of years, and it would be fabulous to spread the #acwrimo love around more institutions!

Read more of this post

What makes a successful writing group?

angeladobele02-smallDr Angela Dobele is an academic at RMIT University in Melbourne. Her teaching and research practices seek to make vital contributions to resolving the social, environmental and wicked problems of our times.

In her scholarly practice, Angela aims to be grounded in real-world problems, critical in theoretical and marketing orientation, and andragogical in her approach to student performance.

Her thesis topic and subsequent research considers word-of-mouth (at the intersection of relationship marketing and communication theories), both online (viral) and traditional referrals. Her other research topics concern academic workloads and research on student performance. Angela can be found on Twitter at @AngelaDobele.


Photo by Mark Asthoff | unsplash.com

Photo by Mark Asthoff | unsplash.com

An Organiser’s Perspective of Writing Groups: Dr Angela Dobele (@AngelaDobele)

It’s really hard in a crowded academic life to make time for your own research writing and spend time with your colleagues.

To create a great foundation for doing both, I introduced a writing program at my institution that aims to help staff and research higher degree students with the twin goals of improving writing skills and ramping up writing productivity.  The program is currently in its fourth consecutive semester and gradually increasing in popularity.

I conduct two writing groups each semester. In the program, we use the metaphor of ‘landing planes’ (a phrase coined by one of my first participants, Professor Lisa Farrell) with each aeroplane representing the achievement of a specific writing goal, such as submission of a journal manuscript or book chapter.

Over the three previous semesters that the program has run, participants have successfully landed 102 planes. Landed planes include 27 papers submitted to top flight journals, 18 grant applications (including four ARC expressions of interest and an ARC Linkage expression of interest), and 10 journal re-submissions.

The program is having an impact because it:

  • Socialises a task that is traditionally lonely (writing);
  • Incorporates gamification in the development of new writing habits (specifically, habitual writing practice);
  • Develops skills that make a favourable impact on research performance (research outputs and quality of outputs).

Increasing writing productivity is not about writing faster; it is about writing more often. It is what Silvia calls making writing ‘routine and mundane’ (Silvia 2007, p. xi). Read more of this post