Abstract
Writing for publication is a key part of an academic career. However, this practice can be fraught, particularly at the peer review stage. How academics develop from these experiences becomes an interesting area to examine. This chapter reports on data collected using concept map-mediated interviews. These data suggest that academics develop effective strategies to learn from feedback over time. For example, the critical feedback authors experience often has a positive impact upon themselves and their work. Feedback can be a generative process, fostering self-growth. However, the interviews also highlight complex tensions within the peer-review process, particularly relating to the pressures upon scholars from around the world to publish in English, with the emotive nature of the review process, and with the monologic method of delivery of reviewer feedback.