Developing Predatory Journals Training Assessments

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This study investigated how much emerging scholars defined as graduate students know about predatory publishing using a specially designed assessment tool that aids predatory publishing awareness training. It then examined the effectiveness of a training video in increasing knowledge about the phenomenon. Predatory publishing presents long-term threats to scientific inquiry academic integrity hence the motivation. The study was an opportunity to spearhead future research and enhance current educational material on responsible conduct of research. Out of 44 participant responses, 22.7% (n = 10) confirmed knowledge of the phenomena but could not explain nor describe, 13.6% (n = 6) were ‘Unsure’, 47.7% (n = 21) did not know and 15.9% (n = 7) did not attempt to answer whether they knew about predatory publishing. Although the assessment was effective, the stated limitations provide opportunity for refinement for its enhancement. The training video did not significantly increase participant knowledge between the two assessments statistically, but an increase in knowledge was observed, nonetheless. One key recommendation was to enhance the training video by combining it with other interventions such as lecture slides, group work and simulations.

Embargo status: Restricted until 06/2024. To request the author grant access, click on the PDF link to the left.

Predatory Publishing, Predatory Journals, Assessment tool, Awareness training, Learning intervention, Emerging scholars, Academic integrity, Responsible conduct of research (RCR)