To improve scientific publishing in higher education: an ethical-collaborative writing strategy

Abstract

The article proposes an institutional strategy for ethical and collaborative scientific writing aimed at strengthening scientific publication in higher education. It begins with the need to move beyond the individualistic model of publishing by fostering collaborative spaces known as writing groups. The strategy is grounded in theoretical references that emphasize community, feedback, and interdisciplinarity as key pillars for improving the quality of this process. Through qualitative indicators, the study identifies low faculty participation in scientific publication, publications disconnected from the authors' area of expertise or lacking affiliation with institutional networks, and instances linked to low-quality journals. These findings justify the need for a collaborative strategy with an ethical approach—one that not only guides the writing process but also critically assesses the quality and legitimacy of target journals. The study’s methodology is based on the systematization of university research experiences and institutional observation. The proposed strategy includes five stages: organizing groups according to affinities and research lines, rigorous verification of the target journal, collective writing of texts, internal sharing for review and editing, and responsible publication management. This proposal seeks to build a scientific culture based on ethics, editorial quality, and collaborative work, thereby strengthening institutional credibility and the impact of academic output