350: Deciphering the Relationships of Co-Creation: Author, Reviewer, and Editor Roles in Peer Reviews (10096)

Early academic careerists are expected to swiftly build national scholarly reputations through the co-creation of academic literature published in top ranked peer-reviewed journals (McGrail et al., 2006). Although many new scholars have demonstrated mastery in numerous subject matters, some have limited academic acumen and understanding of the peer-review publication process. (Miller and Van de Ven, 2015) noted the peer review process involves inviting expert scholars in the field to assist in evaluating the quality and appropriateness of journal submissions. Decades of engaged scholarly debate have still insufficiently deciphered peculiar editor, reviewer, and author perspectives within the peer review processes their roles in the co-creation of new academic literature. Scholarly research is a life-long process whereby senior scholars play an invaluable role in modeling the tone of the peer review process for junior scholars (McMullen and Newbert, 2023). The challenge within publishing is to get published in places that are likely to be noticed (Kritchevsky, 2018). Academic institutions have historically indoctrinated the concept of ‘public or perish’ as the dominant credo in academia (Niles, et al., 2020) without providing early career scholars with interventions aimed to increase academic publication rates among new scholars. (McGrail et al., 2006) found only a small percentage of academics actively participated in the publishing process although some higher education institutions have launched creative interventions like writing coaches, writing courses, and engaged scholarship support groups to increase publication outputs.