Abstract
Author characteristics, manuscript characteristics, review processes, and manuscript review outcomes were examined for submissions to the Journal of Planning Education and Research (JPER) over a two-year period. Findings suggest that JPER is, to a high degree, an outlet for research for faculty of urban and regional planning programs only and that, within this catchment, authors represent a wide range of faculty and submissions concern a wide range of topics. Confidence is found in the merit-based nature of manuscript review processes. Problems are identified concerning limited methodological sophistication of submissions, insularity of the planning academy, and limited systematic growth of our discipline.
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