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Copyright 2016 by the RESEARCH IN THE SCHOOLS
Mid-South Educational Research Association 2016, Vol.23, No. 1, 31-91
A Step-by-Step Guide to Publishing Journal Articles and Strategies for Securing Impactful
Publications
Anthony J. Onwuegbuzie
Professor, Sam Houston State University
Distinguished Visiting Professor, University of Johannesburg
In the last few years, I have been presenting workshops on publishing (among other topics) in many
countries across 6 continents. And presenting these workshops in various countries has allowed me to
learn the policies and practices of editors of journals representing numerous countries, thereby helping me
to broaden the framework for writing publishable research manuscripts that I had developed to
accommodate these policies and practices. My current framework for publishing contains 30 steps that are
continuous, iterative, interactive, holistic, dynamic, and synergistic. It should be noted that authors can be
involved in several steps simultaneously across two or more research projects. Thus, the purpose of this
article, which I am dedicating to my late, best friend, Dr. Christine E. Daley, is twofold. First, I will
summarize these 30 steps to publishing. Second, I will outline strategies for helping authors secure
impactful publications—which are publications that help to advance the field.
As painful as these rejections were, once I
Dedication began to make cross-reviewer comparisons, I started
I dedicate the following article to my best to see some commonalities in the reasons that my
friend, Dr. Christine E. Daley, who unexpectedly manuscripts were receiving unfavorable appraisals
died just a few days before I started writing it. from reviewers and were being rejected by editors.
Christine was an exceptional writer! I have had the These revelations sparked my interest in the art of
pleasure and fortune of co-writing works with publishing scholarly works, and in 2000, I
several strong writers during my academic career; developed a meta-framework—which involved a
however, Christine was by far the best writer that I series of broad steps—for writing publishable
have ever known. Indeed, even though I have a research manuscripts that I presented via a workshop
reputation among colleagues for being a meticulous to faculty and students at Valdosta State University,
proof-reader, with absolutely no exaggeration at all, where I worked at the time. Because my workshop
I can honestly declare that during the 30 published was very well received, over the years that ensued, I
works that we co-wrote together over the years, I did continued to study the art of publishing further and
not identify a single grammatical error that she ever to expand my meta-framework, presenting it
made! Thus, Christine had an incredible influence whenever I was offered the opportunity. In 2005,
on my writing and helped me to improve it with the collaboration of Dr. Kathleen M. T. Collins
considerably. And so it is only fitting that I dedicate (University of Arkansas at Fayetteville), while a
an article devoted to publishing to this unique faculty member at the University of South Florida, I
person, whom I loved so dearly. co-expanded this meta-framework as part of an
initiative that we developed that we called Project
Setting the Scene CAREER (Creating an Action Research Enterprise
By the fifth year of being an assistant for Educational Research). Before long, Dr. Collins
professor, I had been extremely fortunate to have and I were invited to present a professional
had published numerous journal articles. However, development and training workshop to doctoral
in securing these published works, I had to students and faculty from various institutions.
experience numerous manuscript rejections from As I began increasingly to author/co-author
editors of various journals. works on the topic of mixed methods research, I
began to receive invitations to present workshops on
publishing mixed methods research articles, such as
Correspondence concerning this article should the workshop that I delivered in 2007 to faculty and
be addressed to Anthony J. Onwuegbuzie, students at the Texas A&M Summer Institute,
Department of Educational Leadership, BOX College Station, Texas. After joining the faculty at
2119, Sam Houston State University, Huntsville, Sam Houston State University (SHSU) in the Fall of
Texas 77341-2119, 2007, I teamed up with Dr. John R. Slate (SHSU)
E-mail: tonyonwuegbuzie@aol.com (one of the contributors of this Centurion Special
Spring 2016 Centurion Special Issue 31 RESEARCH IN THE SCHOOLS
ANTHONY J. ONWUEGBUZIE
Issue), and, almost immediately, we began potentially has a long shelf life (e.g., at least 6 years
presenting workshops on publishing at various or until the person attains tenure as a faculty
conferences (e.g., American Association of Colleges member). Over the years, I have observed too many
of Teacher Education, National Council of brand new faculty members who were not in
Professors of Educational Administration, Mid- position either to get works stemming directly from
South Educational Research Association). their dissertations published because they had
In the last few years, I have been presenting rushed through the dissertation process, which led to
workshops on publishing (among other topics) in them (a) writing a low-quality or even an
many countries across six continents. And unpublishable dissertation (i.e., that contained one
presenting these workshops in various countries has or more fatal flaws such as a sample size that was
allowed me to learn the policies and practices of too small to justify an inferential statistical test or to
editors of journals representing numerous countries, reach some form of data saturation), or (b) not
thereby helping me to broaden my meta-framework maximizing their research and/or writing skills
to accommodate these policies and practices. My because they were able to enlist the assistance of
current meta-framework for publishing contains 30 others to provide substantive help (e.g., analyze their
steps that are continuous, iterative, interactive, data, write sections of their dissertation). Or,
holistic, dynamic, and synergistic. It should be noted because they did not adequately plan their
that authors can be involved in several steps dissertation research, they were able to secure only
simultaneously across two or more research one publication from their dissertation, even though,
projects. Thus, the purpose of the remainder of this potentially, all dissertations should yield at least four
article is twofold. First, I will summarize these 30 publications (e.g., literature review chapter,
steps to publishing. Unfortunately, because of space methodology chapter, findings for researchers,
requirements, I will be unable to go into as much executive findings for practitioners, a conceptual
detail as I would have liked. However, I am hoping article, debriefing processes; cf. Frels &
that I will provide sufficient detail at each step for Onwuegbuzie, 2016a, 2016b). Additionally,
readers to find it useful. Second, I will outline doctoral students should feel passionate about their
strategies for helping authors secure impactful topic, not only because it will provide them with the
publications—which are publications that help to necessary motivation to negotiate any obstacles that
advance the field. they meet during the dissertation research process,
but also because it would make it easier for them to
30-Step Guide to Publishing use their dissertations as a springboard for their
Step 1: Find and Develop a Topic Area of Interest ensuing scholarship/research agenda as faculty
The first step is to identify the topic of interest. members or other professionals. Further, it is usually
Over the years, I have always admonished my very easy to identify those who conducted quality
doctoral students from hastily selecting topics for dissertations from those who did not during the
their dissertations or for selecting topics because it academic job interview process (e.g., during the job
will help them complete it as soon as possible under talk), as well as to distinguish between interview
the mantra, “I just want to get done.” Although candidates who conducted their dissertations
doctoral students can derive several benefits (e.g., themselves from those who did not (e.g., did not
professional, social, familial) from completing their analyze their own data) (cf. Onwuegbuzie & Hwang,
dissertations in a timely manner, I think it is ill- 2014).
advised for them to rush through the dissertation Thus, it is essential that doctoral students think
process. Indeed, rushing through the dissertation very carefully before selecting topics for their
process can unduly affect the quality of a dissertations. In order to facilitate this selection, I
dissertation. And as editor of Educational suggest that they engage in conversations with their
Researcher for 4 years, Co-Editor of Research in the instructors, dissertation advisors/supervisors,
Schools (RITS) for the last 13 years, and Guest mentors, and other experienced people in the
Editor of several special issues (e.g., International field/discipline to recognize the collective, academic
Journal of Multiple Research Approaches, needs (Onwuegbuzie & Frels, 2016). And even if a
International Journal of Qualitative Methods), I student intends to continue as a practitioner (e.g.,
have rejected numerous manuscripts that clearly teacher, administrator, counselor, psychologist,
originated from low-quality dissertations. Even program evaluator), I would argue that selection of
more importantly, rushing through the dissertation a topic is still extremely important, not only because
process often means that the student would not have a career-relevant dissertation could help propel these
thought sufficiently about her/his dissertation topic, students in their respective professions (e.g., become
leading to a non-optimal dissertation topic being regarded as experts in their topic areas among their
selected. By an optimal dissertation topic, I am professional colleagues), but also because it is not
referring to a topic that represents the student’s unusual for practitioners to join the academy (e.g.,
field/discipline, and that is relevant, current, and adjunct professor) at a later stage of their careers—
Spring 2016 Centurion Special Issue 32 RESEARCH IN THE SCHOOLS
A STEP-BY-STEP GUIDE TO PUBLISHING JOURNAL ARTICLES
and securing publications would set their opposed to theory, assumptions, or
applications apart from other applications. speculations. (Onwuegbuzie & Frels, 2016, p.
Not only should students select their topics 4)
carefully, but they should also choose their In contrast, non-empirical works include conceptual,
dissertation advisors/supervisors very carefully theoretical, and methodological works.
whenever they are empowered to do so. Consistent Step 3: Identify and Articulate the Rationale of
with my suggestion here, early career research the Work to be Written
productivity has been linked to dissertation Whatever genre is selected, authors should
advisor/supervisor research productivity develop a strong rationale for their choice. Indeed, I
(Williamson & Cable, 2003). contend that any well-written manuscript can be
Selection of a topic is equally as important for published if a strong rationale for it is provided! As
beginning faculty members because this topic an example, for fun, I tested my claim that any well-
should propel their careers. If these beginning written study with a strong rationale can be
faculty members had selected their dissertation published by conducting a series of research studies
topics carefully, they should not have to select a new (i.e., Onwuegbuzie, 1999, 2000b, 2000c)
topic—but, rather, they would be able to build on investigating predictors of success among
their dissertation topics. However, if this is not the professional sport teams. In particular, in my first
case, and they have to start anew, I encourage them study (i.e., Onwuegbuzie, 1999), I examined
to consult their more experienced colleagues for whether the defense or offense of a team is the better
advice and direction. predictor of success among professional football
Once the author has selected a topic, the next teams, namely, National Football League [NFL]
task within this step is to determine whether the teams. My rationale for conducting this study was as
selected topic is publishable. Here, I suggest that the follows:
authors continue communicating with colleagues, ….However, despite the fact that football
peers, mentors, and the like—especially those generates a multitude of statistical facts,
whose scholarship are in the same or a similar area. analysts and coaches appear predominantly to
Further, authors should identify and familiarize utilize descriptive statistics, e.g., averages,
themselves with articles written on the same topic or totals, percentages, surprisingly, few
a similar topic. Also, they should contact authors inferential statistical analyses are undertaken
who have written on the same topic or a related on football data. Yet, such analyses provide
topic. In addition, authors should contact editors— consumers with information regarding the
especially editors of journals where articles on this relationships among variables. As such,
topic have been published—to gauge the continued inferential statistics can yield very detailed
importance of their selected topic. If all these and important information to football analysts
indicators suggest that the topic is still relevant for and coaches. With respect to football,
their field/discipline and publishable, then the author inferential statistics can be used to identify
could pursue this topic. If not, then he/she should factors that predict the performance levels of
select another topic. teams.
Step 2: Determine the Genre of the Work to be To date, only a few studies have been
Written conducted on predictors of performance
Hopefully, by now, the author has selected a among professional football teams.
topic that is relevant and publishable. Therefore, the Specifically, Kornspan et al.(1995)
next step is to decide whether the work would be investigated…
empirically based or non-empirically based. Devising algorithms which predict
Empirically based works involve works in which teams' winning percentages based onthe point
authors present original findings from their own spread (Stern, 1991), home-field advantage
empirical research studies. As Dr. Rebecca Frels (Harvde, 1980; Kornspai,et al., 1995), the
(former editorial assistant and production editor of differences in scores from previous games
RITS) and I note elsewhere: (Harvrlle,1980), preseason records (Craig &
Broadly speaking, empirical research studies Hall, 1994), the number of veterans (Craig&
represent research wherein data are generated Hall, 1994), whether the team reached the
via direct observation or experiment in order playoffs in the previous season(Craig & Hall,
to address one or more research questions (i.e., 1994), or whether the team experienced a
interrogative statements that the researcher coaching change (Craig & Hall, 1994), are
attempts to answer using research techniques) informative. However, these algorithms have
and/or to test one or more hypotheses (i.e., limitedutility for football coaches, in
proposed explanations of observable particular, because they do not provide
phenomenon that can be tested via research). information on why or how a team wins a
As such, findings from empirical research football game. In other words, previous
studies are based on actual evidence, as research has not established what factors
Spring 2016 Centurion Special Issue 33 RESEARCH IN THE SCHOOLS
ANTHONY J. ONWUEGBUZIE
directly associated with skill level, e.g., total success, as measured by winning percentage. The
number of yards conceded by the defense, best two rationale statements that I used were as follows:
predict a team's winning percentage. (a) “To date, only a few studies have investigated
Interestingly, many football coaches, correlates of basketball-related performance” (¶ 5);
analysts, and supporters have argued and (b) “Surprisingly, no other study has
constantly that "defense wins championships" investigated predictors of success among NBA
(Kornspan et al., 1995,p. 801). Yet, to date, no teams. Even more surprising is the fact that no
formal empirical test of this claim appears to research appears to have examined what factors
have been undertaken. Thus, the purpose of directly associated with skill level (e.g., field goal
the present study was to identify which conversion percentage) best predict a team’s
offensive and defensive factors better predict winning percentage” (¶ 9). And for you NBA fans, I
a team's winning percentage, using data from documented that field goal conversion percentage
the 1997 regular football season. It was was the best predictor of success, explaining 61.4%
expected that a knowledge of these factors of the variance in winning percentage—followed by
could help coaches to decide where to focus the average three-point conversion percentage of the
their attention as well as assist analysts and opposing teams, explaining a further 18.9% of the
fans by predicting a team's performance. (pp. variance. Amazingly, these two variables combined
151-154) [emphasis added] explained 80.3% of the variance in winning
It can be seen from the italicized text that this article percentage. I concluded that “The finding pertaining
contained several statements of the rationale. And, to field goal conversion percentage suggest that the
by the way, findings from this study revealed that attainments of the offense are more important than
the total number of points conceded by the are the defensive attainments in predicting the
defense in the regular season explained more success levels of NBA teams” (Abstract, ¶ 1)—a
variance in success (73.5%) than did the conclusion that was the opposite of the conclusion
number of points scored by the offense in my two NFL articles.
(14.7%). When turnover differential (i.e., the Interestingly, although I analyzed these data
difference between the number of Fumbles and wrote the articles for fun, they provoked interest
and interceptions gained by a team's defense among sporting athletes, professional coaches, and
and the number of fumbles and interceptions the like. In fact, these articles were cited in a book
given away by same team's offenses, was written by Professor Gordon W. Russell (2001), who
included in the model, it explained 43.4% of contacted me beforehand to ask me for permission
the variance in success. These and other to discuss my work in his book.
findings suggest that, outside the 20-yd. zone,
the attainments of the defense are more Prevalence of a clear statement of the
important than are the offensive attainments in rationale in manuscripts.
predicting the success of NFL teams. (p. 151) In a 2005 editorial, Dr. Larry Daniel (former
Because the article contained a very strong rationale Co-Editor of RITS) and I reported that, with respect
for the study, although it involved a fun topic, it was to empirical research manuscripts, a high proportion
published in a reputable scholarly journal, namely, of authors (40%) do not make clear the rationale of
Perceptual and Motor Skills. their studies (Onwuegbuzie & Daniel, 2005). With
In my follow-up study (Onwuegbuzie, 2000c), respect to empirical research studies, we stated the
my statement of the rationale was as follows: “To following:
ascertain the consistency of this finding, however, it The rationale is the most important aspect of a
is imperative that external replications be study because it identifies the gap in the
conducted” (p. 640). And, in case you are interested, literature. The most common rationale is that
a multiple regression model containing five few or no researchers have undertaken the
variables combined to explain 93.3% of the total study (with a citation if possible). The second
variance in winning percentage for the 1998-1999 most common rationale is that although
NFL season. Interestingly, the first two variables, several/many researchers have conducted the
which explained more than 75% of the variance, study, few or no researchers have studied the
were characteristics of the defense, thereby topic using the proposed
supporting my previous conclusion (i.e., population/instrument/setting/site/etc. The
Onwuegbuzie, 1999) that “defensive gains are better third most common rationale is that although
predictors of success than are offensive gains” (p. several/many researchers have undertaken the
640). study, the findings have been mixed.
In the third of the trilogy of sports articles, I Whatever the rationale of the study, it needs to
analyzed 20 variables pertaining to the 1997-1998 be presented clearly. (Onwuegbuzie & Daniel,
National Basketball Association (NBA) regular 2005, p. 2)
season to determine factors that best predicted
Spring 2016 Centurion Special Issue 34 RESEARCH IN THE SCHOOLS
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