Applying the Cumulative Advantage Perspective to Scholarly Writers in Higher Education

Abstract

This article reports an analysis of interview data from 24 academics in higher education from 19 universities, assessing the extent to which the cumulative advantage perspective was consistent with the experiences they described as significant to their publishing productivity. The relatively late commitment to an academic career and the importance of feedback voiced by a majority of participants suggests disciplinary differences in the theory's applicability.

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