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STAKEHOLDERS AWARENESS AND WILLINGNESS TO SUBMIT SCHOLARLY WORKS TO INSTITUTIONAL REPOSITORY TOWARDS RESEARCH VISIBILITY: A CASE OF UNIVERSITY OF LAGOS
... The overwhelming majority of respondents believed that publication quantity and prestige were the most significant factors, with the total number of publications, number of publications per year, and the name recognition of the journal being perceived as the most valuable. Okiki et al (2020) investigated the level of awareness and willingness of selected academics at the University of Lagos, Nigeria to submit scholarly works to institutional repositories. The study found that most respondents became aware of the University (UNILAG) repository through the University circular. ...
The primary objective of this article is to promote faculty research excellence and visibility in Nigerian universities through open access publishing. The article begins by briefly discussing the
vital role that universities play in research, which is a fundamental duty of faculty members. The study provides a succinct definition of research excellence and visibility, as well as the methods
for assessing research excellence. This leads to a brief discussion on promoting faculty research visibility through publication on open access platforms such as open access journals and open
access institutional repositories to increase citations rates and enhance visibility. The paper further examined several open access theses concerning publication in open access journals and
institutional repositories. The study concludes that it is imperative for university administrators, libraries, and librarians to actively encourage faculty members to publish their research articles in
open access journals and institutional repositories. This initiative will not only enhance the visibility of their publications but also ensure the long-term sustainability of the open access
movement. Based on these findings, the researchers have proposed specific recommendations.
Purpose
The purpose of this paper is to understand how attitudes, norms (injunctive and descriptive) and perceived behavioral control (PBC) (capacity and autonomy) influence the intention to publish open access (OA), and how personal innovativeness in information technology affects attitude and PBC.
Design/methodology/approach
This study employs an integrated and extended theory of planned behavior (TPB) framework within a cross-sectional survey design. The sample consists of researchers at a Norwegian university, and data are collected digitally via e-mail invitation and analyzed using structural equation modeling.
Findings
This study determines that attitude is the strongest predictor of the intention to publish OA, followed by injunctive and descriptive social norms, and PBC capacity and autonomy. All factors positively influence intention apart from PBC autonomy, which has a negative effect.
Research limitations/implications
Potential limitations include: a relatively small sample size, self-reported data and employing intention, not behavior, as the ultimate dependent variable.
Practical implications
This research contributes with a deeper understanding of what drives the intention to publish OA research articles, and how innovativeness affects attitudes and PBC autonomy. Support is found for an extended TPB model with decomposed normative and PBC components. This knowledge is essential in creating an impetus for systematic research on OA publishing behavior.
Originality/value
Theory-driven research into understanding OA publishing behavior is rare. Decomposing the normative and PBC constructs is uncommon in TPB research, and a novel approach in OA research. Personal innovativeness has not been explored previously in relation to OA publishing.
This study appraised the awareness and willingness of faculty staff in Nigerian universities to deposit their pre and post research publications in open access institutional repository. Two universities (one private and one public) were systematically selected for the study. Nigeria has a total of 129 universities; 79 are public universities, while 50 are private universities. The researcher purposefully selected two universities from the public and private for convenience and easy analysis. The population of study cut across all faculty staff in the selected universities given a total number of 179 academic staff. Findings reveal that the majority of the respondents (52% and 36% from private and public universities respectively) are aware of IR. Findings also show that the majority (62% and 44% of the respondents in the private and public universities respectively) have published 1-10 research publications using materials from IR. While 22% and 26% of the respondents have also published up to 11-20 publications using materials published in IR. Unfortunately, despite benefitting from IR, findings reveal that 88% and 96% of the respondents from private and public universities have not deposited any publication in IR. The researcher, therefore, recommend that awareness of IR in institutions of higher learning must be prioritized and that faculty staff should be encouraged to contribute to IR project as a means of increasing their relevance , visibility and ranking and that of their affiliated university.
This research explored the awareness, usage and perspectives of Tanzanian researchers on open access as a mode of scholarly communication. A survey questionnaire targeted 544 respondents selected through stratified random sampling from a population of 1088 university researchers of the six public universities in Tanzania. With a response rate of 73%, the data were analysed using the Statistical Package for Social Sciences. The study reveals that the majority of the researchers were aware of and were positive towards open access. Findings further indicate that the majority of researchers in Tanzanian public universities used open access outlets more to access scholarly content than to disseminate their own research findings. It seems that most of these researchers would support open access publishing more if issues of recognition, quality and ownership were resolved. Thus many of them supported the idea of establishing institutional repositories at their respective universities as a way of improving the dissemination of local content. The study recommends that public universities and other research institutions in the country should consider establishing institutional repositories, with appropriate quality assurance measures, to improve the dissemination of research output emanating from these institutions.
Over the last few years there has been increase in awareness of the importance of institutional repositories (IRs) in scholarly communication in tertiary institutions. However, low participation of faculty in contributing their intellectual products has been a great concern because it has not allowed institutional repositories to achieve its full potentials. Awareness and attitude among others are factors affecting the use of IR. This paper examines the level of awareness, attitude to use of institutional repositories and challenges faced by faculty in Agriculture disciplines in Federal University of Technology, Akure, (FUTA) Nigeria. Survey method was adopted; data was collected through questionnaire and analyzed using descriptive statistics. The study integrated diffusion of innovation (DOI) and theory of reasoned action (TRA) to understand the awareness and attitude to use of IR. The findings suggest that the level of awareness about IRs by faculty members is increasing; however, there was variation in the level of awareness across agriculture disciplines. In addition, there seems to be general positive attitude to IR, yet there was low submission of scholarly works by faculty. Finally, it was revealed that the use of IR is jointly determined by level of awareness and attitude.
INTRODUCTION Institutional repositories (IRs) provide colleges and universities a way to ensure stability of access to and dissemination of digital scholarly communications. Yet, many institutions report that faculty willingness to contribute to IRs is often limited. This study investigates faculty attitudes about IR contributions by tenure status and category of material. METHODS Two focus group interviews were conducted in the spring of 2009 among English department faculty at a large Midwestern university. One group consisted of tenured faculty and the other of tenure-track and adjunct faculty. RESULTS Both groups recognize the benefit of open access to research materials but expressed concern about their intellectual property rights. Untenured faculty spoke more about nonprint research. Both groups also shared concerns about contributing instructional materials, primarily in regard to plagiarism and outdated materials. In regard to faculty service, the tenured group discussed many items they would contribute, while the untenured faculty mentioned very little. DISCUSSION Some minor differences emerged related to experience and tenure status in regard to contributing research and instructional artifacts, but the major variation was the strong support tenured participants gave for contributing service items, compared to the untenured faculty, who did not view this category positively. Tenured faculty viewed the IR as a way to document their own service activities, investigate those of colleagues, and had fewer concerns about plagiarism or other negative effects in the service category. CONCLUSION Promoting faculty contribution of service-related items to an IR may be a way to encourage larger numbers to participate.
This paper reports on a web-based survey carried out on academics of a research intensive university in Malaysia, investigating their use of open access repositories, advocacy undertaken, and reasons for contribution or non-contribution to Institutional Repositories (IRs). The outcome of this study is to provide an institutional repository (IR) that will preserve and disseminate digital materials created by, or associated with the university. Specifically, the objectives of the study are to investigate (a) the issues in establishing a facility to provide open access to research materials, and (b) the potential of an IR and the requirements of a good digital repository in allowing faculties to contribute resources to the institutional repository. Using a mixture of closed and open questions, the survey explored the faculty's awareness, experiences and opinions of open access publishing, and the university's IR. Responses were received from 131 academics from 14 faculties, institutes and centres at the university. Science-based faculty members were overwhelmingly in favour of permitting the deposit of research work. More than 60% of the respondents mentioned allowing the deposit of theses and dissertations. Findings indicated that, as users, the academics wanted to find many more types of material in the repository and as authors, they were willing to deposit. Complete theses, post-prints and conference papers were acceptable to be deposited in the IR. Respondents' support of open access principle and altruism in making their scholarly work publicly accessible were the most important motivators for the academics depositing their work, closely followed by the prospect of an increase in the accessibility of their work. The greatest deterrents were the ownership of copyrights and plagiarism. Other reasons that might impede self-archiving were the pre-print culture, publishers' policy, trust of readers and preservation. Findings indicated that faculty who planned to contribute to the IR in the future agreed with of the concept of open access and had a greater altruism in making their work publicly accessible. It was also found that a mandate from an institutional employer or a research funder to self-archive would meet with very little resentment and less resistance from the respondents. Based on the findings of the literature review and the survey, appropriate recommendations were made for the university's repository.
For centuries, the conventional method that has been adopted by the scholarly community in preserving and disseminating intellectual outputs from academic and research institutions have been through institutional libraries as well as scholarly publishing. Over the past decades, however, the economic, market, and technological foundations that sustained this symbiotic publisher-library market relationship has begun to drift. This drift has resulted in what Benkler called the 'networked information economy' which is gradually displacing the 'industrial information economy' that typified information production from about the second half of the nineteenth century and throughout the twentieth century. This shift in paradigm has been attributed to series of factors such as technological change which has driven the demand for broader access to research output. Open access institutional repository - a product of the 'networked information economy' is complementing the efforts of research and academic librarians in making possible access to research outputs which in the absence of such repositories could have ended up in the form of grey literature in their respective institutional libraries with the consequential limited access. With 92 universities and 144 academic journals listed in the African Journal Online, Nigeria lacks any open access institutional repository. This research sought to identify issues and challenges that militates against the development of open access institutional repositories in academic and research institutions in Nigeria and how such difficulties could be dealt with. The research output is based on field research conducted in Nigeria.
Institutional repositories-used in this paper to mean digital collections capturing and preserving the intellectual output of a single or multi-university community-provide a compelling response to two strategic issues facing academic institutions. Such repositories: Provide a critical component in reforming the system of scholarly communication-a component that expands access to research, reasserts control over scholarship by the academy, increases competition and reduces the monopoly power of journals, and brings economic relief and heightened relevance to the institutions and libraries that support them; and Have the potential to serve as tangible indicators of a university's quality and to demonstrate the scientific, societal, and economic relevance of its research activities, thus increasing the institution's visibility, status, and public value. Institutional repositories can provide an immediate and valuable complement to the existing scholarly publishing model, while stimulating innovation in a new disaggregated publishing structure that will evolve and improve over time. Further, they build on a growing grassroots faculty practice of self-posting research online. While institutional repositories necessitate that libraries-as their logical administrative proponents-facilitate development of university intellectual property policies, encourage faculty authors to retain the right to self-archive, and broaden both faculty and administration perspectives on these issues, they can be implemented without radically altering the status quo. Moreover, they can be introduced by reallocating existing resources, usually without extensive technical development. In sum, institutional repositories offer a strategic response to systemic problems in the existing scholarly journal system-and the response can be applied immediately, reaping both short-term and ongoing benefits for universities and their faculty and advancing the positive transformation of scholarly communication over the long term. This paper examines institutional repositories strategically, from two complementary perspectives: 1) as a natural extension of academic institutions' responsibility as generators of primary research seeking to preserve and leverage their constituents' intellectual assets; and 2) as one potentially major component in the evolving structure of scholarly communication. We describe the roles of institutional repositories in this structure and explore the impact on major stakeholders in the process and outcomes
Research supported by a National Leadership Grant from the Institute for Museum and Library Services Institutional repositories offer many clear benefits yet faculty authors have not demonstrated much interest in depositing their content into them. Without the content, IRs will not succeed, because institutions will sustain IRs for only so long without evidence of success. A yearlong study at the University of Rochester has revealed some of the reasons why current IR systems are more useful to faculty in theory than in practice and has resulted in modifications to the University of Rochester’s implementation of the DSpace code to better align the repository with the existing work practices of faculty. Te findings have also caused a complete rethinking of how to explain and promote the IR.
This research evaluates the success of open access self-archiving in several well-known institutional repositories. Two assessment factors have been applied to examine the current practice of self-archiving: depositorship and the availability of full text. This research discovers that the rate of author self-archiving is low and that the majority of documents have been deposited by a librarian or administrative staff. Similarly, the rate of full-text availability is relatively low, except for Australian repositories. By identifying different practices of self-archiving, repository managers can create new strategies for the operation of their repositories and the development of archiving policies.
While there is significant progress with policy and a lively debate regarding the potential impact of open access publishing, few studies have examined academics' behavior and attitudes to open access publishing (OAP) in scholarly journals. This article seeks to address this gap through an international and interdisciplinary survey of academics. Issues covered include: use of and intentions regarding OAP, and perceptions regarding advantages and disadvantages of OAP, journal article publication services, peer review, and reuse. Despite reporting engagement in OAP, academics were unsure about their future intentions regarding OAP. Broadly, academics identified the potential for wider circulation as the key advantage of OAP, and were more positive about its benefits than they were negative about its disadvantages. As regards services, rigorous peer review, followed by rapid publication were most valued. Academics reported strong views on reuse of their work; they were relatively happy with noncommercial reuse, but not in favor of commercial reuse, adaptations, and inclusion in anthologies. Comparing science, technology, and medicine with arts, humanities, and social sciences showed a significant difference in attitude on a number of questions, but, in general, the effect size was small, suggesting that attitudes are relatively consistent across the academic community.
This study investigated factors that motivate or impede faculty participation in self-archiving practices—the placement of research work in various open access (OA) venues, ranging from personal Web pages to OA archives. The author's research design involves triangulation of survey and interview data from 17 Carnegie doctorate universities with DSpace institutional repositories. The analysis of survey responses from 684 professors and 41 telephone interviews identified seven significant factors: (a) altruism—the idea of providing OA benefits for users; (b) perceived self-archiving culture; (c) copyright concerns; (d) technical skills; (e) age; (f) perception of no harmful impact of self-archiving on tenure and promotion; and (g) concerns about additional time and effort. The factors are listed in descending order of their effect size. Age, copyright concerns, and additional time and effort are negatively associated with self-archiving, whereas remaining factors are positively related to it. Faculty are motivated by OA advantages to users, disciplinary norms, and no negative influence on academic reward. However, barriers to self-archiving—concerns about copyright, extra time and effort, technical ability, and age—imply that the provision of services to assist faculty with copyright management, and with technical and logistical issues, could encourage higher rates of self-archiving.
portal: Libraries and the Academy 3.2 (2003) 327-336
In the fall of 2002, something extraordinary occurred in the continuing networked information revolution, shifting the dynamic among individually driven innovation, institutional progress, and the evolution of disciplinary scholarly practices. The development of institutional repositories emerged as a new strategy that allows universities to apply serious, systematic leverage to accelerate changes taking place in scholarship and scholarly communication, both moving beyond their historic relatively passive role of supporting established publishers in modernizing scholarly publishing through the licensing of digital content, and also scaling up beyond ad-hoc alliances, partnerships, and support arrangements with a few select faculty pioneers exploring more transformative new uses of the digital medium.
Many technology trends and development efforts came together to make this strategy possible. Online storage costs have dropped significantly; repositories are now affordable. Standards like the open archives metadata harvesting protocol are now in place; some progress has also been made on the standards for the underlying metadata itself. The thinking about digital preservation over the past five years has advanced to the point where the needs are widely recognized and well defined, the technical approaches at least superficially mapped out, and the need for action is now clear. The development of free, publicly accessible journal article collections in disciplines such as high-energy physics has demonstrated ways in which the network can change scholarly communication by altering dissemination and access patterns; separately, the development of a series of extraordinary digital works had at least suggested the potential of creative authorship specifically for the digital medium to transform the presentation and transmission of scholarship.
The leadership of the Massachusetts Institute of Technology (MIT) in the development and deployment of the DSpace institutional repository system <http://www.dspace.org/>, created in collaboration with the Hewlett Packard Corporation, has been a model pointing the way forward for many other universities. In 2003, with funding from The Andrew W. Mellon Foundation and other sources, MIT's DSpace is scheduled to be replicated at a number of additional institutions around the world; the software has also been released publicly under an open source arrangement, greatly lowering the cost and development barriers to implementing repositories for all institutions. The MIT software is not the only option available, although I believe it is the most general-purpose; for example, there is software from the University of Southampton in the U.K. <http://www.eprints.org/> designed more specifically for institutional or disciplinary repositories of papers, as opposed to arbitrary digital materials.
Over the past few months, I have had a number of opportunities to speak about the roles and significance of institutional repositories as a strategy for supporting the use of networked information to advance scholarship, notably at a workshop jointly sponsored by ARL, CNI, and SPARC in Washington, D.C., at the DSpace launch celebration at MIT, and at the University of Tennessee and the University of British Columbia. While video recordings of some of these events are available on the Net, this article is an attempt to summarize and articulate the views I've expressed at these various events about the nature and functions of institutional repositories and their role in transforming scholarship.
In my view, a university-based institutional repository is a set of services that a university offers to the members of its community for the management and dissemination of digital materials created by the institution and its community members. It is most essentially an organizational commitment to the stewardship of these digital materials, including long-term preservation where appropriate, as well as organization and access or distribution. While operational responsibility for these services may reasonably be situated in different organizational units at different universities, an effective institutional repository of necessity represents a collaboration among librarians, information technologists, archives and records managers, faculty, and university administrators and policymakers. At any given point in time, an institutional repository will be supported by a set of information technologies, but a key part of the services that comprise an institutional repository is the management of technological changes, and the migration of digital content from one set of technologies to the next as part of the...
Library-run institutional repositories face a crossroads: adapt or die. The “build it and they will come” proposition has been decisively proven wrong. Citation advantages and preservation have not attracted faculty participants, though current-generation software and services offer faculty little else. Academic librarianship has not supported repositories or their managers. Most libraries consistently under-resource and understaff repositories, further worsening the participation gap. Software and services have been wildly out of touch with faculty needs and the realities of repository management. These problems are not insoluble, especially in light of Harvard University arts and science faculty’s recent permissions mandate, but they demand serious reconsideration of repository missions, goals, and means if we are to be ready for Harvard imitators, and especially to be ready should those imitators not surface. published or submitted for publication
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