To Be of Use: A Narrative Roadmap for Creating an Open-Access, Peer-Reviewed, Graduate Student Educational Journal

The ability of doctoral students to publish is necessary for a career in academia. Yet, publishing is difficult, which is compounded by the fact that most student-run journals reside outside the field of education. Utilizing a qualitative narrative reporting approach, our findings offer an experiential-based roadmap for establishing an open-access, peer-reviewed, graduate student journal. Drawing from organizational and critical theory, we focused on the Texas Education Review's process, policy, challenges, and successes to date. The aim of our research is to contribute to the limited educational knowledge on student-run journals, outline the research, pedagogical, and leadership-based value that student journals can add to university environments, and foster public spaces dedicated to the development of student work.