Breaking barriers: Navigating the path to successful scientific research publication among faculty members in Egypt

Abstract

Background: In the realm of academia, the publication of scientific research is not merely an act of dissemination; it serves as a pivotal milestone that signifies the culmination of rigorous investigation, critical analysis, and intellectual contribution. Aim: To examine the challenges and barriers encountered by faculty members in the process of publishing their work. Methods: The study utilized a descriptive cross-sectional design and was conducted from 1 March to 1 May 2022. A convenience sample of 358 faculty members from eight universities in Egypt, representing a diverse range of faculties. These faculties comprised five practical disciplines, namely, Nursing, Medicine, Science, Pharmacy, and Engineering, as well as three theoretical faculties including Al-Alsun (Languages), Arts, and Commerce. The universities involved in the study included Ain Shams, Cairo, Mansoura, Benha, Assiut, 6th of October, British University in Egypt (BUE), among others. Data were collected through an online questionnaire that included staff characteristics and barriers to scientific research and publishing. Hypothesis testing was conducted using appropriate statistical analysis methods (e.g., Chi-square test) to assess the relationships between faculty members’ characteristics and barriers to publishing. Results: The faculty staff in our study reported the highest barriers to publishing scientific research in the domains of the reviewing process (74%), institutional support (67%), and scientific publishing process (60.9%). Conversely, the lowest barriers were found in the domains of frustration after rejection (55.1%), scientific writing barriers (46.1%), and loss of passion and causation of publishing barriers (41.3%). Conclusions: The results highlighted the need for increased support and resources to overcome these barriers and foster a positive culture of research and publishing in Egyptian universities.