Guidelines for Authorship Credit and Order in Collaborative Faculty-Student SoTL Projects
Abstract
Determining authorship credit and order in collaborative research projects can be difficult, can introduce or increase conflict in the research environment, and can exacerbate existing inequalities and power dynamics between team members. As a result, much disciplinary scholarship has been written to develop potential guidelines for authorship credit and order. However, the collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into and consumers of SoTL research (Felten, 2013; Felten et al., 2013; McKinney, 2012), creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by Hutchings’ (2000) Taxonomy of SoTL questions, Willison and O’Regan’s (2007) Research Skills Development Framework, and seminal disciplinary papers on authorship issues (e.g., Bartle, Fink, & Hayes, 2000; Fine & Kurdek, 1993; Winston, 1985), this session proposes to start a discussion about critical issues in authorship credit and order in collaborative faculty-student SoTL projects. After a review of the relevant literature and some existing disciplinary guidelines, the presenter will facilitate a discussion of several case studies and work with attendees to draft preliminary guidelines for authorship credit and order.
Location
Room 2005
Recommended Citation
Maurer, Trent W., "Guidelines for Authorship Credit and Order in Collaborative Faculty-Student SoTL Projects" (2015). SoTL Commons Conference. 119.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/119
Guidelines for Authorship Credit and Order in Collaborative Faculty-Student SoTL Projects
Room 2005
Determining authorship credit and order in collaborative research projects can be difficult, can introduce or increase conflict in the research environment, and can exacerbate existing inequalities and power dynamics between team members. As a result, much disciplinary scholarship has been written to develop potential guidelines for authorship credit and order. However, the collaborative interdisciplinary nature of much SoTL work, along with the increasing focus of SoTL on students as co-inquirers into and consumers of SoTL research (Felten, 2013; Felten et al., 2013; McKinney, 2012), creates unique issues and challenges in ethically assigning authorship credit on SoTL projects. Informed by Hutchings’ (2000) Taxonomy of SoTL questions, Willison and O’Regan’s (2007) Research Skills Development Framework, and seminal disciplinary papers on authorship issues (e.g., Bartle, Fink, & Hayes, 2000; Fine & Kurdek, 1993; Winston, 1985), this session proposes to start a discussion about critical issues in authorship credit and order in collaborative faculty-student SoTL projects. After a review of the relevant literature and some existing disciplinary guidelines, the presenter will facilitate a discussion of several case studies and work with attendees to draft preliminary guidelines for authorship credit and order.
