Academic Skills Competence and Challenges in International Academic Publishing: Perspectives from Faculty Members in Non-English-Speaking Higher Education

This study explores the challenges encountered by faculty members at a non-English-speaking higher education institution in Saudi Arabia in their pursuit of international academic publishing. Using a qualitative phenomenographic approach, the study examines the lived experiences of twenty academics from diverse disciplines at the University of Bisha. Data were collected through semi-structured interviews and analyzed thematically to identify key barriers and competencies influencing publication outcomes. Three major themes emerged: perceived research and writing competencies, institutional and linguistic barriers, and proposed strategies for improvement. Participants reported challenges including limited academic writing support, a lack of sustained mentorship, restricted access to international publishing platforms, and feelings of marginalization due to language expectations and cultural norms embedded in peer review systems. Despite these obstacles, many faculty members exhibited resilience and a strong motivation to meet international publishing standards. The study found that linguistic barriers were often amplified by structural inequities, such as the absence of writing centers, inadequate research funding, and unclear institutional policies regarding publication incentives. Based on these findings, the study proposes evidence-based strategies such as English for Research Publication Purposes (ERPP) programs, peer-review training, and institutional support mechanisms that are aligned with Vision 2030’s goals for research excellence. The study contributes to current literature by centering the voices of scholars from peripheral academic contexts and by presenting a conceptual framework that links faculty competencies with institutional interventions. These insights offer a practical foundation for reform efforts aimed at empowering non-native English-speaking scholars in global academic dissemination.