Training the next generation of journal editors: The case for editorial apprenticeship programmes
Year: 2022
Type: editorial
Abstract: Editorial boards play a critical role in steering journals on their course to publish high-quality content meeting the needs of their readership [1]. Ensuring diverse representation on editorial boards in terms of gender, geography and country income-level has received widespread attention [2, 3]. We argue this diversity should also extend to levels of professional experience. Importantly, ensuring early-career researchers gain access to editorial positions not only increases diversity but also serves as a critical capacity-building mechanism with the characteristic advantages of mentorship schemes [4]. In January 2021, the International Journal for Quality in Health Care (IJQHC) and its new sister journal IJQHC Communications (IJCOMS) launched an inaugural Editorial Apprenticeship Programme. The 1-year apprenticeship aimed to recruit aspiring editors to join both journals and experience firsthand the editorial processes of scientific publishing. We, the initial cohort of editorial apprentices, aim to shed light on this unique role, its advantages and challenges in hopes that other journals may critically consider similar schemes. The tasks of an editorial apprentice are varied. The year began with training on using the ScholarOne system as an editor in order to keep track of manuscripts as they move through the review process. For the two apprentices supporting IJQHC (D.C. and E.O.D.), our next task was to be assigned as a ‘second editor’ on a number of manuscripts, under the guidance of established Deputy Editors (DEs). The approaches taken by DEs to guide the apprentices were varied. Typically, we met with a DE to discuss a manuscript and determine whether it merited being sent for review, then selected reviewers for the paper via video call with the DE. Following some months of completing this process, we began to be assigned manuscripts to manage directly, with established DEs as ‘second editor’. Decisions to reject papers following their review were made in consultation with DEs and the Editor-in-Chief. We were also encouraged to critically assess the manuscripts and add our own comments to those of the reviewers. For the apprentices working with the sister journal IJCOMS (E.B. and E.O.), which was launched in 2021, the experience was slightly different. We had the chance to follow the unique process of setting up a new journal from the start. We were closely involved in reviewing the first papers for the journal, which requires that you are extremely meticulous because you are also making recommendations to DEs on papers that will serve as the journal’s initial publications. We were present for editorial board meetings throughout the programme and were involved in organizing special issues for the journal. The launch of the sister journal IJCOMS also presented an opportunity to revisit the dissemination of the two journals. Strategizing their social media presence was a unique chance to critically consider the aims, audiences and modes of dissemination available to ensure that the work of both journals was reaching the intended audience. As early-career researchers, there are a number of advantages to participating in these programmes. First, we gained a greater understanding of the peer review process from ‘behind-the-scenes’. The apprenticeship shed light on the difficulties faced by journals to recruit reviewers for papers at a time when researchers in healthcare are particularly over-burdened. We received mentorship from experts in the field of healthcare quality through working with the DEs and are continually grateful for their guidance over the year. We were provided with the opportunity to take on new roles and responsibility in the publication process beyond the writer and reviewer role that we have experienced to date in our careers. Finally, we have developed our skills of critically examining research, following a year of assessing the suitability of research for publication. Journals, too, benefit from running apprenticeship programmes such as this. Training and working with individuals at this stage of their career can help journals create a pipeline of skilled editors for future editorial boards. It also provides journals with new perspectives on its processes and inner workings. Apprentices, coming in with fresh eyes, can determine what seems to be working well and what may be improved within the organization. Despite the many benefits of such a programme, there are a number of challenges, something that is to be expected when a new approach is trialled. For the apprentices, there is the challenge of balancing the volume of editorial work in tandem with one’s own positions outside of the journal. The lack of clear guidelines on what was expected of the apprentices and those who worked with them also proved somewhat challenging and required individual negotiations. In the future, and for similar programmes elsewhere, clear guidance on the specific tasks required of the apprentices would be helpful. There were also some challenges as a result of the online system itself, as this is not designed to have more than one DE responsible for a single paper, which meant that often the apprentices could not see when changes to the manuscript status occurred. It therefore fell to the individual DEs to include apprentices in correspondence. For the journal, challenges included having the time to mentor the apprentices appropriately. The DEs are often already oversubscribed with work, and it is difficult, therefore, to add mentorship to the role. A recommendation arising for this would be to have specific DEs who are willing to act as mentors for an apprentice rather than expecting each of the DEs to provide similar levels of support. Although many authors and reviewers have a wealth of research experience, editorial experience for many researchers can be limited. Editorial Apprenticeship Programmes provide a unique opportunity for aspiring editors to experience firsthand the editorial processes of scientific publishing. We, the initial cohort of editorial apprentices for the IJQHC and IJCOMS, strongly encourage other journals to adopt similar apprenticeship programmes to provide opportunities for other early-career researchers. Furthermore, this process can significantly help journals create a pipeline of skilled editors for succession planning within their own editorial boards. We would like to thank the Editor-in-Chief of IJQHC, Professor Aziz Sheikh, and the Editor-in-Chief of IJCOMS, Dr Emma Sacks, for their assistance throughout the year. We would also like to acknowledge the help and support of the entire editorial board of the two journals and the management and administrative staff of IJQHC and ISQUA. None declared.
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4229005039