Perception of Scholarly Publishing on Professional Development of Lecturers in Universities in Kwara State, Nigeria

Document Type : Original Article

Authors

Department of Library and Information Science, Faculty of Information and Communication Science, University of Ilorin, Ilorin, Nigeria

10.22034/ijism.2026.2043649.1623
Abstract
Professional development is a crucial aspect of career growth and advancement for lecturers. It encompasses the continuous acquisition of new knowledge, skills, and competencies. Scholarly publishing plays a crucial role in advancing knowledge, disseminating research findings, and contributing to the academic community. However, despite the integral role of scholarly publishing in academic research and knowledge dissemination, there is a gap in understanding how lecturers perceive its influence on their professional development. It is against this background that this study examined the perception of scholarly publishing on professional development of lecturers in universities in Kwara State, Nigeria. The study adopted a descriptive survey research design. The population for the study consisted of all lecturers in the selected universities in Kwara State, Nigeria. A structured questionnaire was used for data collection. Five (5) research questions were answered. Data analysis was done using the Statistical Products for the Service Solution (SPSS) version 27.0 Software. Findings revealed that the perception of scholarly publishing on professional development of lecturers in selected universities in Kwara State, Nigeria were career advancement, research productivity, knowledge sharing and increased visibility. Also benefits of scholarly publishing on professional development include enhanced professional reputation, staying current with advancements and trends, improved research, writing, and analytical skills, career promotion, and opportunities to collaborate with others. The study concludes that scholarly publishing significantly influences lecturers' enhanced professional reputation, gaining recognition and promotion, enhancing the learning experience for students, and personal growth and satisfaction. Based on the findings, it was recommended that lecturers should be supported to engage actively in scholarly publishing through reduced teaching loads and access to research support services, enabling them to contribute meaningfully to student learning and personal professional growth.
 
 

Keywords


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Articles in Press, Accepted Manuscript
Available Online from 11 May 2026

  • Receive Date 17 October 2024
  • Accept Date 11 May 2026