A recent study by Mbhiza, H. W. (2024), titled “Mathematics education lecturers’ experiences of a virtual writing retreat and its impact on publication output” published in Research in Social Sciences and Technology, shows that participants achieved greater publication outputs during the retreat, with many manuscripts being ready for submission.
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Virtual writing retreats significantly increase mathematics education lecturers’ publication outputs by providing focused time, community support, and feedback – Mbhiza, H. W. 2024
The study investigates the experiences of mathematics education lecturers participating in a virtual writing retreat and examines how this experience impacted their publication output. Employing a collaborative autoethnographic reflexivity approach, the study is framed within Wenger’s Community of Practice theory. The retreat provided a structured environment where lecturers could dedicate uninterrupted time to their writing tasks. This focused period allowed them to concentrate on their work without the usual distractions of their daily academic responsibilities. The virtual format ensured that they could access this dedicated writing time from any location, further enhancing their ability to engage deeply with their writing projects. The retreat fostered a sense of community among the participants, creating a supportive network of peers. This community of practice enabled lecturers to share their experiences, challenges, and strategies for overcoming obstacles in their writing. The collaborative environment encouraged mutual learning and provided a platform for feedback and encouragement, which was instrumental in enhancing their motivation and productivity. Another crucial factor was the emphasis on addressing reviewers’ comments post-submission. The retreat included sessions focused on understanding and effectively responding to feedback from journal reviewers. This process helped lecturers refine their manuscripts, improve the quality of their submissions, and increase the likelihood of their work being accepted for publication.
How the study was conducted
The author employed the collaborative autoethnographic reflexivity approach, this approach emphasizes describing, systematically presenting, and analyzing the lived experiences of multiple participants in a shared activity. All academics who participated in the writing retreat were invited to engage in reflexive conversations and provided permission for their utterances to be used for writings. The author drawn information from participants’ statements during the writing sessions and email conversations post-retreat. The author employed Fairclough’s CDA to analyze the reflective experiences, focusing on the dialectical relationship between language and society.
What the authors found
The author found that the virtual writing retreat was effective due to protected quality time and space to write, formation of a community of practice, and attending to reviewers’ post-review comments. The study also posit that participants achieved greater publication outputs during the retreat, with many manuscripts being ready for submission. In addition, the retreat provided a supportive environment for feedback and collaboration, enhancing the quality of the manuscripts.
Why is this important?
Enhanced Publication Output: The retreats provide uninterrupted time and space for academics to focus on writing, leading to increased publication outputs.
Community of Practice: Participants form supportive communities, sharing feedback and improving each other’s work.
Addressing Reviewers’ Comments: The retreats help participants effectively respond to journal reviewers’ feedback, improving the quality of their submissions.
Professional Development: Academics gain insights into writing processes, reducing isolation and fostering collaboration.
What the authors recommended
- The author recommends that groups participating in virtual writing retreats should decide and agree on the frequency and duration of their sessions to ensure targets are met.
- The author suggests that groups participating in virtual writing retreats should establish a clear agenda for each session, outlining processes, topics, or themes to be covered, and times for different activities.
- Furthermore, the author advocates engaging in continuous reflection and reflexivity regarding experiences in the virtual writing space to critically examine biases, assumptions, and positionality.
- In addition, study suggests that groups participating in virtual writing retreats should encourage the entire group to be involved in all aspects of the collaborative process, including analysis and writing phases.
In conclusion, the study by Mbhiza (2024) underscores the significant benefits of virtual writing retreats for mathematics education lecturers. By providing dedicated, uninterrupted time for writing, fostering a supportive community of practice, and offering targeted sessions on addressing reviewers’ comments, these retreats substantially enhance publication outputs and manuscript quality. The collaborative environment not only boosts productivity but also facilitates professional development through mutual learning and feedback. The recommendations for establishing clear agendas, engaging in continuous reflexivity, and encouraging comprehensive participation highlight the importance of structured and reflective approaches to maximize the efficacy of virtual writing retreats. This innovative model offers a promising avenue for academics to overcome writing challenges and achieve greater success in their scholarly pursuits.
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