Main barriers and possible enablers of academicians while publishing
Open accessAbstract
This study aims to determine the cognitive, social, physical, and affective barriers that prevent academics from publishing and the enablers suggested to overcome these barriers. The study, using the phenomenological research method, involved semi-structured interviews conducted with 41 academicians differing in gender, branch, age, and experience. The deductive analysis of the obtained data showed that the academicians had cognitive difficulties especially in writing the IMRAD sections and writing in English. Their social barriers were found to include the difficulty of journal evaluation processes, the problems experienced in carrying out collaborative studies, and educational, administrative, and family responsibilities. The physical barriers included problems about time management, data collection process, and infrastructure. Lastly, the main affective barriers were not being in the right mood for writing, thinking that studies do not contribute to real life, fear of rejection, lack of self-confidence, and perfectionism. The academicians suggested various enablers, such as finding a good research topic, improving one's English language skills, cooperating, and insisting on acceptance.
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Psychosocial factors can discourage faculty members from engaging in research activities.
“Additionally, psychosocial factors can discourage faculty members from engaging in research activities (14),(15).”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [15]
The Findings section on affective barriers identifies low motivation, fear of rejection, and lack of self-confidence as barriers to academics’ writing and publication; the Discussion also describes social barriers to collaborative work. The paper supports the psychosocial-barriers point, but its findings focus on writing and publishing rather than engagement in research activities generally (page numbers unavailable). (LLM, conf=0.82)
Experimental — accuracy not yet measuredAydin A et al. found that academicians across disciplines identified language barriers, lack of confidence in writing, and uncertainty about manuscript structure as major obstacles.
“These findings align with a survey by Aydin A et al., in which academicians across disciplines identified language barriers, lack of confidence in writing, and uncertainty about manuscript structure as major obstacles (15).”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [15]
The Findings sections identify difficulty writing in English and IMRAD sections, and list lack of self-confidence as an affective barrier. But the Method describes semi-structured interviews rather than a survey, and the Limitations say the 41 participants were generally education academics in Turkey, not academicians broadly across disciplines. The paper also does not rank lack of self-confidence among its leading barriers. (LLM, conf=0.90)
Experimental — accuracy not yet measuredComprehensive training, coupled with the use of translation tools and language-editing software, can significantly improve clarity and confidence in academic writing.
“Comprehensive training, coupled with the use of translation tools and language-editing software, can significantly improve clarity and confidence in academic writing (15).”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [15]
The Findings section (Cognitive barriers to academic writing and suggested enablers; page unavailable) reports that academicians suggested training, translation tools, and language-editing software to address difficulties writing in English. It does not report that combining them significantly improves writing clarity or confidence; those outcomes and the strength of the claimed effect are unsupported. (LLM, conf=0.88)
Experimental — accuracy not yet measuredSuch collaborations enrich institutional capacity, promote innovation, and strengthen the overall quality of research.
“Such collaborations enrich institutional capacity, promote innovation, and strengthen the overall quality of research (15).”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [15]
The Discussion and conclusion section on social barriers says collaborative work generally creates an effective and productive setting for study. Its section on physical barriers also suggests working with people who can provide infrastructure. Neither passage establishes that collaborations increase institutional capacity, promote innovation, or improve the overall quality of research. (LLM, conf=0.78)
Experimental — accuracy not yet measuredMany academicians reported difficulties in managing their time effectively for research and writing, frequently postponed writing tasks, struggled to plan schedules or long-term goals, failed to complete work during the day, and even sacrificed sleep to meet deadlines.
“Many academicians also reported difficulties in managing their time effectively for research and writing. They frequently postponed writing tasks, struggled to plan their schedules or long-term goals, failed to complete work during the day, and even sacrificed sleep to meet deadlines (15).”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [15]
The primary cognitive barrier to academic writing identified by researchers was the difficulty in organising the Introduction, Methods, Results, and Discussion (IMRAD) sections.
“The primary cognitive barrier to academic writing identified by researchers was the difficulty in organising the Introduction, Methods, Results, and Discussion (IMRAD) sections.”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [15]
Partnerships with international universities and research organisations open numerous opportunities for access to world-class resources, training, and academic development.
“Partnerships with international universities and research organisations open numerous opportunities for access to world-class resources, training, and academic development.”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [15]
The Recommendations (Cognitive) encourage academicians to take part in studies worldwide, and the Discussion (Physical barriers and suggested enablers) suggests working with people who can provide infrastructure. Neither section says that partnerships with international universities or research organisations provide access to world-class resources, training, or academic development. Searches for international partnerships and those benefits found no passage addressing that link; page numbers were unavailable. (LLM, conf=0.72)
Experimental — accuracy not yet measured
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Cites
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Getahun, D. A., Hammad, W., & Robinson-Pant, A. (2021) · Research in Comparative and International Education · doi:10.1177/17454999211009346 · Cited by 18 · cited 1×
“For this reason, academicians who want to encounter cognitive barriers less often should engage in activities that will improve their writing (Getahun et al., 2021; Keen, 2007).”
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Sorted by citations
Naumov, V., Zagirova, D., Lin, S., Xie, Y., Gou, W., Urban, A., Tikhonova, N., Alawi, K., Durymanov, M., Galkin, F., et al. (2025) · doi:10.1101/2025.03.06.641840 · Cited by 5 · see citing works
Saran, K., Krishnaprakash, G., Siluvai, S., & Indumathi, K. (2026) · Journal of Clinical and Diagnostic Research · doi:10.7860/jcdr/2026/78238.22217
- Authors
- Aydin, A., Yürük, S. E., Reisoğlu, İ., & Goktas, Y.
- Affiliations
- Fırat University (TR)
- Recep Tayyip Erdoğan University (TR)
- Corresponding author
- Yürük, Süleyman Eren
- Reisoğlu, İlknur
- Venue
- Scientometrics
- Published
- 2022-10-17
- Volume
- 128
- Issue
- 1
- Pages
- 623-650
- ISSN
- 0138-9130 (ISSN-L)
- 1588-2861
- PMC
- PMC9573816
- OpenAlex
- W4306377212
- Cited by
- 55
- References
- 2
- Citations by year
- 2026: 30 · 2025: 10 · 2024: 5 · 2023: 10
- FWCI
- 24.37
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Scientometrics (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DSpace - FIRAT (Fırat University) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Academic Writing and Publishing
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Publishing and Scholarly Communication
- Social Sciences › Decision Sciences › Statistics, Probability and Uncertainty › scientometrics and bibliometrics research
- Keywords
- scholarly publishing, barriers to publication, academic writing, IMRAD structure, English writing, journal evaluation, research collaboration, time management, fear of rejection, perfectionism, self-confidence, research productivity
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