The neglect of equity and inclusion in open science policies of Europe and the Americas

Authors : Natascha Chtena, Juan Pablo Alperin, Esteban Morales, Alice Fleerackers, Isabelle Dorsch, Stephen Pinfield, Marc-André Simard

National, international, and organizational Open Science (OS) policies are being formulated to improve and accelerate research through increased transparency, collaboration, and better access to scientific knowledge.

Yet, there is mounting concern that OS policies—which are predicated on narrow understandings of openness, accessibility, and objectivity—do not effectively capture the ethos of OS and particularly its goal of making science more collaborative, inclusive, and socially engaged.

This study explores how OS is conceptualized in emerging OS policies and to what extent notions of equity, diversity, and inclusion (EDI) and public participation are reflected in policy guidelines and recommendations. We use a qualitative document research approach to critically analyze 52 OS policy documents published between January 2020 and December 2022 in Europe and the Americas.

Our results show that OS policies overwhelmingly focus on making research outputs publicly accessible, neglecting to advance the two aspects of OS that hold the key to achieving an inclusive and inclusive scientific culture—namely, EDI and public participation. While these concepts are often mentioned and even embraced in OS policy documents, concrete guidance on how they can be promoted in practice is overwhelmingly lacking.

Rather than advancing the openness of scientific findings first and promoting EDI and public participation efforts second, we argue that incentives and guidelines must be provided and implemented concurrently to advance the OS movement’s stated goal of making science open to all.

URL : The neglect of equity and inclusion in open science policies of Europe and the Americas


How faculty define quality, prestige, and impact in research

Authors : Esteban Morales, Erin McKiernan, Meredith T. Niles, Lesley Schimanski, Juan Pablo Alperin

Despite the calls for change, there is significant consensus that when it comes to evaluating publications, review, promotion, and tenure processes should aim to reward research that is of high “quality,” has an “impact,” and is published in “prestigious” journals.

Nevertheless, such terms are highly subjective and present challenges to ascertain precisely what such research looks like. Accordingly, this article responds to the question: how do faculty from universities in the United States and Canada define the terms quality, prestige, and impact?

We address this question by surveying 338 faculty members from 55 different institutions. This study’s findings highlight that, despite their highly varied definitions, faculty often describe these terms in overlapping ways. Additionally, results shown that marked variance in definitions across faculty does not correspond to demographic characteristics.

This study’s results highlight the need to more clearly implement evaluation regimes that do not rely on ill-defined concepts.