Mary M Hausfeld of the University of Limerick explores how the process by which researchers receive credit for their work can be more complicated for women.

Scientific discoveries rarely happen alone. Modern research often involves teams spanning institutions and even countries. Yet when research is published in academic journals, credit is reduced to a list of names – a list that can shape careers.

Authorship is a key signal of expertise. It influences hiring, promotion and funding decisions. Despite this importance, the process for determining authorship is often far from transparent.

In principle, authorship should reflect intellectual contributions. In practice, decisions about who becomes an author and whose name appears in the most prized position – often first or last – are negotiated within research teams. My research with colleagues has found that women report more negative experiences around authorship decisions.

Norms vary widely across disciplines, and unclear standards combined with power dynamics can create problems, especially for women researchers.

One of these is ghost authorship: when researchers who meaningfully contribute do not receive authorship. Another is gift authorship: when individuals who do not meaningfully contribute are included as authors.

Deciding who gets credit for a research project is complicated, even when everyone has positive intentions. These collaborations can span years, and individual roles often shift over time. Students graduate, researchers move institutions and projects evolve. As a result, authorship decisions are often shaped not just by contributions, but by a set of informal or ‘hidden’ rules that are rarely made explicit.

These hidden rules can include power dynamics between senior and junior researchers. Junior researchers, such as PhD students and postdocs, often depend on supervisors for funding and future opportunities. This can make it difficult to raise concerns about authorship.

The standards for determining contributions may be ambiguous. While there’s recently been more discussion about the different ways someone can contribute to a project, authors may disagree about which contributions matter most. For example, how should writing the paper be weighed against collecting or analysing the data?

Fear of reputational harm could also discourage open discussion about credit. Because researchers are concerned about being labelled ‘difficult to work with’ they may avoid raising concerns about authorship, even when the stakes are high.

Gifts and ghosts

To see how these decisions play out in practice, my collaborators and I surveyed more than 3,500 researchers across 12 countries – one of the largest studies of its kind. We asked researchers about their experiences with disagreement about authorship, comfort discussing authorship in their teams and experiences with problematic authorship practices.

We found that questionable authorship practices are remarkably common. In our study, 68pc of researchers observed gift authorship, and 55pc of researchers observed ghost authorship.

While experiences of authorship were similar across researchers in the natural sciences and social sciences, another pattern emerged. Women researchers reported experiencing more problematic authorship practices in collaborations. They encountered more disagreements over authorship decisions and felt less comfortable raising authorship concerns.

This is especially concerning given what researchers call the “leaky pipeline” in academia – where women are more likely to leave the field or are less likely to progress to senior positions over time. These patterns suggest that the hidden rules of authorship affect women and men differently.

Why it matters

These numbers aren’t just statistics. They represent missed opportunities, strained collaborations and careers quietly knocked off course. Authorship plays a central role in research careers, and even small differences in recognition can accumulate over time. When credit is uneven, opportunities become uneven. This shapes who stays in academia and whose ideas define a field. Over time, this may also push talented researchers away from academic careers or worsen existing inequalities like the leaky pipeline.

Universities rely on collaborative environments that are not only productive, but also fair. Addressing issues with authorship and its hidden rules is essential to continue moving toward better science.

In a separate study of US PhD-granting universities, my colleagues and I found that fewer than 25pc had publicly available authorship policies. Even when policies did exist, they rarely offered guidance on how to handle concerns or resolve conflicts. Clearer institutional guidance and accessible dispute resolution procedures would provide researchers with a framework to more effectively navigate authorship.

In addition, authorship training can encourage earlier and more open conversations about authorship within research teams, particularly for junior researchers who may feel less comfortable raising these issues. Promoting more transparent documentation of individual contributions can help ensure that authorship reflects the work that was actually done, even as roles evolve over the course of a project. Training would clearly benefit early-career scholars, but would also be important for more senior academics who supervise doctoral students and help shape research norms.

When authorship is transparent and openly discussed, it can empower stronger research teams, more equitable career progression and greater trust in the scientific process. Science is a team effort, and our systems for giving credit should reflect that reality.

By Mary M Hausfeld

Mary M Hausfeld is an assistant professor in management, at the University of Limerick. Her research focuses on leadership, diversity at work and research methods. Hausfeld is especially interested in the conceptual and methodological gap between what leaders do and how they are evaluated. Her work has been published in outlets including Journal of Management and others. Before joining UL, Hausfeld served as a post-doctoral research associate and head of education at the Center for Leadership in the Future of Work at the University of Zurich. Hausfeld earned her PhD in organisational science from the University of North Carolina at Charlotte.

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