ABSTRACT
Over 50 years ago, Robert Merton (1968), a major figure in sociology credited with advancing the concept of sociology of science, systematically described how important publication in top-tier journals was to an academic’s career. Publication in top-tier journals continues to be an academic’s currency; the more one publishes in high-quality journals, the more an individual acquires prestige, recognition, and access to research funding opportunities (Diamond 1986).1 It is not just publication that has value; an academic’s promotion and influence within the academy are also enhanced by the number of times he or she is cited in top journals. Moreover, journal publication and citation serve as markers of organizational status and prestige as well as the standing of individuals within the academy: Rankings of universities and the departments within them are also partially determined by the number of articles in particular journals that are published by faculty members. In short, publication and citation in top-tier journals matter for scientific recognition and standing; and they matter in education much as they do in the natural and social sciences.
