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Policy requires all Journal articles and conference papers to be submitted to USIR? How successful is this? We looked at the journal articles and conference papers returned to REF 2014 and 55% had been deposited in USIR.
The figure for RCUK compliance was lower at 43.5 % - if we counted all of the articles deposited in USIR, our institutional repository the figure would have been closer to 65%. However, for a number of these articles the embargo period was longer than permitted and so while they will become OA they don’t comply with the RCUK policy.
We followed this up with some of the RCUK researchers and they told us they saw open access, put there article in USIR and assumed that it would be OK. This is an important lesson for us given the different policy requirements and we’re thinking hard about how we communicate them.
The main focus for our team is on the supporting the HEFCE Open Access working group.
Three stands here:
Ensuring all our academic staff understand the policy and know what they need to do to comply Looking at how we can encourage compliance and how monitoring and reporting can be embedded in existing processess Developing the technical infrastructure
Worked with R & E to develop a comms plan, signed off by REF steering group and research committee.
All staff communication from the VC, presentation at school research committees, school congress, embedded in new staff and PGR student induction, Open Access Week event and sessions run at regular intervals as part of researcher programme Salford stories – key people talking about the benefits and championing OA in their schools New web site pulling together all of the guidance Regular communications from PVC Briefing Heads of Research Centres Advocacy, advocacy, advocacy – Part of the openWorks NW OA Pathfinder project and learning from other institutions experience through this.
Open Access Working Group looking at issues around compliance, monitoring and embedding in schools and will report to REF steering group. chaired by Associate Head Research from our School of Health Sciences.
Other actions PDR objective for all Heads of School around REF, open access and compliance. At Salford PDR objectives cascade down so this should be reflected in research leaders and research staff objectives. Also, under consideration – publications will only be considered for PDR, promotion etc if they are in USIR.
Working on what we need to do to improve the experience of
Salford has a home grown CRIS called SEEK. Currently looking at the options for replacing this. Library contributing to this effort – want to make sure it is joined up with the repository ( do we need a separate repository?) and emerging data management solutions.
To some extent this work is shaping the developing of our research systems environment. However, we are:
Testing Publications Router – currently Pubmed Central only but additional publishers to be added shortly. The Publications Router is a standalone middleware tool for handling the deposit of research articles from a provider to multiple repositories. On the RIOXX early adopters list and will be testing the plugin. Also, keeping an eye on the metadata work coming out of the Glasgow pathfinder. Need to make sure we capture all required OA metadata and not just for REF. Implemented the altmetrics plugin Installed the OJS system Discussions with Ex Libris on managing OA APC payments through ALMA - may help with monitoring offsetting subscription payments and total cost of ownership
Developing our RDM support service.
RDM Project led by library with ITS and R & E, major input from other professional services such as Finance and Information Governance. Have a academic steering group who are sense checking and commenting on the work we a re doing at every stage. Researcher engagement – survey, semi-structure interviews (great response and data collected also feeding into development of a new IT strategy) Discussions about funding models and sustainability Overview of what we think the systems architecture will look like, have similar maps around support services Advocacy and awareness raising at every change Particular challenges around Performance and creative arts – need to find different language to engage with them, data is a work in progress, Some intense but fruitful discussions. Also issues around cost/value/expectations e.g. I can get a one terabyte hard drive for £70 Will need funding approval from university before development can begin – aiming to submit for approval in Jan
Item Report 2 (IR2),Number of Successful Item Download Requests by Month and Item Type.
We already capture a wide range of outputs in USIR. For example, we have a round 1500 books/monographs/book sections in USIR of which 453 are openly available. As you can see they were downloaded numerous times.
We are exploring, green oa for books and other types of output. We’ve had some success with books although we’ve had a lot more where publishers have refused to engage with us.
“The OAPEN-NL study found no evidence of an effect of Open Access on sales. Books with Open Access editions were sold in the same amounts as the conventional books in the control group.”
The study recommended that “Monographs (peer reviewed academic books), particularly books that are the result of publicly funded research, should be made available in an Open Access edition.”
We’re awaiting the results of the OAPEN UK study with interest.
Our REF Return included a significant number of creative / practice based out puts compositions / exhibitions etc and there is more working to do exploring ho we can make them openly available.
This graph is produced by the US Bureau of Labour statistics and shows the increase in textbook prices since 2002. The same research showed that the average amount spent average number of textbooks purchased by students has fallen over the same period.
“One textbook executive told me the way out of all of this is to replace textbooks with something better and cheaper: educational software. Basically interactive, digital versions of textbooks.”
The problem for libraries that this comes at a premium price. We’ve been exploring the purchase of these online education materials, in partnership with faculty, but the prices we’ve quoted have been “eye opening.” This has led to discussions with at least two groups of faculty about producing our own versions of these interactive textbooks.
These discussion are on going – we’re looking at the options for support the production and updating of these texts in a sustainable way. Both groups want to make them openly available to our own students, but one in particular is interested in charging others. We’re options including whether the web version would be freely available but we charge for a mobile app, whether you could produce a text version that would be available and
As I’ve said we’ve implemented the OJS – we’re currently using it to make a regular series of working papers available.
We’ve spoken to academics who to start journals in new or niche subject areas. They would prefer to work with more prestigious publishers but one option might be for us to work with them to get them off the ground – show it is a viable option and then perhaps the journal will be picked up by another publisher.
We are looking at emerging business models for OA monographs and supporting initiatives such as Knowledge Unlatched and OLH. We’re also talking to our academics about what OA might mean for monographs.
Their primary focus is getting their book published with as prestigious a publishing house as they can find. This is what they are rewarded for and assessed on. Around OA, they have concerns around re-use, plagiarism, versioning and there is lack of understanding of creative commons but if we can help them get published but, honestly, if OUP insisted on OA I don’t they’d turn them down.
However, what has been stressed to us repeatedly is that OA monograph models that require author payments, as for example Palgrave’s £11k, are not sustainable.
Kestenbaum, David. How College Students Battled Textbook Publishers To A Draw, In 3 Graphs. NPR. October 09, 2014 3:35 PM ET.