Authorship and Publishing in the Humanities_KnöchelmannWhat is the point of publishing in the humanities? This short book provides an answer to this question. It builds on a unique set of quantitative and qualitative data to understand why humanities scholars publish. It looks at both basic characteristics such as publication numbers, formats, and perceptions, and differences of national academic settings alongside the influences of the UK’s Research Excellence Framework and the German Exzellenzinitiative. The data involve a survey of more than 1,000 humanities scholars and social scientists in the UK and Germany, allowing for a comprehensive comparative study, and a series of qualitative interviews. The resulting critique provides scholars and policy makers with an accessible and critical work about the particularities of authorship and publishing in the humanities. And it gives an account of the problems and struggles of humanities scholars in their pursuit of contributing to discourse, and to be recognised with their intellectual work.

Published with Cambrdige University Press

The short book is published with Cambrdige University Press in the series Elements in Publishing and Book Culture in 2023. Find the HTML version or access the published PDF edition on Cambridge Core here. ISBN: 9781009223089

You can access the self-archived author manuscript here. Note that this version is free to view and download for personal use only. It is not revised; mistakes (in spelling and grammar) are not edited. There are also minor differences to the original published version in the content. Pagination does not conform to the published book.

For discussions on the content or talks, reach out to: [email protected]

 

Read Excerpts of Authorship and Publishing in the Humanities

1. Understanding Authorship and Publishing

Extract of the first chapter of Authorship and Publishing in the Humanities:

What exactly is the point of publishing? The humanities form a cluster of disciplines—a branch of learning—that fosters understanding what it means to be human. Humanities scholars consider writing and the careful, qualitative engagement with text of utmost importance. Being a scholar means being in dialogue with others by engaging with the complexity of their thought and offering accounts of understanding. Publishing, one may assume, facilitates this dialogue. To publish does not mean to put information out there; to publish means to enter a discourse community with the motivation to participate and learn, to argue, disagree, and build upon disagreement. Publishing is as much about readership as it is about authorship; author and reader merge in the recursive structure of dialogue. Publishing, in this sense, is borne by the motivation to contribute to discourse and to keep the dialogue about understanding what it means to be human alive. This is one answer to the question of what the point of publishing is.

This book gives a different answer. This answer claims that the point of publishing is not to be a voice in a dialogue but to yield formal authorship. This answer accounts for the ways authorship fares as a shortcut for productivity, and how this shortcut impacts the dissemination of scholarship in the humanities. Underlying this is a subtle shift of the means and ends of publishing. Publishing could be thought of as in the outline above. The motivation to publish is bound to the end of contributing to discourse; it grows out of dialogue and the intention to be a voice in it. The recognition of the work of a scholar is equally bound to this. There is no shortcut for this recognition; it requires engagement with dialogue. Authorship may fare as a reference, but it cannot assume the point of recognition itself. Readers might vouch for the quality of a voice, but only so in the specific context of its engagement. This is an ideal of authorship that has probably never been fully realised.

At the opposite of such an ideal, authorship fares not as a reference, but as the actual point of recognition. The formal reference of authorship translates to an assumed productivity. Many such formal references—for instance accumulated on a CV—mean the scholar is highly productive. She is a leader in her area if the formalities account for specific publishing brands. She is likely to be skilled if her authorship references refer to a wide range of specialist areas. In an academic setting that favours marketable output, such a list of formal authorship references is worth more than anything. She is visible and productive, and the institution she works at can benefit from this visibility and productivity. It is not the scholarship but the fact of it being out there and the way it is externalised that count. Publishing becomes a means to showcase visibility and productivity. The motivation to publish is bound to this end; dialogue and the intention to be a voice in it become secondary.

Continue reading: Find the HTML version of Authorship and Publishing in the Humanities or access the published PDF edition on Cambridge Core here. You can access the self-archived author manuscript here.

 

 

 

2. How and How Much Scholars Publish: Basic Characteristics of Publishing

Extract of the second chapter of Authorship and Publishing in the Humanities:

This chapter provides basic data about how much and what scholars publish as well as how they themselves perceive key characteristics of their publication practices. It will give a feel for the empirical situation of publishing and serves as a reference guide. The empirical situation is highly relevant as it shows the numbers of publications at respective career positions. The chosen representation showcases the similarities and differences between Germany and the UK as well as between the humanities and the social sciences. Critiquing publishing practices or shaping policies—institutional or country-wide—require an appreciation of what actually happens.

Next to basic numbers of published output, this also concerns questions of the predominance of single authorship, language use, or popular books. This complements bibliometric studies with the self-identification of authors. Moreover, the represented items go beyond numbers about the state of publishing portfolios. The imagined backward-looking scholar with her dusted books in endless library shelves seems to be a stubborn gestalt representing a traditional humanities scholar. Some of the following items enquire the actual self-perception of scholars to enable a better understanding of, for instance: the use and perceived value of metrics, the use of self-publishing services, rapid or unhurried publication processes, physical copies in libraries or bookshops, and online discoverability. This is followed by a discussion of OA.

Continue reading: Find the HTML version of Authorship and Publishing in the Humanities or access the published PDF edition on Cambridge Core here. You can access the self-archived author manuscript here.

 

 

 

3. Publish or Perish: The Empirical Reality of the Pressure to Publish

Extract of the third chapter of Authorship and Publishing in the Humanities:

What are drivers of the pressure to produce more and more publishing output? The easy answer is competition. However, competition can take place in manifold ways. It could be a matter of substance and qualitative difference. As scholars highlight, though, it rather takes place on the basis of comparative output. The way competition takes place—the narratives and governance behind it—is abstracted in its terms. These, instead of competition per se, are responsible for the pressure to produce publications since they build on the recognition of qualitative work in formal terms. This shows the circularity of competition that invokes the self-referentiality of output.

Who experiences this pressure? What are the strategies of dealing with it? What does the balancing of contributing to discourse and producing output mean in praxis? This chapter provides answers to such questions. I first look at what publish or perish and competition mean, followed by an investigation of the empirical reality in quantitative terms, and a discussion of how this can be interpreted, comprising of insights from the qualitative interviews.

Publish or perish is an ambiguous term. On the one hand, it refers—in both discourse and praxis—to the terms of competition in academia, in particular how publishing output is preferred to intellectual development. Publishing practices and the focus on formal authorship embody publish or perish in this sense. On the other hand, ideology is negotiated among those affected in everyday discourses—particularly early career scholars. They reinforce the impact of publish or perish by extending its narrative. It solidifies the principle that formal authorship really is the objective of publishing and the primary way to enter an academic career. As this everyday discourse—chatter at conferences, philistine management advice, the rhetoric of constant improvement and excellence—is passed on among young scholars, the terms of competition become reified. Reducing publish or perish to a single, context-unspecific denotation would mean disavowing parts of its force.

Continue reading: Find the HTML version of Authorship and Publishing in the Humanities or access the published PDF edition on Cambridge Core here. You can access the self-archived author manuscript here.

 

 

 

4. Being REFable: The UK’s REF and Germany’s Traditionalism

Extract of the fourth chapter of Authorship and Publishing in the Humanities:

Scholars in the UK have to become REFable. The REF is an epitome manifestation of the instrumentalization of publishing in the UK. Its historical development substantially influenced the grounds and ways of publishing. All the while, research management has taken over its principles so that these shifted grounds and ways are no longer tied to the REF itself. Particularly the job market—the way scholarly productivity is assessed and rewarded—is extending the influence of the historical impact of the REF. Being REFable is shorthand for the requirement of being fit for the scholarly job market based on authorship. Both quantitative and qualitative data substantiate the matter of REFability and provide further insights into the ways quantity, quality, and temporal issues of REFability are—seemingly naturally—negotiated through publishing.

The chapter picks up several aspects discussed in the preceding chapters such as the value of marketable output, publish or perish as a reifying discourse, and the clustered distribution of experienced pressure. Preceding this discussion is an historical overview of the REF and the Exzellenzinitiative, followed by a closer look at the empirical situation of publishing practices, and a discussion of how this is to be interpreted in a larger context.

There are many aspects the REF—and the earlier RAE—is criticised for: the way it reproduces existing hierarchies (Dix, 2016; Münch, 2008: 134); the mechanism of redefining institutional roles or moving efforts away from teaching (Frank et al., 2019; Henkel, 1999); the way it promotes competition but not fully considering corresponding market mechanisms (Frank et al., 2019; Shackleton and Booth, 2015); the fact that it is quite an expensive publicly-funded exercise benefitting only a few institutions (Arnold et al., 2018); (resulting from this, it can be argued to be a classic example of an institution that is only giving the appearance of rational conduct while being primarily inefficient; see: Meyer and Rowan, 1977); that the results of the REF are transmuted from a funding into a ‘research ranking system’ (Brink, 2018: 82; emphasis in original) and that it is partly based on an instrumentalist principle of benefit (Brink, 2018: 168–177); that the costs of impact assessment of this mode will likely outweigh its benefits (Martin, 2011); or the way it puts pressure particularly on younger scholars (Archer, 2008). Ultimately, as Frank et al. call it, ‘the RAE/REF became a victim of its own success’ (2019: 81), which means it has acquired such a strong position that it has become a distortion of that which it was supposed to measure. In other words, the REF has fallen prey to Goodhart’s law.

Continue reading: Find the HTML version of Authorship and Publishing in the Humanities or access the published PDF edition on Cambridge Core here. You can access the self-archived author manuscript here.

 

 

 

5. Publishing as Production and the Meaning of Authorship

Extract of the fifth chapter of Authorship and Publishing in the Humanities:

What exactly is the point of publishing? After having discussed the empirical reality of authorship and publishing in the three preceding chapters, can a comprehensive answer to this question be spelled out? I aim to do so in this last chapter. This will be both a conclusion to the data and the interviews and an abstraction from it in order to reach a more general understanding of the recognition of scholarly work in today’s humanities departments.

This also connects the discussion of authorship and publishing with wider issues of the humanities, particularly the debate of their—assumed, suggested, or projected—normative purpose. Calls of a crisis of the humanities are ongoing alongside chases for potential solutions (Belfiore, 2013; Drees, 2021; Fish, 2008; Kagan, 2009; Marquard, 2020a; Small, 2013). To be sure, this book is by no means an answer to this debate. And yet, the identification of the self-referential practice that authorship and publishing have become very well provides an argument for it. Its claim is to seek a different recognition of the work of scholars that, in turn, allows for new ways—or the strengthening of old ways—of integrating and positioning scholarship within society.

I first conclude the discussion of authorship and publishing with two shorter sections on the constitution of publishing and the resultant meaning of authorship. I then turn to the concept of the distancing of scholar and text which aids understanding of the self-referentiality of publishing.

A conclusion of the preceding chapters—and of my conversations with scholars in the humanities in particular—is that individual intellectual development and the difficult dialogical engagement with others are subordinate to the production of output. Appearing productive on time and being measurably visible are key for making a career as a scholar; scholarship has to accommodate to the production of output. Intellectual development and dialogue cannot be counted, measured in terms of easy heuristics, or marketed in a global race to excellence. It is in this sense to be understood that publishing and authorship are geared more towards formal criteria of marketable output than to contributing to discourse.

Continue reading: Find the HTML version of Authorship and Publishing in the Humanities or access the published PDF edition on Cambridge Core here. You can access the self-archived author manuscript here.

 

 

 

6. References

The Reference List of Authorship and Publishing in the Humanities:

Acton SE, Bell AJ, Toseland CP, et al. (2019) A survey of new PIs in the UK. eLife 8. DOI: 10.7554/eLife.46827.

Adema J (2021) Living books: Experiments in the posthumanities. Cambridge: MIT Press.

Adema J and Moore SA (2018) Collectivity and collaboration: Imagining new forms of communality to create resilience in scholar-led publishing. Insights: the UKSG journal 31(3). DOI: 10.1629/uksg.399.

Agarwal A (2015) Wissenschaftler: Die Rebellion der Doktoranden. Die Zeit. Available at: https://www.zeit.de/2015/06/wissenschaftler-petition-arbeitsbedingungen (accessed 24 June 2020).

Aitkenhead D (2013) Peter Higgs: I wouldn’t be productive enough for today’s academic system. The Guardian. Available at: https://www.theguardian.com/science/2013/dec/06/peter-higgs-boson-academic-system (accessed 3 December 2019).

Akbaritabar A and Squazzoni F (2020) Gender patterns of publication in top sociological journals. Science, Technology, & Human Values. DOI: 10.1177/0162243920941588.

Ambrasat J and Heger C (2020) Barometer für die Wissenschaft: Ergebnisse der Wissenschaftsbefragung 2019/20. Deutsches Zentrum für Hochschul- und Wissenschaftsforschung GmbH. Available at: https://www.wb.dzhw.eu/downloads/wibef_barometer2020.pdf (accessed 17 December 2020).

Archer L (2008) Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education 33(4): 385–403. DOI: 10.1080/03075070802211729.

Arnold E, Simmonds P, Farla K, et al. (2018) Review of the research excellence framework: Evidence report. technopolis group. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/768162/research-excellence-framework-review-evidence-report.pdf (accessed 30 October 2019).

Aufderheide E and Neizert B (2016) Internationalisierung der Forschung. In: Simon D, Knie A, Hornbostel S and Zimmermann K (eds) Handbuch Wissenschaftspolitik: Wiesbaden: Verlag für Sozialwissenschaften, pp. 335–354.

Bacevic J (2019) War on universities? Neoliberalism, intellectual positioning, and knowledge production in the UK. Doctoral Thesis, University of Cambridge. Available at: https://www.repository.cam.ac.uk/handle/1810/295777.

Bacevic J and Muellerleile C (2017) The moral economy of open access. European Journal of Social Theory 21(2): 169–188. DOI: 10.1177/1368431017717368.

Bahr A, Eichhoren K and Kubon S (2021) #IchBinHanna. Available at: https://ichbinhanna.wordpress.com/ (accessed 22 October 2021).

Baker S (2020a) Sudden shift to teaching-only contracts ahead of REF census. Times Higher Education. Available at: https://www.timeshighereducation.com/news/sudden-shift-teaching-only-contracts-ahead-ref-census (accessed 17 September 2020).

Baker S (2020b) Teaching-only contracts up again as REF approaches. Times Higher Education. Available at: https://www.timeshighereducation.com/news/teaching-only-contracts-again-ref-approaches (accessed 17 September 2020).

Barnes L and Gatti R (2019) Bibliodiversity in practice: Developing community-owned, open infrastructures to unleash open access publishing. In: ELPUB 2019 23d International Conference on Electronic Publishing: OpenEdition Press.

Barth A (2019) Publish or Perish! Ein Schwarzbuch der Wissenschaft. Nordhausen: Verlag Traugott Bautz.

Baveye PC (2014) Learned publishing: Who still has time to read? Learned Publishing 27(1): 48–51. DOI: 10.1087/20140107.

Beard M (2019) No competitive martyrdom. Times Literary Supplement. Available at: https://www.the-tls.co.uk/articles/no-competitive-martyrdom/ (accessed 20 December 2019).

Belfiore E (2013) The ‘rhetoric of gloom’ v. the discourse of impact in the humanities: Stuck in a deadlock? In: Belfiore E and Upchurch A (eds) Humanities in the twenty-first century: Beyond utility and markets. Manchester: Manchester University Press, pp. 17–43.

Bence V and Oppenheim C (2005) The evolution of the UK’s research assessment exercise: Publications, performance and perceptions. Journal of Educational Administration and History 37(2): 137–155. DOI: 10.1080/00220620500211189.

Bendels MHK, Müller R, Brueggmann D, et al. (2018) Gender disparities in high-quality research revealed by Nature index journals. PloS one 13(1). DOI: 10.1371/journal.pone.0189136.

Benjamin W ([1935] 2010) The work of art in the age of its technological reproducibility [first version]. Grey Room 39(Spring): 11–38. DOI: 10.1162/grey.2010.1.39.11.

Biagioli M (2016) Watch out for cheats in citation game. Nature 535(7611): 201. DOI: 10.1038/535201a.

Biggs M (2009) Self-fulfilling prophecies. In: The Oxford handbook of analytical sociology: Oxford: Oxford University Press.

Boehm G (2009) Kunstwissenschaft. In: Schütte G and Schuh C (eds) Publikationsverhalten in unterschiedlichen wissenschaftlichen Disziplinen: Beiträge zur Beurteilung von Forschungsleistungen. Diskussionspapiere der Alexander von Humboldt-Stiftung, pp. 62–63.

Borenstein J and Shamoo AE (2015) Rethinking authorship in the era of collaborative research. Accountability in research 22(5): 267–283. DOI: 10.1080/08989621.2014.968277.

Bornmann L, Mutz R and Daniel H-D (2007) Gender differences in grant peer review: A meta-analysis. Journal of Informetrics 1(3): 226–238. DOI: 10.1016/j.joi.2007.03.001.

Bourdieu P (1980) The production of belief: Contribution to an economy of symbolic goods. Media, Culture & Society 2(3): 261–293. DOI: 10.1177/016344378000200305.

Bourdieu P (1988) Homo academicus. Stanford, CA: Stanford University Press.

Bourdieu P (1998) Practical reason: On the theory of action. Stanford, CA: Stanford University Press.

Bourdieu P (2006) The rules of art: Genesis and structure of the literary field. Stanford, CA: Stanford University Press.

Bourdieu P (2013) Symbolic capital and social classes. Journal of Classical Sociology 13(2): 292–302. DOI: 10.1177/1468795X12468736.

Brechelmacher A, Park E, Ates G, et al. (2015) The Rocky Road to Tenure – Career Paths in Academia. In: Fumasoli T, Goastellec G and Kehm B (eds) Academic work and careers in Europe: Trends, challenges, perspectives. Heidelberg: Springer, pp. 13–40.

Brink C (2018) The soul of a university: Why excellence is not enough. Bristol: Bristol University Press.

British Academy (2019) A commentary by the British Academy on cOAlition S’s final version of Plan S. Available at: https://www.thebritishacademy.ac.uk/documents/283/A_commentary_by_the_British_Academy_on_final_Plan_S-July_2019.pdf (accessed 22 June 2020).

Bruni R, Catalano G, Daraio C, et al. (2020) Studying the heterogeneity of European higher education institutions. Scientometrics 125(2): 1117–1144. DOI: 10.1007/s11192-020-03717-w.

Budapest (2002) Budapest open access initiative. Available at: https://www.budapestopenaccessinitiative.org/read (accessed 25 January 2020).

Calkin S (2013) The academic career path has been thoroughly destabilised by the precarious practices of the neoliberal university. LSE Impact of Social Sciences Blog. Available at: https://blogs.lse.ac.uk/impactofsocialsciences/2013/11/01/precarity-and-the-neoliberal-university/ (accessed 24 June 2020).

Collini S (2012) What are universities for? London: Penguin Books.

Colpaert J (2012) The “publish and perish” syndrome. Computer Assisted Language Learning 25(5): 383–391. DOI: 10.1080/09588221.2012.735101.

Colquhoun D (2011) Publish-or-perish: Peer review and the corruption of science. The Guardian. Available at: https://www.theguardian.com/science/2011/sep/05/publish-perish-peer-review-science (accessed 3 December 2019).

Crane T (2018) The philosopher’s tone. Times Literary Supplement. Available at: https://www.the-tls.co.uk/articles/public/philosophy-journals-review/ (accessed 17 September 2019).

Crossick G (2016) Monographs and open access. Insights: the UKSG journal 29(1). DOI: 10.1629/uksg.280.

Dean D (2018) The 2021 REF will concentrate funding even further. Times Higher Education. Available at: https://www.timeshighereducation.com/opinion/2021-ref-will-concentrate-funding-even-further (accessed 17 September 2020).

DFG (2018) Entscheidungen in der Exzellenzstrategie: Exzellenzkommission wählt 57 Exzellenzcluster aus. Available at: https://www.dfg.de/service/presse/pressemitteilungen/2018/pressemitteilung_nr_43/index.html (accessed 23 October 2021).

Dilthey W ([1910] 1970) Der Aufbau der geschichtlichen Welt in den Geisteswissenschaften. Frankfurt am Main: Suhrkamp.

Dix A (2016) Evaluating research assessment: Metrics-based analysis exposes implicit bias in REF2014 results. LSE Impact of Social Sciences Blog. Available at: https://blogs.lse.ac.uk/impactofsocialsciences/2016/03/22/ref2014-and-computer-science-and-informatics-subpanel/ (accessed 11 September 2020).

DORA (2012) San Francisco Declaration on Research Assessment. Available at: https://sfdora.org/read/ (accessed 10 August 2020).

Drees WB (2021) What are the humanities for? Cambridge: Cambridge University Press.

Evans TM, Bira L, Gastelum JB, et al. (2018) Evidence for a mental health crisis in graduate education. Nature Biotechnology 36(3): 282–284. DOI: 10.1038/nbt.4089.

Eve MP (2019a) Comments on the interim Royal Historical Society response to Plan S. Available at: https://eve.gd/2019/01/17/comments-on-the-interim-royal-historical-society-response-to-plan-s/ (accessed 22 June 2020).

Eve MP (2019b) The British Academy response misrepresents Plan S and OA. Available at: https://eve.gd/2019/07/24/the-british-academy-response-misrepresents-plan-s-and-oa/ (accessed 22 June 2020).

Falk-Krzesinski HJ, Contractor N, Fiore SM, et al. (2011) Mapping a research agenda for the science of team science. Research Evaluation 20(2): 145–158. DOI: 10.3152/095820211X12941371876580.

Finch J (2012) Accessibility, sustainability, excellence: how to expand access to research publications: Report of the Working Group on Expanding Access to Published Research Findings. Available at: https://www.acu.ac.uk/research-information-network/finch-report-final (accessed 12 December 2018).

Fish S (2008) Will the Humanities Save Us? The New York Times. Available at: https://opinionator.blogs.nytimes.com/2008/01/06/will-the-humanities-save-us/ (accessed 7 December 2017).

Flaherty C (2020) Early journal submission data suggest COVID-19 is tanking women’s research productivity. Inside Higher Ed. Available at: https://www.insidehighered.com/news/2020/04/21/early-journal-submission-data-suggest-covid-19-tanking-womens-research-productivity (accessed 24 June 2020).

Fohrmann J (2009) Literaturwissenschaft. In: Schütte G and Schuh C (eds) Publikationsverhalten in unterschiedlichen wissenschaftlichen Disziplinen: Beiträge zur Beurteilung von Forschungsleistungen. Diskussionspapiere der Alexander von Humboldt-Stiftung, pp. 50–53.

Foucault M (1979) What is an Author? Screen 20(1). DOI: 10.1093/screen/20.1.13.

Franck G (1999) Scientific Communication: A Vanity Fair? Science 286(5437): 53–55. DOI: 10.1126/science.286.5437.53.

Franco-Santos M and Doherty N (2017) Performance management and well-being: A close look at the changing nature of the UK higher education workplace. The International Journal of Human Resource Management 28(16): 2319–2350. DOI: 10.1080/09585192.2017.1334148.

Frank J, Gowar N and Naef M (2019) English universities in crisis: Markets without competition. Bristol: Bristol University Press.

Freire P ([1970] 2017) Pedagogy of the oppressed. London: Penguin Books.

Furedi F (2010) Introduction to the marketisation of higher education and the student as consumer. In: Molesworth M, Nixon E and Scullion R (eds) The Marketisation of Higher Education and the Student as Consumer: London: Routledge, pp. 1–8.

Garland R (2012) The humanities: Plain and simple. Arts and Humanities in Higher Education 11(3): 300–312. DOI: 10.1177/1474022212438754.

Glatthorn AA (2002) Publish or perish: The educator’s imperative. Thousand Oaks, CA: Corwin Press.

Grove J (2020) Leading UK universities spend £49 million on pre-REF job cuts. Times Higher Education. Available at: https://www.timeshighereducation.com/news/leading-uk-universities-spend-ps49-million-pre-ref-job-cuts (accessed 17 September 2020).

Guraya SY, Norman RI, Khoshhal KI, et al. (2016) Publish or Perish mantra in the medical field: A systematic review of the reasons, consequences and remedies. Pakistan journal of medical sciences 32(6): 1562–1567. DOI: 10.12669/pjms.326.10490.

Habermas J (1971) Knowledge and human interests. Boston, MA: Beacon Press.

Hamann J (2009) Der Preis des Erfolges: Die „Krise der Geisteswissenschaften“ in feldtheoretischer Perspektive. Bamberg: University of Bamberg Press.

Hamann J and Zimmer LM (2017) The internationality imperative in academia. The ascent of internationality as an academic virtue. Higher Education Research & Development 36(7): 1418–1432. DOI: 10.1080/07294360.2017.1325849.

Harvie D (2000) Alienation, Class and Enclosure in UK Universities. Capital & Class 24(2): 103–132. DOI: 10.1177/030981680007100105.

Harzing A-W (2016) The Publish Or Perish Tutorial: 80 Easy Tips to Get the Best Out of the Publish Or Perish Software. Tarma Software Research.

Henkel M (1999) The modernisation of research evaluation: The case of the UK. Higher Education 38(1): 105–122. DOI: 10.1023/A:1003799013939.

Hexter JH (1969) Publish or Perish-A Defense. The Public Interest 17: 60–78. Available at: https://search.proquest.com/docview/1298134010?accountid=14511.

Hicks D (2012) Performance-based university research funding systems. Research Policy 41(2): 251–261. DOI: 10.1016/j.respol.2011.09.007.

Hills P (ed) (1987) Publish or perish. Soham: Peter Francis Publishers.

Honneth A (2003) Redistribution as Recognition. In: Fraser N and Honneth A (eds) Redistribution or recognition? A political-philosophical exchange. London: Verso, pp. 110–197.

Humboldt W von ([1810] 2017) Über die innere und äußere Organisation der höheren wissenschaftlichen Anstalten in Berlin. In: Lauer G (ed.) Schriften zur Bildung: Stuttgart: Reclam, pp. 152–165.

Hundley V, Teijlingen E and Simkhada P (2013) Academic authorship: Who, why and in what order? Health Renaissance 11(2). DOI: 10.3126/hren.v11i2.8214.

Hyland K (1999) Academic attribution: Citation and the construction of disciplinary knowledge. Applied Linguistics 20(3): 341–367. DOI: 10.1093/applin/20.3.341.

Hyland K (2015) Academic publishing: Issues and challenges in the construction of knowledge. Oxford: Oxford University Press.

Jaeggi R (2014) Alienation. New York, NY: Columbia University Press.

Jehne M (2009) Geschichtswissenschaft. In: Schütte G and Schuh C (eds) Publikationsverhalten in unterschiedlichen wissenschaftlichen Disziplinen: Beiträge zur Beurteilung von Forschungsleistungen. Diskussionspapiere der Alexander von Humboldt-Stiftung, pp. 59–61.

Jubb M (2017) Academic books and their futures: A report to the AHRC and the British Library. Academic Book of the Future. Available at: https://academicbookfuture.files.wordpress.com/2017/06/academic-books-and-their-futures_jubb1.pdf (accessed 31 October 2018).

Jump P (2013) Evolution of the REF. Times Higher Education. Available at: https://www.timeshighereducation.com/features/evolution-of-the-ref/2008100.article (accessed 21 June 2021).

Kagan J (2009) The three cultures: Natural sciences, social sciences, and the humanities in the 21st century. Cambridge: Cambridge University Press.

Karabel J (2005) The chosen: The hidden history of admission and exclusion at Harvard, Yale, and Princeton. Boston, MA: Houghton Mifflin.

Kelsky K (2015) The professor is in: The essential guide to turning your Ph.D. into a job. New York, NY: Three Rivers Press.

Knoche M (2019) Kritik der politischen Ökonomie der Wissenschaftskommunikation als Ideologiekritik: Open Access. In: Krüger U and Sevignani S (eds) Ideologie, Kritik, Öffentlichkeit: Verhandlungen des Netzwerks Kritische Kommunikationswissenschaft: Leipzig University, pp. 140–174.

Knöchelmann M (2019) Open science in the humanities, or: open humanities? Publications 7(4). DOI: 10.3390/publications7040065. Online at: https://www.mdpi.com/2304-6775/7/4/65.

Knöchelmann M (2021a) Systemimmanenz und Transformation: Die Bibliothek der Zukunft als lokale Verwalterin? Preprint version. Bibliothek Forschung und Praxis 45(1): 151–162. DOI: 10.1515/bfp-2020-0101. Online at: https://www.degruyter.com/document/doi/10.1515/bfp-2020-0101/html?lang=en.

Knöchelmann M (2021b) The democratisation myth: Open access and the solidification of epistemic injustices. Science & Technology Studies 34(2): 65–89. DOI: 10.23987/sts.94964. Online at: https://sciencetechnologystudies.journal.fi/article/view/94964.

Knöchelmann M and Schendzielorz C (2023) Writing in the Sciences: Scientists as Writers, Scientific Writing, and the Persuasive Story. SocArXiv. DOI: 10.31235/osf.io/fmcsp. Online at: https://osf.io/preprints/socarxiv/fmcsp.

Könneker C (2018) Das »Publish or perish«-Diktat muss enden. Spektrum der Wissenschaft. Available at: https://www.spektrum.de/kolumne/das-publish-or-perish-diktat-muss-enden/1579710 (accessed 3 December 2019).

Kristof N (2014) Professors, we need you! The New York Times. Available at: https://www.nytimes.com/2014/02/16/opinion/sunday/kristof-professors-we-need-you.html (accessed 3 December 2019).

Kruger P (2018) Why it is not a ‘failure’ to leave academia. Nature 560(7716): 133–134. DOI: 10.1038/d41586-018-05838-y.

Krüger AK and Hesselmann F (2020) Sichtbarkeit und Bewertung. Zeitschrift für Soziologie 49(2-3): 145–163. DOI: 10.1515/zfsoz-2020-0015.

Larivière V, Ni C, Gingras Y, et al. (2013) Bibliometrics: global gender disparities in science. Nature 504(7479): 211–213. DOI: 10.1038/504211a.

Laufenberg M, Erlemann M, Norkus M, et al. (2018) Prekäre Gleichstellung: Geschlechtergerechtigkeit, soziale Ungleichheit und unsichere Arbeitsverhältnisse in der Wissenschaft. Wiesbaden: Verlag für Sozialwissenschaften.

Lee I (2014) Publish or perish: The myth and reality of academic publishing. Language Teaching 47(2): 250–261. DOI: 10.1017/S0261444811000504.

Levecque K, Anseel F, Beuckelaer A de, et al. (2017) Work organization and mental health problems in PhD students. Research Policy 46(4): 868–879. DOI: 10.1016/j.respol.2017.02.008.

Liessmann KP (2006) Theorie der Unbildung: Die Irrtümer der Wissensgesellschaft. Wien: Zsolnay.

Lipsett A (2007) RAE selection gets brutal. Times Higher Education. Available at: https://www.timeshighereducation.com/news/rae-selection-gets-brutal/207648.article (accessed 25 October 2019).

Lorenz C (2012) If You’re So Smart, Why Are You under Surveillance? Universities, Neoliberalism, and New Public Management. Critical Inquiry 38(3): 599–629. DOI: 10.1086/664553.

Lussier RN (2010) Publish Don’t Perish: 100 Tips that Improve Your Ability to Get Published. Charlotte, NC: Information Age Pub.

Maher B and Sureda Anfres M (2016) Young scientists under pressure: what the data show. Nature 538(7626): 444. DOI: 10.1038/538444a.

Mandler P (2020) Crisis of the meritocracy: Britain’s transition to mass education since the second world war. Oxford: Oxford University Press.

Markovits D (2020) The meritocracy trap. London: Penguin Books.

Marquard O (2020a) Über die Unvermeidlichkeit der Geisteswissenschaften. In: Marquard O (ed.) Zukunft braucht Herkunft: Philosophische Essays. Ditzingen: Reclam, pp. 171–189.

Marquard O (2020b) Zukunft braucht Herkunft: Philosophische Betrachtungen über Modernität und Menschlichkeit. In: Marquard O (ed.) Zukunft braucht Herkunft: Philosophische Essays. Ditzingen: Reclam, pp. 236–248.

Martin BR (2011) The Research Excellence Framework and the ‘impact agenda’: are we creating a Frankenstein monster? Research Evaluation 20(3): 247–254. DOI: 10.3152/095820211X13118583635693.

Marx K ([1867] 1906) Capital: A critique of political economy. New York, NY: Random House.

McNulty Y (2013) Publish don’t perish: 100 tips that improve your ability to get published by Robert N. Lussier, Information Age Publishing Inc., 2010 (new edition), 195 pp, soft cover, ISBN: 978-1-61735-113-6. Journal of Management & Organization 19(2): 238–240. DOI: 10.1017/jmo.2013.22.

Merton RK (1948) The self-fulfilling prophecy. The Anioch Review 8(2): 193–210.

Merton RK (1968) The matthew effect in science: The reward and communication systems of science are considered. Science 159(3810): 56–63. DOI: 10.1126/science.159.3810.56.

Meyer JW and Rowan B (1977) Institutionalized oganizations: Formal structure as myth and ceremony. American Journal of Sociology 83(2): 340–363. DOI: 10.1086/226550.

Miller AN, Taylor SG and Bedeian AG (2011) Publish or perish: academic life as management faculty live it. Career Development International 16(5): 422–445. DOI: 10.1108/13620431111167751.

Moore S (2019) Common struggles: Policy-based vs. scholar-led approaches to open access in the humanities. Humanities Commons. Available at: http://dx.doi.org/10.17613/st5m-cx33 (accessed 1 April 2020). DOI: 10.17613/ST5M-CX33.

Moore S, Neylon C, Eve MP, et al. (2016) “Excellence R Us”: university research and the fetishisation of excellence. Palgrave Communications 3. DOI: 10.1057/palcomms.2016.105.

Moosa IA (2018) Publish or perish: Perceived benefits versus unintended consequences. Cheltenham: Edward Elgar Publishing.

Moss-Racusin CA, Dovidio JF, Brescoll VL, et al. (2012) Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences 109(41): 16474–16479. DOI: 10.1073/pnas.1211286109.

Münch R (2007) Die akademische Elite: Zur sozialen Konstruktion wissenschaftlicher Exzellenz. Frankfurt am Main: Suhrkamp.

Münch R (2008) Globale Eliten, lokale Autoritäten: Politik unter dem Regime von Pisa, McKinsey & Co. Frankfurt am Main: Suhrkamp.

Münch R (2011) Akademischer Kapitalismus: Zur politischen Ökonomie der Hochschulreform. Berlin: Suhrkamp.

n.a. (2018) They called my university a PhD factory – now I understand why: Academics Anonymous. The Guardian. Available at: https://www.theguardian.com/higher-education-network/2018/mar/23/they-called-my-university-a-phd-factory-now-i-understand-why (accessed 24 June 2020).

n.a. (2019) The mental health of PhD researchers demands urgent attention. Nature 575(7782): 257–258. DOI: 10.1038/d41586-019-03489-1.

Natale E (2019) In open access’s long shadow: A view from the humanities. Zeitschrift für Bibliothekskultur 6(1): 24–47. DOI: 10.12685/027.7-6-1-184.

Pauli R (2016) Professorin über akademisches Prekariat: „Bestenfalls eine Kopierkarte“. taz. Available at: https://taz.de/Professorin-ueber-akademisches-Prekariat/!5321695/ (accessed 24 June 2020).

Pörksen B (2015) Wissenschaft: Wo seid ihr, Professoren? Die Zeit. Available at: https://www.zeit.de/2015/31/wissenschaft-professoren-engagement-oekonomie/komplettansicht (accessed 3 December 2019).

Ramdarshan Bold M (2018) The return of the social author. Convergence: The International Journal of Research into New Media Technologies 24(2): 117–136. DOI: 10.1177/1354856516654459.

Readings B (1999) The university in ruins. Cambridge, MA: Harvard University Press.

Reckwitz A (2020) Das hybride Subjekt: Eine Theorie der Subjektkulturen von der bürgerlichen Moderne zur Postmoderne. Berlin: Suhrkamp.

REF (2014) REF 2014: The results. Available at: https://www.ref.ac.uk/2014/media/ref/content/pub/REF%2001%202014%20-%20full%20document.pdf (accessed 9 October 2020).

REF (2019) REF 2021: Draft guidance on submissions. Available at: https://www.ref.ac.uk/media/1092/ref-2019_01-guidance-on-submissions.pdf (accessed 12 November 2019).

REF (2020a) About. Available at: https://www.ref.ac.uk/about/ (accessed 17 July 2020).

REF (2020b) What is the REF? Available at: https://www.ref.ac.uk/about/what-is-the-ref/ (accessed 17 July 2020).

Relman A (1977) Publish or perish—or both. New England Journal of Medicine(297): 724–725. Available at: https://www.nejm.org/doi/full/10.1056/NEJM197709292971313.

Rescher N (2019) Die Fragmentierung der gegenwärtigen Philosophie am Beispiel der Philosophiegeschichte. Deutsche Zeitschrift für Philosophie 66(6): 747–763. DOI: 10.1515/dzph-2018-0054.

Rond M de and Miller AN (2005) Publish or perish. Journal of Management Inquiry 14(4): 321–329. DOI: 10.1177/1056492605276850.

Rosa H (2010) Alienation and acceleration: Towards a critical theory of late-modern temporality. Malmö: NSU Press.

Rosa H (2019) Resonanz: Eine Soziologie der Weltbeziehung. Berlin: Suhrkamp.

Royal Historical Society (2019) Plan S and history journals. Available at: https://royalhistsoc.org/policy/publication-open-access/plan-s-and-history-journals/ (accessed 22 June 2020).

Rusconi A, Netz N and Solga H (2020) Publizieren im Lockdown Erfahrungen von Professorinnen und Professoren. WZB Mitteilungen(170): 24–26. Available at: https://bibliothek.wzb.eu/artikel/2020/f-23507.pdf.

Sandel MJ (2020) The tyranny of merit: What’s become of the common good? London: Allen Lane.

Sander N (2017) Das akademische Prekariat: Leben zwischen Frist und Plan. Köln: Herbert von Halem Verlag.

Schneijderberg C, Götze N and Müller L (2022) A study of 25 years of publication outputs in the German academic profession. Scientometrics. DOI: 10.1007/s11192-021-04216-2.

Schroder S, Welter F, Leisten I, et al. (2014) Research performance and evaluation: Empirical results from collaborative research centers and clusters of excellence in Germany. Research Evaluation 23(3): 221–232. DOI: 10.1093/reseval/rvu010.

Segran E (2014) What can you do with a humanities Ph.D., anyway? The Atlantic. Available at: https://www.theatlantic.com/business/archive/2014/03/what-can-you-do-with-a-humanities-phd-anyway/359927/ (accessed 24 June 2020).

Shackleton JR and Booth P (2015) Abolishing the higher education Research Excellence Framework. Institute of Economic Affairs. Available at: http://www.iea.org.uk/sites/default/files/publications/files/REF%20BRIEFING%20FINAL.pdf (accessed 9 November 2020).

Siegel V (2008) Where credit is due. Disease models & mechanisms 1(4-5): 187–191. DOI: 10.1242/dmm.002055.

Simmel G ([1903] 2008) Die Großstädte und das Geistesleben. In: Simmel G (ed.) Individualismus der modernen Zeit: Und andere soziologische Abhandlungen. Frankfurt am Main: Suhrkamp, pp. 319–333.

Small H (2013) The value of the humanities. Oxford: Oxford University Press.

Specht J, Hof C, Tjus J, et al. (2017) Departments statt Lehrstühle: Moderne Personalstruktur für eine zukunftsfähige Wissenschaft. Die Junge Akademie. Available at: https://www.diejungeakademie.de/fileadmin/user_upload/Dokumente/aktivitaeten/wissenschaftspolitik/stellungsnahmen_broscheuren/JA_Debattenbeitrag_Department-Struktur.pdf (accessed 23 October 2021).

Stekeler-Weithofer P (2009) Das Problem der Evaluation von Beiträgen zur Philosophie Ein streitbarer Zwischenruf. Deutsche Zeitschrift für Philosophie 57(1). DOI: 10.1524/dzph.2009.57.1.149.

Swain H (2013) Zero hours in universities: ‘You never know if it’ll be enough to survive’. The Guardian. Available at: https://www.theguardian.com/education/2013/sep/16/zero-hours-contracts-at-universities (accessed 24 June 2020).

Thomä D (2019) Geist, Kultur, Gesellschaft. Zur Begründung und Kritik von Geisteswissenschaft. In: Joas H and Noller J (eds) Geisteswissenschaft-was bleibt? Zwischen Theorie, Tradition und Transformation. Freiburg: Verlag Karl Alber, pp. 85–103.

Thompson JB (2005) Books in the digital age: The transformation of academic and higher education publishing in Britain and the United States. Cambridge: Polity Press.

UCU (2013) The Research Excellence Framework. UCU Survey Report. Available at: https://www.ucu.org.uk/media/6005/The-Research-Excellence-Framework-REF—UCU-Survey-Report-Oct-13/pdf/REF-survey-report-September-2013.pdf (accessed 22 February 2021).

UKRI (2021) UKRI Open Access Policy. Available at: https://www.ukri.org/wp-content/uploads/2021/08/UKRI-180821-UKRIOpenAccessPolicy-2.pdf (accessed 14 October 2021).

Ullrich P (2016) Prekäre Wissensarbeit im akademischen Kapitalismus: Strukturen, Subjektivitäten und Organisierungsansätze in Mittelbau und Fachgesellschaften. Soziologie 45(4): 388–412. Available at: http://publikationen.soziologie.de/index.php/soziologie/article/view/878.

Ullrich P (2019) Organisierung und Mobilisierung im akademischen Kapitalismus. Komplexe Dynamiken globaler und lokaler Entwicklungen: Verhandlungen des 39. Kongresses der Deutschen Gesellschaft für Soziologie in Göttingen 2018. Available at: https://depositonce.tu-berlin.de/handle/11303/10523 (accessed 22 February 2021). DOI: 10.14279/DEPOSITONCE-9456.

van Dalen HP and Henkens K (2012) Intended and unintended consequences of a publish‐or‐perish culture: A worldwide survey. Journal of the American Society for Information Science and Technology 63(7): 1282–1293. DOI: 10.1002/asi.22636.

van Dijk D, Manor O and Carey LB (2014) Publication metrics and success on the academic job market. Current biology 24(11): R516-7. DOI: 10.1016/j.cub.2014.04.039.

Vannini P (2006) Dead poets’ society: Teaching, publish-or-perish, and professors’ experiences of authenticity. Symbolic Interaction 29(2): 235–257. DOI: 10.1525/si.2006.29.2.235.

Vostal F (2016) Accelerating academia: The changing structure of academic time. London: Palgrave Macmillan.

Watermeyer R and Hedgecoe A (2016) Selling ‘impact’: peer reviewer projections of what is needed and what counts in REF impact case studies. A retrospective analysis. Journal of Education Policy, 31(5), 651-665. Journal of Education Policy 31(5): 651–665. DOI: 10.1080/02680939.2016.1170885.

Weber M ([1917] 2015) Wissenschaft als Beruf. Stuttgart: Reclam.

Weber M (1978) Economy and society. In: Roth G and Wittich C (eds) Economy and society: An outline of interpretive sociology. New York, NY: Univesity of California Press.

Weber M (2001) The protestant ethic and the spirit of capitalism. London: Routledge.

Weisshaar K (2017) Publish and perish? An assessment of gender gaps in promotion to tenure in academia. Social Forces 96(2): 529–560. DOI: 10.1093/sf/sox052.

Wellcome Trust (2020) What Researchers Think About the Culture They Work In.

West JD, Jacquet J, King MM, et al. (2013) The role of gender in scholarly authorship. PloS one 8(7). DOI: 10.1371/journal.pone.0066212.

White J (2015) Zero-hours contracts and precarious academic work in the UK. Academic Matters. Available at: https://academicmatters.ca/zero-hours-contracts-and-precarious-academic-work-in-the-uk/ (accessed 24 June 2020).

Whitley R, Gläser J and Engwall L (2010) Reconfiguring knowledge production: Changing authority relationships in the sciences and their consequences for intellectual innovation. Oxford: Oxford University Press.

Williams B (2008) Philosophy as a humanistic discipline. Princeton, NJ: Princeton University Press.

Wissenschaftsrat (2014) Empfehlungen zu Karrierezielen und -wegen an Universitäten. Publikationen des Wissenschaftsrats. Available at: https://www.wissenschaftsrat.de/download/archiv/4009-14.pdf (accessed 22 February 2021).

Wohlrabe K, Gralka S and Bornmann L (2019) Zur Effizienz deutscher Universitäten und deren Entwicklung zwischen 2004 und 2015. ifo Schnelldienst 72(21): 15–21. Available at: https://www.ifo.de/DocDL/sd-2019-21-wohlrabe-gralka-bornmann-effizienz-universitaeten-2019-11-07_1.pdf.

Wood EM (2016) Origin of capitalism: A longer view. London: Verso.

Young MD (1994) The rise of the meritocracy. New Brunswick, NJ: Transaction.

 

Find the HTML version or access the published PDF edition on Cambridge Core here. You can access the self-archived author manuscript here.

 

 

 

 

Authorship and Publishing in the Humanities - Marcel Knöchelmann