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The role of supervisors in learning about peer reviewing during doctoral studies: the case of Chinese STEM PhD students
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DOI：10.1080/07294360.2025.2573974.png)
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Abstract
En 中文
Peer reviewers play a vital role in science as gatekeepers and developers of research, but there are increasing findings of reviewer fatigue, biases and other issues, and there have been calls for greater engagement by early career researchers in reviewing for journals. However, few studies have examined the process whereby PhD students learn about peer reviewing during their doctoral studies and the role that supervisors may play in this learning. This study explored the socialisation process of Chinese STEM doctoral students engaged in peer reviewing and the support they receive from their supervisors in the pre-, during- and post-reviewing phases. We conducted a thematic analysis of 31 semi-structured interviews with STEM doctoral students from first-tier public research universities in mainland China. The findings show that most students engage in and benefit from interacting with supervisors in peer reviewing processes. The findings also highlight the effectiveness of contextualised hands-on training coupled with mentorship and support in enhancing the confidence and competence of future reviewers.
Keywords:
Peer review training
doctoral students
socialisation
supervisors
Science
Mathematics
Engineering and Technology (STEM)
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