Archives des mots-clés : Petr Knoth

CORE: A Global Aggregation Service for Open Access Papers

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Authors : Petr Knoth, Drahomira Herrmannova, Matteo Cancellieri, Lucas Anastasiou, Nancy Pontika, Samuel Pearce, Bikash Gyawali, David Pride

This paper introduces CORE, a widely used scholarly service, which provides access to the world’s largest collection of open access research publications, acquired from a global network of repositories and journals.

CORE was created with the goal of enabling text and data mining of scientific literature and thus supporting scientific discovery, but it is now used in a wide range of use cases within higher education, industry, not-for-profit organisations, as well as by the general public.

Through the provided services, CORE powers innovative use cases, such as plagiarism detection, in market-leading third-party organisations. CORE has played a pivotal role in the global move towards universal open access by making scientific knowledge more easily and freely discoverable.

In this paper, we describe CORE’s continuously growing dataset and the motivation behind its creation, present the challenges associated with systematically gathering research papers from thousands of data providers worldwide at scale, and introduce the novel solutions that were developed to overcome these challenges.

The paper then provides an in-depth discussion of the services and tools built on top of the aggregated data and finally examines several use cases that have leveraged the CORE dataset and services.

URL : CORE: A Global Aggregation Service for Open Access Papers

DOI : https://doi.org/10.1038/s41597-023-02208-w

Indicators of research quality, quantity, openness and responsibility in institutional review, promotion and tenure policies across seven countries

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Authors : Nancy Pontika, Thomas Klebel, Antonia Correia, Hannah Metzler, Petr Knoth, Tony Ross-Hellauer

The need to reform research assessment processes related to career advancement at research institutions has become increasingly recognised in recent years, especially to better foster open and responsible research practices. Current assessment criteria are believed to focus too heavily on inappropriate criteria related to productivity and quantity as opposed to quality, collaborative open research practices, and the socio-economic impact of research.

Evidence of the extent of these issues is urgently needed to inform actions for reform, however. We analyse current practices as revealed by documentation on institutional review, promotion and tenure processes in seven countries (Austria, Brazil, Germany, India, Portugal, United Kingdom and United States of America).

Through systematic coding and analysis of 143 RPT policy documents from 107 institutions for the prevalence of 17 criteria (including those related to qualitative or quantitative assessment of research, service to the institution or profession, and open and responsible research practices), we compare assessment practices across a range of international institutions to significantly broaden this evidence-base.

Although prevalence of indicators varies considerably between countries, overall we find that currently open and responsible research practices are minimally rewarded and problematic practices of quantification continue to dominate.

URL : Indicators of research quality, quantity, openness and responsibility in institutional review, promotion and tenure policies across seven countries

DOI : https://doi.org/10.1162/qss_a_00224

A Case Report: Building communities with training and resources for Open Science trainers

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Authors: Helene Brinken, Iryna Kuchma, Vasso Kalaitzi, Joy Davidson, Nancy Pontika, Matteo Cancellieri, Antónia Correia, José Carvalho, Remedios Melero, Damjana Kastelic, Filomena Borba, Katerina Lenaki, Ulf Toelch, Katerina Zourou, Petr Knoth, Eloy Rodrigues

To foster responsible research and innovation, research communities, institutions, and funders are shifting their practices and requirements towards Open Science. Open Science skills are becoming increasingly essential for researchers. Indeed general awareness of Open Science has grown among EU researchers, but the practical adoption can be further improved.

Recognizing a gap between the needed and the provided training offer, the FOSTER project offers practical guidance and training to help researchers learn how to open up their research within a particular domain or research environment.

Aiming for a sustainable approach, FOSTER focused on strengthening the Open Science training capacity by establishing and supporting a community of trainers. The creation of an Open Science training handbook was a first step towards bringing together trainers to share their experiences and to create an open and living knowledge resource.

A subsequent series of train-the-trainer bootcamps helped trainers to find inspiration, improve their skills and to intensify exchange within a peer group. Four trainers, who attended one of the bootcamps, contributed a case study on their experiences and how they rolled out Open Science training within their own institutions.

On its platform the project provides a range of online courses and resources to learn about key Open Science topics. FOSTER awards users gamification badges when completing courses in order to provide incentives and rewards, and to spur them on to even greater achievements in learning.

The paper at hand describes FOSTER Plus’ training strategies, shares the lessons learnt and provides guidance on how to reuse the project’s materials and training approaches.

URL : A Case Report: Building communities with training and resources for Open Science trainers

DOI : http://doi.org/10.18352/lq.10303

Do Authors Deposit on Time? Tracking Open Access Policy Compliance

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Authors : Drahomira Herrmannova, Nancy Pontika, Petr Knoth

Recent years have seen fast growth in the number of policies mandating Open Access (OA) to research outputs.

We conduct a large-scale analysis of over 800 thousand papers from repositories around the world published over a period of 5 years to investigate: a) if the time lag between the date of publication and date of deposit in a repository can be effectively tracked across thousands of repositories globally, and b) if introducing deposit deadlines is associated with a reduction of time from acceptance to open public availability of research outputs.

We show that after the introduction of the UK REF 2021 OA policy, this time lag has decreased significantly in the UK and that the policy introduction might have accelerated the UK’s move towards immediate OA compared to other countries.

This supports the argument for the inclusion of a time-limited deposit requirement in OA policies.

URL : http://oro.open.ac.uk/id/eprint/60478

Stepping up Open Science Training for European Research

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Authors : Birgit Schmidt, Astrid Orth, Gwen Franck, Iryna Kuchma, Petr Knoth, José Carvalho

Open science refers to all things open in research and scholarly communication: from publications and research data to code, models and methods as well as quality evaluation based on open peer review.

However, getting started with implementing open science might not be as straightforward for all stakeholders. For example, what do research funders expect in terms of open access to publications and/or research data?

Where and how to publish research data? How to ensure that research results are reproducible? These are all legitimate questions and, in particular, early career researchers may benefit from additional guidance and training.

In this paper we review the activities of the European-funded FOSTER project which organized and supported a wide range of targeted trainings for open science, based on face-to-face events and on a growing suite of e-learning courses.

This article reviews the approach and experiences gained from the first two years of the project.

URL : Stepping up Open Science Training for European Research

Alternative location : http://www.mdpi.com/2304-6775/4/2/16