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Improving faculty publication output: The role of a writing coach
Journal of Professional Nursing (2002)
  • Genevieve Chandler, University of Massachusetts - Amherst
  • Claire Baldwin
Publishing academic papers is recognized by faculty as vital not only to their careers, but also to the standing of their school within the university and the discipline. Although writing is perceived as a critical, high-priority task, it often has low follow-through behavior. To facilitate the publication output of our faculty, a part-time writing coach was hired. Blanchard's situational leadership II® model (1985), which tailors leadership style to the needs of the group, indicated a framework of coaching and support would best meet faculty writing needs. The literature further suggested that an ongoing coaching relationship in the form of a committed partnership would empower faculty to achieve beyond prior performance. We present a model to show how coaching and support facilitate perseverance in writing for publication. Sixteen of 26 faculty sought the coach's help in the first 2.5 years, generating 21 submissions to peer-reviewed journals. Fifteen of these were published or accepted (71 per cent), and one was still under review when this article was written. Five rejected papers had not yet been resubmitted. Faculty with recent doctorates appeared to benefit most from coaching. J Prof Nurs 18:8-15, 2002. Copyright © 2002 by W.B. Saunders Company
  • Faculty development,
  • Scholarship,
  • Writing,
  • Coaching,
  • Publishing,
  • Mentoring
Publication Date
January, 2002
Publisher Statement
DOI: 10.1053/jpnu.2002.30896
Citation Information
Genevieve Chandler and Claire Baldwin. "Improving faculty publication output: The role of a writing coach" Journal of Professional Nursing Vol. 18 Iss. 1 (2002)
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