Research publication support for scholars in Brazil: Rising to the challenge

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Research publication support for scholars in Brazil: rising to the challengeDr. Ron MartinezDr. Karin GrafUniversidade Federal do Paraná31 October 2015

Setor de TecnologiaUFPR

Ron Martinez

Ron Martinez• American, assistant professor of

English within Department of Modern Languages at UFPR.

• Member of editorial advisory board for TESOL Quarterly and ELT Journal.

• Pedagogical Coordinator of national government-sponsored program called ‘Inglês sem Fronteiras’.

• Leader of a research group entitled ‘Internationalization of Brazilian Scholarly Research’.

Karin Graf

• Brazilian associate professor of Mechanical Engineering at UFPR (part of the Technology Sector)

• Member of the ‘Internationalization Commission’ within the Technology Sector

• President of the Automotive Engineering Commission at UFPR

• One of my wife’s best friends!

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Publication pressures (in the Setor de Tecnologia)

• Professors must publish to advance.• Professors cannot advise at the post-

graduate level until they have a publications track record.

• Doctoral candidates must publish in a highly-ranked journal in order to receive diploma.

• Even Brazilian journals and journal indexing services are moving towards English.

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First research phase:

Try to understand the nature and complexity of the current local situation.

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Who do they turn to for help?

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ERPP Questionnaire (n=26)

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Who (or what) do they turn to for articles in English? (professors [n=18]; post-grad students [n=18])

RESOURCE % USE (at least sometimes)Dictionary 73.10Brazilian colleague 42.30Translation service 34.60Editing service 23.10Brazilian English teacher 15.40Specialized course 11.50Native English teacher 7.60Foreign colleague in Brazil 3.80

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Interviews (n=7)

• All interviewees reported not trusting translation services

• Most turn to ‘convenience editors’ of various kinds (cf. Willey & Tanimoto, 2013)

• None of those convenience editors were deemed very useful

• All describe a sense of helplessness and frustration

• Manuscript data collection added insight

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EXAMPLE: “Adam”

(Professor at UFPR Department of Mechanical Engineering)

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Rejected?

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First revision– “Reviewer 1”

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First revision– “Reviewer 2”

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Authors’ reply to Reviewer 1

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Authors’ reply to Reviewer 2

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Second Revision – “Reviewer 1”

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Reply Reviewer 1

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Last review

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MAIN ISSUE NOT MERELY ‘ENGLISH’

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Question on ‘collaboration’%

My first publication (in Portuguese or English) was/will be written by me as sole author.

7.70

My first publication (in Portuguese or English) was/will be written by fellow colleagues.

26.90

My first publication (in Portuguese or English) was/will be in coauthorship with my thesis advisor.

53.8

My first publication (in Portuguese or English) was/will be in coauthorship with foreigners at this university.

11.5

My first publication (in Portuguese or English) was/will be in coauthorship with foreigners abroad.

7.7

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Question on ‘collaboration’%

My first publication (in Portuguese or English) was/will be written by me as sole author.

7.70

My first publication (in Portuguese or English) was/will be written by fellow colleagues.

26.90

My first publication (in Portuguese or English) was/will be in coauthorship with my thesis advisor.

53.8

My first publication (in Portuguese or English) was/will be in coauthorship with foreigners at this university.

11.5

My first publication (in Portuguese or English) was/will be in coauthorship with foreigners abroad.

7.7

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“How did you learn to write research articles in Portuguese?”

%

I never learned – I still do not know how to write research articles. 15.4

No one taught me – I learned by myself. 61.5

In a specialized course offered by my department. 3.8

In a specialized course offered outside by department, but by the university. 0

In a classroom-based course offered outside the university. 3.8

In a course delivered online. 3.8

My thesis advisor taught me. 23.1

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Untapped potential?%

My first publication (in Portuguese or English) was/will be in coauthorship with my thesis advisor.

53.8

My thesis advisor taught me. 23.1

I never learned – I still do not know how to write research articles. 15.4

No one taught me – I learned by myself. 61.5

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Some interim findings:

• Students turn to various sources for help, none of which they deem particularly useful and/or reliable;

• Students and faculty do not have any institutionalized provision to help them;

• The scholars often do not seem to understand what help involves beyond fixing ‘vocabulary’ and ‘grammar’;

• Advisors (supervisors) seem to offer untapped potential help.

• I (and Karin) can only do so much!

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Looking at ‘ecologically sustainable’ support systems

• Thanks to some growing support...• from Department Head• from Vice-Rector• from ‘Inglês sem Fronteiras’ President• with Dr. Karin Graf (and colleagues), I will develop and pilot a

workshop program for post-graduate thesis supervisors.• For postgrad students: Currently developing a course for

introduction to research publication, to be piloted and offered through Inglês sem Fronteiras.

• For faculty: Developing and piloting faculty mentorship program (+ initial training) with interdisciplinary research support groups in each sector (+ incentives from university administration).

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Contact

Email: ronmartinez@ufpr.brSlides: www.slideshare.net/RonMartinez3Website: www.drronmartinez.com