Publication productivity of academics in Jigjiga University, Ethiopia

Abstract

This descriptive cross-sectional survey examined faculty publication productivity at Jigjiga University, Ethiopia. It, specifically, aimed at exploring the factors and barriers that may influence publication productivity among academic staffs while also comparing variations across academic disciplines. The survey employed self-administered questionnaire distributed to 120 faculties randomly selected from nine academic disciplines during February to April 2016. This observation indicated that only 38.3% of the academic faculty members have published a research work since joining Jigjiga University. Publication of journal articles was the predominant type of publication outlet (58.7%) followed by conference proceedings (13%). The analysis result indicated that there was statistically significant (p<0.05) variation in publication productivity in relation to years in academic profession, highest degree earned and academic rank of the respondents. Similarly, faculty members who had track records on research grant winning, theses supervision as well as attending academic conferences and research related trainings were more likely to publish (p<0.05) as against those who did not have such experiences. However, there was no statistically significant difference (p>0.05) in publication productivity in relation to sex, age, teaching load and involvement in administrative activities. In addition, significant variation (p<0.05) existed on publication productivity across academic disciplines. Faculties in the natural and life science fields generally appeared to publish more than those in the social sciences. Respondents cited several factors that can be implicated in the low prevalence of publication productivity at Jigjiga University. The most cited barriers in order of higher frequency include lack of recognition such as promotion, absence of institutional research journal, poor access to information sources such as internet connectivity, insufficient research facilities, lack of financial incentives, lack of institutional/department support on publication, high publication charges inquired by journals, and poor research and publication atmosphere which were agreed upon by about 75% of the respondents. Most of these obstacles were organizational in nature, and thus focus to improve research productivity should consider tackling these factors at institutional level. Therefore, results of this survey imply that understanding these inhibitory factors and designing appropriate intervention strategy may help Jigjiga University towards improving the research and publication productivity of its academic faculty members.

A Qualitative Research on Being an Author, Reviewer and Editor in the Scholarly Publication Process

“…We're not exactly abstract, but we're not as concrete and developmental as a medic." (P3) Teka et al 25 listed the barriers most cited by academics as lack of recognition, lack of institutional research journal, insufficient access to information resources, limited research opportunities, lack of financial incentives, and lack of institutional/departmental support for publication. Similar results were obtained in this study.…”

University Instructors’ Attitude Towards Writing Academic Articles in English for Publication: Voices From Indonesia

“…Questionnaire scores range from 20 (lowest) to 100 (highest). Podsen (1997) categorized participants' attitudes into three levels based on their scores, namely low (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39), moderate , and high (69-100). The data were collected through several procedures: 1) distributing questionnaires to research samples; 2) questionnaires shared were then collected; 3) classifying the respondents' responses based on the research questions; 4) analysing the data, and 5) verifying the conclusions.…”

“…Furthermore, lecturers' attitude degrees are rated as moderate and high. Podsen (1997) subdivided the frame of mine into three distinct levels: low (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39), medium , and high (69-100). As per the results of the questionnaires of attitudes the respondents filled in, there were 36 lecturers with attitude scores ranging from 40 to 68, and 14 gained grades spanning from 69 to 100.…”

Hardiness in Increasing Work Productivity

“…Work discipline causes an employee to be able to respect themselves and others in an organization. The discipline contained in an employee is a picture of the attitude of responsibility towards the various tasks entrusted to him so as to increase morale to be more productive in achieving company goals [4].…”