Voices from the field: exploring academics’ perceptions of scholarly publishing at a University of Technology

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Introduction This qualitative study examined academics’ perceptions of scholarly publishing at a South African University of Technology (UoT). Guided by Bourdieu's theory of practice, the research explored how individual dispositions, collaborative networks and institutional structures shape publishing engagement. Method Using a purposive sample, data was gathered through semi-structured interviews and were analysed thematically. Results Findings revealed a layered scholarly writing ecosystem comprising three interdependent ecologies: an individual ecology (motivation, identity, and writing self-efficacy), a collaborative ecology (co-authorship, mentorship, and interdisciplinary ties), and a structural ecology (workload, key performance indicators (KPIs), funding, and technical support). Across these ecologies, participants described a tidal system of writing characterised by alternating periods of productivity and stagnation. Enablers included mentorship, distributed co-authoring, protected writing time, and accessible support. Constraints centred on heavy teaching and administrative loads, opaque resource allocation, negative peer-review experiences, and unequal network access. Interpreted through Bourdieu, the results underscore how uneven distributions of cultural, social and economic capital produce differential publishing trajectories. Recommendations The study recommends multi-level, equity-focused interventions, transparent funding, workload adjustments, structured mentoring and cohort writing practices, aimed at aligning UoT missions with realistic research support. Conclusion The findings have implications for UoTs and the broader higher-education sector, which seek to foster sustainable and just scholarly publishing.

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