Editor's Focus, April 2009
Communication Education
As the current editor of Communication Education, I've been on the job, processing manuscripts for over a year now. For me, this Editor's Focus is sort of a "lessons learned" at this point. If you're reading this, you probably read other sections of the CE/Taylor & Francis website, so you may not be surprised at some of the points made here. I hope others will find this enlightening. Italicized portions are direct quotes from the Editorial Policy of Communication Education.
1) Communication Education invites original, social science research on communication in instructional contexts. These are methodologically rigorous studies that advance practice and theory in instruction generally, and in communication education specifically. I encourage submissions from well-designed, systematic and programmatic research, theoretically-grounded projects, rigorous literature reviews and meta-analyses. Importantly, these studies must be data-based and demonstrate a substantive impact on educational processes.
Unfortunately some people don't read this as either rigorous or social science. For example studies with very small data sets are unlikely to review well. Similarly, the national level journal may not be the best place for "exploratory" studies or individual classroom practices. We have other journals that address these types of writing.
2) One goal is high credibility and visibility of Communication Education as a premiere source of the highest level knowledge and information on communication in educational contexts.
Some of the manuscripts we receive at Comm Ed have solid studies in them. They are worthy of publication in a peer-reviewed journal. However, they are not substantial enough, theory-driven enough, or containing enough new information to really improve our field of communication, education, and instruction. That is, they do not demonstrate the highest level of thinking, research, and writing. It is not a positive statement that Communication Education is not currently listed in the Social Science Citation Index. The highest levels of scholarship must be expected if we are to regain the credibility of CE as a major source for scholars both within our field and outside.
3) Both new and experienced scholars are encouraged to submit their works, and will receive feedback that is both expedient and helpful.
You will notice numerous younger and more junior authors in my issues, as well as my predecessor, Pat Kearney's, CE issues. Simply because someone has published previously does not mean they have a "free ride" to publish again. All manuscripts undergo rigorous reviews, and if the research is excellent, it will rise to the top.
4) The submission policy states: Please keep all identifying information separate from the attached manuscript. Manuscripts should be no longer than 25 double-spaced pages (not including tables and references), and must conform to the conventions of the 5th edition of the Publication Manual of the American Psychological Association. Manuscripts that do not conform to these guidelines will not be reviewed.
Manuscript preparation is important. I can't tell you how many meetings or presentations of journal editors I have attended, and without exception, all editors grimace at the poor preparation and adherence to guidelines of some of the manuscripts they receive. Manuscript preparation reflects on the credibility of the authors. At the very least, having a manuscript returned in order for authors to remove identifying material, re-format according to APA guidelines, and the like takes extra time in the editorial process.
5) Finally, this simply cannot be emphasized enough. Communication Education functions because of excellent, dedicated, unpaid reviewers and thoroughly professional administrative support. I am extremely fortunate to be working with such outstanding personnel in achieving the goals of our premiere national journal focusing on educational and instructional processes in communication. Thank you.