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Understanding Co-authorship: Phenomenological Investigation of Faculty Members’ Experience in Iran Universities

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Abstract

The present study, using a qualitative approach and interpretive phenomenological method, was conducted to examine the co-authorship experiences of faculty members as a visible aspect of scientific collaboration. Using purposive sampling and considering the theoretical saturation of the data, 15 faculty members participated in the present study. The required data were collected using a semi-structured interview and analyzed using Smith and Osborne’s (2004) method and MAXQDA 2020 software. The experiences of faculty members were interpreted in the form of two encouraging and inhibiting factors in co-authorship. The encouraging factor, resulting from pleasant experiences of faculty members, was categorized as the theme of creating a scientific community and the inhibiting factor resulting from unpleasant experiences of co-authorship was categorized as the theme of reduced quality of research. The results of the study showed that co-authorship could develop the university and promote the level of social capital in the university. On the other hand, it was found that the level of co-authorships could be affected by the performance and feedback of the university which may weaken or strengthen it. The present study suggests that in order to promote co-authorship, cooperation in the university should be developed and the quality criteria in the research should be considered.

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Authors and Affiliations

  1. University of Kurdistan, Sanandaj, Iran

    Parisa Gholami & Keyvan Bolandhematan

  2. University of Arak, Markazi, Iran

    Rozhin Ghaslani

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  1. Parisa Gholami
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  2. Rozhin Ghaslani
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Correspondence to Parisa Gholami.

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University of Kurdistan and university of Arak.

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Gholami, P., Ghaslani, R. & Bolandhematan, K. Understanding Co-authorship: Phenomenological Investigation of Faculty Members’ Experience in Iran Universities. Hum Stud 45, 243–264 (2022). https://doi.org/10.1007/s10746-021-09612-4

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