Publish or perish: coping with peer-review processes through coaching

This study explores how a self-coaching approach assists academics to cope with prolonged peer-review processes. A coaching training workshop, using acceptance & commitment therapy (ACT) and strength-based coaching, was conducted with 22 academics in the U.K. To understand changes in the participants’ attitude to peer-review, their self-reflective diaries and ten semi-structured interviews were analysed. This research reveals that participants tended to identify their intrinsic motivation and commitment to their research career through reflective self-dialogues and interactions with their trusted peers. This research sheds light on coaching practice by indicating constructive self-reflections help individuals to appreciate peer-review as a positive challenge instead of a threat.