Abstract
Research suggests that new doctoral graduates face increased publication pressure to achieve tenure: doctoral programs may have also increased this expectation. We examined whether faculty graduating before and after the year 2000 differed significantly in total publications, peer-reviewed publications, and first-authored publications as of the year they graduated with their doctoral degrees along with peer-reviewed publications as of tenure. A sample of 197 curriculum vitae was retrieved from educational psychology departmental websites across the 24 universities; vitae were coded for year the faculty member completed his/her doctorate and total number of publications, number of peer-reviewed publications and number of first-authored, peer-reviewed publications. Results indicated that faculty who graduated in the year 2000 and beyond had a significantly greater number of total publications—more peer-reviewed publications, more first-authored, peer-reviewed publications as of the year they graduated with their doctoral degrees, along with more peer-reviewed publications as of tenure. Publication productivity among doctoral graduates of educational psychology programs at research universities before and after the year 2000.
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Barnard-Brak, L., Saxon, T.F. & Johnson, H. Publication Productivity among Doctoral Graduates of Educational Psychology Programs at Research Universities before and after the Year 2000. Educ Psychol Rev 23, 65–73 (2011). https://doi.org/10.1007/s10648-010-9146-3
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DOI: https://doi.org/10.1007/s10648-010-9146-3