Authorship: The hidden voices of postgraduate TEFL Students in Iran
Document Type
Journal Article
Publisher
Springer Verlag
Faculty
Faculty of Education and Arts
School
School of Education
Abstract
Although an author is defined as someone who has made substantial contributions to a research study, sometimes power relations in student-supervisor collaborations play a more determining role in attribution of authorship. This article reflects the ideas of eight Iranian postgraduate Teaching English as a Foreign Language (TEFL) students about authorship policies and practices at their universities. The interview data indicate that the participants were not involved in authorship decisions and authorship credits were given based on their supervisors' positions and seniority rather than their contribution to students' research. The participants also described unfair authorship experiences affecting their motivation, interest in academia, self-confidence, etc. It is recommended that faculty members and policy-makers in TEFL programs in Iran engage in ongoing open discussions about authorship policies and decision-making with students to avoid creating negative feelings and unpleasant experiences for students which might lead to a legacy of unfair authorship practices.
DOI
10.1007/s10805-014-9215-1
Access Rights
subscription content
Comments
Izadinia M. (2014). Authorship: The Hidden Voices of Postgraduate TEFL Students in Iran. Journal of Academic Ethics, 12(4), 317-331. Available here