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Academic writing for publication: Putting the ‘international’ into context
Open accessAbstract
There is a growing body of research on the impact of English-medium publication and associated higher education regimes on knowledge construction. However, not much is known about how academics outside the Global North make decisions about how and where to publish. Through a comparative case study, this article sets out to explore how academics in Ethiopia and Oman engage in writing for publication. Taking an academic literacies lens, the analysis reveals that their decisions were shaped by institutional values at the local level, as well as global hierarchies around knowledge construction. However, issues around identity, languages and disciplinary cultures also influenced how academics chose to position themselves in relation to local and international journals. The findings point to the need for new partnerships between journals in the Global North and South to prevent ‘publication drain’, and for universities to explore ways to address inequalities perpetuated through journal ranking and language hierarchies.
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Academicians or students facing challenges with English proficiency can enhance their skills by reading scientific literature, participating in academic writing groups, and engaging in peer-assisted learning.
“Academicians or students facing challenges with English proficiency can enhance their skills by reading scientific literature, participating in academic writing groups, and engaging in peer-assisted learning (31).”
From Research Publication Challenges Faced by Dentists in India: A Narrative Review of Multilevel Barriers (2026) · cites this paper as [31]
In “Writing and publishing practices: experiences and challenges” (page unavailable), participants describe collaborating with colleagues who could write in English as a useful way to overcome difficulties writing in English. The paper does not establish that this improves English proficiency, and the passages found do not support reading scientific literature or participating in academic writing groups as ways to improve it. (LLM, conf=0.82)
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“…expectations, research subjects, intended readership, national or institutional policies, resources, language competence, research networks and ideological factors (Baldauf, 2001; Gentil & Séror, 2014; Getahun et al., 2021; McGrath, 2014; Warcha ł & Zakrajewski, 2023; Zheng & Gao, 2016).”
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Muliawan, P. (2025) · Jurnal Kata: Bahasa, Sastra, dan Pembelajarannya · doi:10.23960/kata.v13i2.1985
“Theoretical support for the urgency of this parity is affirmed by (Getahun et al., 2021), who criticize the dominance of the English as a Lingua Franca policy for systematically stifling the vitality of peripheral journals in developing countries.”
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Metadata
- Authors
- Getahun, D. A., Hammad, W., & Robinson-Pant, A.
- Affiliations
- Bahir Dar University (ET)
- Damietta University (EG)
- University of East Anglia, UK
- Corresponding author
- Hammad, Waheed
- Venue
- Research in Comparative and International Education
- Publisher
- SAGE Publications
- Published
- 2021-04-23
- Volume
- 16
- Issue
- 2
- Pages
- 160-180
- ISSN
- 1745-4999 (ISSN-L)
- OpenAlex
- W3158855281
- Cited by
- 18
- References
- 0
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 3 · 2023: 2 · 2022: 4
- FWCI
- 7.48
- Type
- journal article
- Language
- en
- Open access
- green
- ueaeprints.uea.ac.uk
- Locations
- Research in Comparative and International Education (publishedVersion)
- UEA Digital Repository (University of East Anglia) (acceptedVersion, other-oa)
- Topics
- Social Sciences › Education › Higher Education Governance and Development
- Social Sciences › Library and Information Sciences › Publishing and Scholarly Communication
- Social Sciences › Library and Information Sciences › Academic Writing and Publishing
- Keywords
- academic writing, publication decisions, Ethiopia, Oman, academic literacy, institutional values, knowledge construction, disciplinary culture, academic identity, language hierarchy, journal rankings, internationalization of higher education
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