Demystifying the publication process for Graduate Teaching Assistants and Early Career Researchers - reflections on the impact of Postgraduate Pedagogies, a developmental journal

Having published five issues of Postgraduate Pedagogies, the editorial board wanted to understand more about the impact of our work with the authors. This paper reports on a small anonymous survey containing five free-text questions which was shared with all UK-based authors who have published with the journal. The three research questions explored the support the authors had received and what they felt was useful during the publishing process; what the significance of publishing on pedagogy was for them; and how publishing practices can better accommodate the needs of Graduate Teaching Assistants (GTAs) and Early Career Researchers (ECRs). The analysis found that authors were positive about their experience of publishing with the journal, including the peer review process, and felt they had received a high level of support; they also valued the way the journal centres the voices of GTAs/ECRs which they thought was much needed and still quite rare in UK higher education. In terms of future development, they suggested more bespoke opportunities to get early feedback on article ideas and one-to-one meetings with members of the editorial board to discuss the feedback they received from the peer reviewers. Finally, it was suggested that the journal could do more work to boost its reputation and reach a broader audience. These reflections already play a crucial role in developing the journal so it can continue supporting GTAs/ECRs effectively in the coming years.