Authors : Rosalyn Bass, Sarah Slowe
Open Access has been supported at the University of Kent from an early stage with the establishment of the Kent Academic Repository in 2007.
Initially, this work was accommodated within the existing library staff structure, but the pace of change, funder requirements, and a new university plan meant that support for Open Access needed to become explicit.
Therefore, a research support team was established using a matrix working system. This article details this new structure and reflects on the benefits and challenges it brings.
URL : Supporting Open Access at Kent—New Staff Roles
Alternative location : http://www.mdpi.com/2304-6775/6/2/17/htm
Authors : Megan Taylor, Kathrine S. H. Jensen
In this paper we explore how the development of The University of Huddersfield Press, a publisher of open access scholarly journals and monographs, has enabled the sharing of research with a wider online audience.
We situate the development of the Press within a wider research environment and growing community of New University Presses (NUPs) where there is an increasing demand for demonstrating research impact, which drives the need for improved analysis and reporting of impact data, a task that often falls within the remit of library and academic support services.
We detail the benefits of the University Press Manager role in terms of ensuring professional service that delivers consistency and sustainability. We go on to outline the experiences of engaging with different online spaces and detail the extensive support for student authors.
We argue that in order for the Press to support building a strong and engaged scholarly community and provide new spaces for emerging research, continued investment in both platform development and infrastructure is required.
URL : Engaging and Supporting a University Press Scholarly Community
Alternative location : http://www.mdpi.com/2304-6775/6/2/13
Author : Diane (DeDe) Dawson
There are many compelling reasons to make research open access (OA), but raising the awareness of faculty and administrators about OA is a struggle. Now that more and more funders are introducing OA policies, it is increasingly important that researchers understand OA and how to comply with these policies.
U.K. researchers and their institutions have operated within a complex OA policy environment for many years, and academic libraries have been at the forefront of providing services and outreach to support them. This article discusses the results of a qualitative study that investigated effective practices and strategies of OA outreach in the United Kingdom.
Semistructured interviews were conducted with 14 individuals at seven universities in the United Kingdom in late 2015. Transcripts of these interviews were analyzed for dominant themes using an inductive method of coding.
Themes were collected under the major headings of “The Message”; “Key Contacts and Relationships”; “Qualities of the OA Practitioner”; and “Advocacy versus Compliance.”
Results indicate that messages about OA need to be clear, concise, and jargon free. They need to be delivered repeatedly and creatively adapted to specific audiences. Identifying and building relationships with influencers and informers is key to the uptake of the message, and OA practitioners must have deep expertise to be credible as the messengers.
This timely research has immediate relevance to North American libraries as they contend with pressures to ramp up their own OA outreach and support services to assist researchers in complying with new federal funding policies.
URL : Effective Practices and Strategies for Open Access Outreach: A Qualitative Study
DOI : http://doi.org/10.7710/2162-3309.2216
Authors : Rosie Higman, Marta Teperek, Danny Kingsley
Research Data Management (RDM) presents an unusual challenge for service providers in Higher Education. There is increased awareness of the need for training in this area but the nature of the discipline-specific practices involved make it difficult to provide training across a multi-disciplinary organisation.
Whilst most UK universities now have a research data team of some description, they are often small and rarely have the resources necessary to provide targeted training to the different disciplines and research career stages that they are increasingly expected to support.
This practice paper describes the approach taken at the University of Cambridge to address this problem by creating a community of Data Champions. This collaborative initiative, working with researchers to provide training and advocacy for good RDM practice, allows for more discipline-specific training to be given, researchers to be credited for their expertise and creates an opportunity for those interested in RDM to exchange knowledge with others.
The ‘community of practice’ model has been used in many sectors, including Higher Education, to facilitate collaboration across organisational units and this initiative will adopt some of the same principles to improve communication across a decentralised institution.
The Data Champions initiative at Cambridge was launched in September 2016 and this paper reports on the early months, plans for building the community in the future and the possible risks associated with this approach to providing RDM services.
URL : Creating a Community of Data Champions
DOI : https://doi.org/10.2218/ijdc.v12i2.562
Author : Martin Paul Eve
The United Kingdom of Great Britain and Northern Ireland has been a leader in the advance towards open access (OA) to scholarship and research. Indeed, a combination of centralized, state research-funding bodies, coupled with a nationwide openness and transparency agenda has created an economic and political climate in which discourses of open science and scholarship can flourish.
Although different parts of UK policy on open access have not been universally well received by those in the academy and those in publishing, there have also been two official parliamentary hearings into open access; a set of reviews and recommendations, headed by Professor Adam Tickell; and a variety of implementation strategies from different private and public funders and institutions.
In this chapter, I briefly cover the political and economic elements of open access as they have emerged in the UK, spanning: funders, politics, institutions, publishers, and academics. Please note that this chapter will be available openly one year after publication.
URL : http://eprints.bbk.ac.uk/16684/
The studies on which this report is based were undertaken by a team led by Michael Jubb and comprising Andrew Plume, Stephanie Oeben and Lydia Brammer, Elsevier; Rob Johnson and Cihan Bütün, Research Consulting; Stephen Pinfield, University of Sheffield.
Following the Finch Report in 2012, Universities UK established an Open Access Coordination Group to support the transition to open access (OA) for articles in scholarly journals. The Group commissioned an initial report published in 2015 to gather evidence on key features of that transition.
This second report aims to build on those findings, and to examine trends over the period since the major funders of research in the UK established new policies to promote OA.
URL : Monitoring the transition to open access: December 2017
Author : Vivien Rolfe
The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low.
Those advocating for open education are seeking to widen engagement, but how targeted and persuasive are their messages? The aim of this research is to explore the voices often unheard, those of the teachers and professional service staff with whom we are engaging.
This research presents a series of interviews with those involved in open education at De Montfort University in the UK, with the aim of gaining a better perspective of what openness means to them. T
he interviews were analysed through an interpretive lens allowing each individual to create their own story and reflect their own personal view of openness. The results of this study are that in this university, openness is represented by five elements – staff pedagogy and practice, benefits to learners, accessibility and access to content, institutional structures, and values and culture.
This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions. By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators.
URL : Striving Toward Openness: But What Do We Really Mean?
Alternative loation : http://www.irrodl.org/index.php/irrodl/article/view/3207