Publishing in the Academy: An Arts-Based, Metaphorical Reflection towards Self-Care

Autor/inn/en	Barton, Georgina; Brömdal, Annette; Burke, Katie; Fanshawe, Melissa; Farwell, Vicki; Larsen, Ellen; Pillay, Yosheen
Titel	Publishing in the Academy: An Arts-Based, Metaphorical Reflection towards Self-Care
Quelle	In: Australian Educational Researcher, 50 (2023) 4, S.1105-1126 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barton, Georgina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00547-y
Schlagwörter	Faculty Publishing; Art Activities; Reflection; Caring; Well Being; Mental Health; College Faculty; Teaching Experience; Psychological Patterns; Writing Workshops + Suchen Sie Ihr Suchwort? Künstlerische Tätigkeit; Care; Pflege; Sorge; Betreuung; Well-being; Wellness; Wohlbefinden; Psychohygiene; Fakultät
Abstract	Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success in quality research and publishing. Over the 2020-2021 summer semester, six members of the group decided to reflect on their experiences, emotions and outcomes throughout the writing process by participating in four reflective arts-based activities. Theoretical frameworks of reflection and metaphor were used to share findings. Strong evidence of having to grapple with meeting university expectations in tension with personal goals and passions was ever-present. The importance of drawing on both personal resources and significant others to manage these tensions through self-care practices was also evident. Implications resulting from this research include recognising the pressures placed on academics to publish only in specifically ranked journals. Overall, the arts-based reflection was critical in uncovering deeper feelings about the pressures of publishing and supporting higher education employees' well-being and self-care during the writing process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01