A Suggested Procedure for Determining Order of Authorship In Research Publications

Winston, Roger B.

doi:10.1002/j.1556-6676.1985.tb02749.x

Cited by 75 publications

(56 citation statements)

References 4 publications

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“…Particularly in complex cases, Winston's (1985) weighting schema procedure may be useful in determining which tasks are required for a given level of authorship credit. In this procedure, points are earned for various professional contributions to the scholarly publication.…”

Section: Outcome Recommendationsmentioning

confidence: 99%

“…The important point is that, given that both parties are considered to be equal contributors to this aspect of their work together, disputes need to be settled by outside parties. In such cases, arbitrators may find Winston's (1985) method helpful, because it requires a systematic review of all contributors' scholarly contributions (Shawchuck et al, 1986).…”

Section: Outcome Recommendationsmentioning

confidence: 99%

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Reflections on determining authorship credit and authorship order on faculty-student collaborations.

Fine

Kurdek²

1993

American Psychologist

152

142

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S cholarly activity is an expected and rewarded enterprise for many professionals (Keith-Spiegel & Koocher, 1985). In academic settings, decisions regarding promotion, tenure, and salary are heavily influenced not only by the number of publications in peerreviewed journals but also by the number of first-authored publications (Costa & Gatz, 1992). Similarly, in applied settings, professionals with strong publication records are often considered to have more competence and expertise than their less published counterparts.Clearly, authorship credit and authorship order are not trivial matters. Because of the importance of authorship credit, dilemmas may arise when more than one person is involved in a scholarly project. In this article, we specifically address collaborative efforts between faculty and undergraduate or graduate students. The importance of authorship in the faculty-student research context was underscored by Goodyear, Crego, and Johnston (1992), who found that authorship issues were among the "critical incidents" identified by experienced researchers in faculty-student research collaborations.The purpose of this article is to contribute to the discussions regarding the determination of authorship credit and order of authorship-in the faculty-student research context. There are six parts to the article. To provide a context for the discussions, the first part presents four hypothetical cases. Because the final authorship decisions in these cases are based on considerations reviewed later in the article, the cases end before the final decisions were determined. The second part reviews available guidelines for determining authorship credit and order. The third part describes ethical issues related to authorship credit and authorship order when faculty and students collaborate. The fourth part of the article highlights several ethical principles that may provide assistance in resolving authorship dilemmas. The fifth part provides tentative recommendations for faculty who collaborate with students on scholarly projects. The final part revisits the four hypothetical cases with our opinions regarding what authorship decisions would have been appropriate. Hypothetical Cases Case IA student in a clinical psychology doctoral program conducted dissertation research at a practicum site. The initial idea for the study was developed between the practicum supervisor (a psychologist) and the student. The dissertation committee was composed of the chair, who was a psychology faculty member in the student's graduate department; the practicum supervisor; and another psychology faculty member in the same department. After the dissertation was approved, the chair of the committee raised the possibility of writing a journal article based on the dissertation. The student agreed to write the first and subsequent drafts of the manuscript, the committee chair agreed to supervise the writing process, and the practicum supervisor agreed to review drafts of the paper. On initial drafts, the student, practicum supervisor, and co...

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Section: Outcome Recommendationsmentioning

confidence: 99%

Section: Outcome Recommendationsmentioning

confidence: 99%

Reflections on determining authorship credit and authorship order on faculty-student collaborations.

Fine

Kurdek²

1993

American Psychologist

152

142

View full text Add to dashboard Cite

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“…These guidelines also reflect a clear bias towards quantitative methodologies and positivist epistemologies, limiting their usefulness to many fields. Winston (1985) attempted to provide quantifiable guidelines to assist faculty in identifying which contributions merited inclusion as an author and how to determine the order of authorship. His system is one of the most frequently cited quantifiable systems in the authorship literature, with nearly 50 citations.…”

Section: Existing Guidelines and Modelsmentioning

confidence: 99%

“…Fine and Kurdek also suggest that Winston's (1985) points model may be helpful in particularly complicated situations, but that it would need to be weighted to reflect the relative scholarly competence of each collaborator. However, they provide no guidelines for specifically how to weight Winston's model.…”

Section: Existing Guidelines and Modelsmentioning

confidence: 99%

“…Determining authorship credit and order in collaborative research projects has been the subject of much disciplinary debate in higher education (Fine & Kurdek, 1993;McGlynn, 2015;Winston, 1985;Zare, 2014), and conflicts between collaborators over authorship are not uncommon (Sandler & Russell, 2005). For SoTL scholars, many of whom engage in interdisciplinary research, the problem becomes even more acute because there are no established guidelines for working across disciplines (Nguyen & Nguyen, 2006).…”

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confidence: 99%

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Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects

Maurer

2017

T&LI

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Determining authorship credit and order in collaborative research projects can be difficult, can introduce or increase conflict in the research environment, and can exacerbate existing inequalities and affect power dynamics between team members. As a result, much disciplinary scholarship has been written to develop potential guidelines for authorship credit and order. However, the collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into SoTL research, creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by seminal disciplinary papers on authorship issues and best practices in undergraduate research, this paper proposes a new model to identify the relative contributions of student collaborators and explicitly incorporate a process-focused approach to collaborative faculty-student SoTL projects.

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Ethics in Research

Aguinis¹,

Henle²

2004

Handbook of Research Methods in Industrial and Organizational Psychology

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A Suggested Procedure for Determining Order of Authorship In Research Publications

Abstract: A schema for analyzing contributions to data-based professional publications, assigning relative weights, and thereby determining the appropriate order of listing authors and identifying ancillary contributions is suggested. An example application of the procedure is also presented.

Cited by 75 publications

References 4 publications

Reflections on determining authorship credit and authorship order on faculty-student collaborations.

Reflections on determining authorship credit and authorship order on faculty-student collaborations.

Guidelines for Authorship Credit, Order, and Co-Inquirer Learning in Collaborative Faculty-Student SoTL Projects

Ethics in Research

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