Archives des mots-clés : Lucy Montgomery

Open access research outputs receive more diverse citations

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Authors : Chun‑Kai Huang, Cameron Neylon, Lucy Montgomery, Richard Hosking, James P. Diprose, Rebecca N. Handcock, Katie Wilson

The goal of open access is to allow more people to read and use research outputs. An observed association between highly cited research outputs and open access has been claimed as evidence of increased usage of the research, but this remains controversial. A higher citation count also does not necessarily imply wider usage such as citations by authors from more places.

A knowledge gap exists in our understanding of who gets to use open access research outputs and where users are located. Here we address this gap by examining the association between an output’s open access status and the diversity of research outputs that cite it.

By analysing large-scale bibliographic data from 2010 to 2019, we found a robust association between open access and increased diversity of citation sources by institutions, countries, subregions, regions, and fields of research, across outputs with both high and medium–low citation counts. Open access through disciplinary or institutional repositories showed a stronger effect than open access via publisher platforms.

This study adds a new perspective to our understanding of how citations can be used to explore the effects of open access. It also provides new evidence at global scale of the benefits of open access as a mechanism for widening the use of research and increasing the diversity of the communities that benefit from it.

URL : Open access research outputs receive more diverse citations

DOI : https://doi.org/10.1007/s11192-023-04894-0

The Curtin Open Knowledge Initiative : Sharing data on scholarly research performance

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Authors : Katie Wilson, Lucy Montgomery, Cameron Neylon, Chun-Kai (Karl) Huang, Rebecca N. Handcock

In the current era of worldwide competition in higher education, universities are caught up in market processes that encourage compliance with the measurement systems applied by world university rankings.

Despite questions about the rankings’ methodologies and data sources, universities continue to adopt assessment and evaluation practices that require academic researchers to publish in sources indexed by the major commercial bibliographic databases used by world rankings.

Building on a critique of the limited bibliometric measures and underlying assumptions of rankings, the Curtin Open Knowledge Initiative interdisciplinary research project aggregates and analyses scholarly research data including open access output from multiple open sources for more than 20,000 institutions worldwide.

To understand who is creating knowledge and how diversity is enacted through the transmission of knowledge we analyse workforce demographic data. In this article, we discuss the project’s rationale, methodologies and examples of data analysis that can enable universities to make independent assessments, ask questions about rankings, and contribute to open knowledge-making and sharing.

Expanding on our presentation to the LIBER Online 2021 Conference, we discuss collaboration with academic libraries and other scholarly communication stakeholders to develop and extend the open knowledge project.

URL : The Curtin Open Knowledge Initiative : Sharing data on scholarly research performance

DOI : https://doi.org/10.53377/lq.11544

Global Diversity in Higher Education Workforces: Towards Openness

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Authors : Katie Wilson, Cameron Neylon, Lucy Montgomery, Chun-Kai (Karl) Huang, Rebecca N. Handcock, Aniek Roelofs, Richard Hosking, Alkim Ozaygen

In this article we discuss the collection and nature of diversity data relating to origin (ethnicity, race, nationality, indigeneity), gender/sex and disability in higher education institutional workforces across 24 locations within Africa, Asia, Europe, Latin America, North America and Oceania.

The research emerges from the Curtin Open Knowledge Initiative project (n.d.), in which we analyse data relating to published research literature, its open access status, citations and collaborations for institutions, publishers and research funding bodies.

Our project explores demographic data relating to workforce diversity and research production; we examine who creates knowledge and how diversity is transmitted through research.

Collecting and analysing higher education workforce demographic diversity data reveals a global datascape with considerable variation in practices and data collected. The data reflect political and social histories, national and international policies and practices, priorities and funding.

The presence and absence of public data provide an opportunity to understand differing national situations and priorities beneath the statistics. We open a conversation about how the concepts of equity, diversity and inclusion differ between groups of countries, which makes global comparisons difficult.

By identifying higher education data and gaps, we also encourage institutions and countries to review their workforce demographics and their intersection with research production. Awareness of institutional diversity levels through data analysis can guide institutions towards knowledge openness.

URL : Global Diversity in Higher Education Workforces: Towards Openness

DOI : https://doi.org/10.16995/olh.4809

More readers in more places: the benefits of open access for scholarly books

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Authors : Cameron Neylon, Alkim Ozaygen, Lucy Montgomery, Chun-Kai (Karl) Huang, Ros Pyne, Mithu Lucraft, Christina Emery

Open access to scholarly contents has grown substantially in recent years. This includes the number of books published open access online. However, there is limited study on how usage patterns (via downloads, citations and web visibility) of these books may differ from their closed counterparts. Such information is not only important for book publishers, but also for researchers in disciplines where books are the norm.

This article reports on findings from comparing samples of books published by Springer Nature to shed light on differences in usage patterns across open access and closed books. The study includes a selection of 281 open access books and a sample of 3,653 closed books (drawn from 21,059 closed books using stratified random sampling).

The books are stratified by combinations of book type, discipline and year of publication to enable likewise comparisons within each stratum and to maximize statistical power of the sample.

The results show higher geographic diversity of usage, higher numbers of downloads and more citations for open access books across all strata. Importantly, open access books have increased access and usage for traditionally underserved populations.

URL : More readers in more places: the benefits of open access for scholarly books

DOI : http://doi.org/10.1629/uksg.558

Exploratory analysis of indicators for open knowledge institutions: a case study of Australian universities

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Authors : Richard Hosking, Chun-Kai Huang, Lucy Montgomery, Cameron Neylon, Alkim Ozaygen, Katie Wilson

While the movement for open access (OA) has gained momentum in recent years, there remain concerns about the broader commitment to openness in knowledge production and dissemination. Increasingly, universities are under pressure to transform themselves to engage with the wider community and to be more inclusive.

Open knowledge institutions (OKIs) provide a framework that encourages universities to act with the principles of openness at their centre; not only should universities embrace digital OA, but also lead actions in cultivating diversity, equity, transparency and positive changes in society.

Accordingly, this leads onto questions of whether we can evaluate the progress of OKIs and what are potential indicators for OKIs. As an exploratory study, this article reports on the collection and analysis of a list of potential indicators for OKIs.

Data for these indicators are gathered for 43 Australian universities. The results show evidence of large disparities in characteristics such as Indigenous employment and gender equity, and a preference for repository-mediated OA across the Australian universities.

These OKI indicators provide high-dimensional and complex signals that can be widely categorised into three groups of diversity, communication and coordination.

URL : Exploratory analysis of indicators for open knowledge institutions: a case study of Australian universities

DOI : http://dx.doi.org/10.17613/r2sx-xg40

Evaluating the impact of open access policies on research institutions

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Authors : Chun-kai (karl) Huang, Cameron Neylon, Richard Hosking, Lucy Montgomery, Katie S Wilson, Alkim Ozaygen, Chloe Brookes-Kenworthy

The proportion of research outputs published in open access journals or made available on other freely-accessible platforms has increased over the past two decades, driven largely by funder mandates, institutional policies, grass-roots advocacy, and changing attitudes in the research community.

However, the relative effectiveness of these different interventions has remained largely unexplored. Here we present a robust, transparent and updateable method for analysing how these interventions affect the open access performance of individual institutes.

We studied 1,207 institutions from across the world, and found that, in 2017, the top-performing universities published around 80–90% of their research open access.

The analysis also showed that publisher-mediated (gold) open access was popular in Latin American and African universities, whereas the growth of open access in Europe and North America has mostly been driven by repositories.

URL : Evaluating the impact of open access policies on research institutions

DOI : https://doi.org/10.7554/eLife.57067

Open access and research dissemination in Africa

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Authors : Katie Wilson, Anthony Kiuna, Richard Lamptey, Susan Veldsman, Lucy Montgomery, Cameron Neylon, Richard Hosking, Karl Huang, Alkim Ozaygen

This paper discusses research undertaken by the Curtin Open Knowledge Initiative (COKI) and participants during and following an Open Knowledge international workshop held in Mauritius in September 2019.

The workshop brought together key experts to explore the role of open knowledge in the creation of equitable and inclusive global knowledge landscapes.

This paper explores the role of open access and institutional repositories in knowledge sharing and the dissemination of research output from higher education and research institutions within the African continent.

The paper reviews the landscape of research output from the African continent; analyses open access research output, overviews of institutional knowledge sharing positions and the dissemination of research output from Ghana, Rwanda, South Africa and Uganda.

URL : https://hal.archives-ouvertes.fr/hal-02544891