International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Research for publication – A variable of variables: The novice university educator’s perspective
Benard Chisiri1, Moses Jachi2*, Nevermind Muchongwe1, Itai Zvawanda3, Tafadzwa Hatidani T Machaka2, Godwin Shumba2
1Department of Human Resource Management, Manicaland State University of Applied Sciences, Mutare, Zimbabwe
2Department of Accounting, Manicaland State University of Applied Sciences, Mutare, Zimbabwe
3Department of Applied Statistics, Manicaland State University of Applied Sciences, Mutare, Zimbabwe
*Corresponding Author
Abstract: This study explore the challenges faced by novice university educators in keeping up with research for publication requirements. Using a qualitative research design, data was obtained from 120 novice university educators from both private and public universities in Zimbabwe. We conclude that research related challenges is the greatest contributor to mental health issues confronting university educators. Unlike prior related literature, this study is an exposé to the existence of more overt and covert challenges facing novice lecturers, the likes of the existence of boundaries of inclusivity, competition superseding collaboration, publication demanding hyperbolization and the free-rider case and the sucker’s effect. The study therefore recommends the cultivation of a supportive culture and environment that is enabling to the new entrants within the higher education profession. The research support given to novice lecturers should correspond the relative value placed upon research for publication as a key attribute driving the university lecturer’s occupational security and professional progression.
Keywords: novice educator; research for publication; covert challenges; overt challenges
I. INTRODUCTION
The environment within which university educators find themselves impliedly reward research productivity much more than the lecture theatre activities. University educators are faced with a tri-focal functional responsibility of fulfilling research, teaching and community engagement activities as part of their job description (Mbewe et al., 2020). University lecturers are constantly reminded how important it is for their professional development and career progression to produce high quality publications that find space in high impact journals (Botella, 2005).