Open To Open Access (O2OA )
Julie BayleyO2OA Project ManagerCU Impact Officer Senior Researcher / HCPC Registered Health PsychologistEmail: [email protected] @Julie_covuni
On behalf of the O2OA teamLorna Everall (PI) & Joanne
Marsh (Coventry University)
Miggie Pickton & Katie Jones (University of Northampton)
Alan Cope (De Montfort University)
O2OACoventry University
University of Northampton
De Montfort University.
Implementation of OA requirements (publishing and data) in a modern university setting.
Overall aim: establish shared institutional processes Identify the OA needs
Develop workflows and tools for OA processes
Embed a pro-OA culture using behaviour-change informed approaches to engage academics
Needs assessmentFocus groups and interviews (n=29)
KnowledgeDriversBarriersFacilitators
Report available: http://blogs.coventry.ac.uk/researchblog/o2oa-needs
-assessment-final-version/
Knowledge
FACT UNSURE CONFUSEDDetailed,
understood and (where
appropriate) translated into
practical approaches
Assumed, arguable, opinion or
conjecture.
Misunderstood or conflicting knowledge
I think someone was telling me last week, from 2016
it’s going to be mandatory?
I remain somewhat bemused by the issues
involved
…if you have a paper accepted into a journal that is
fully Open Access, they’re publishing and it’s completely open, that’s your gold route
Drivers“If you can’t submit it to REF if it’s not Open Access, then there’s
not much point”
“The public should be able to access what they’re paying for”
“OA speeds up the rate of progress”
Building in OA costs
Publication uncosted
OA Barriers Money
Practical limitations
Attitudes and concerns
Limited funds
Funders
Duplication (data)
Charities
Unwillingness to pay
Concerns OA costs = less
competitive bids
Strategic decisions on
journal choice
Planning
Mixed messages
GuessworkChange of
journal
Data
Ethics
ConsentAnonymity
Decontextualised / Misrepresented
Intellectual property
Loss of data control
Enforced collaborationPrevents
self-reuse
Delay release
Speed of publication for
others
Output
Journal
Repository
Credibility
ChoiceSpecialised vs. high IF
Versioning
Aesthestics (inc graphics and line
numbers)
Citation impact
Copyright
Researcher responsibility
Release of old data (not consented at
Unexpected effects
Academic snobbery (Gold vs. Green)
ECR / PhD / not in
employment
No benefits perceived
Barriers!
Facilitators
Information provision
Clear institutional strategy
Unambiguous messages about
compliance
Clear guidance and workflows
“The message needs to be consistent right across the board, not just to researchers, but also to the bidding office, to the finance people “
OA lifecycle
Created by Miggie Pickton
(University of Northampton)
Project next stepsRecommendations: convert to processesMapping OA processesEach institution:
Build internal processesFeedback, learn, compare, improve
Using Intervention Development Approaches:
Intervention Mapping
Intervention designInterventions can have limited effect. Best if:
Tailored to people and settingsUnderstand reasons and map methods to needsPlan implementation Involve participants Change at multiple levels
Intervention Mapping (Bartholomew et al, 2006):Framework for the development of theory and
evidence based interventionsSpecific sequence of steps Combine multiple sources of information and views
Example: “What Should We Tell the Children About Relationships and Sex?”
See: https://healthinterventions.coventry.ac.uk/sash/-projects-parents-game.aspx
1. Needs assessmentFirst - understand the problem(s)Ask the users, stakeholders and consult
relevant literatureIdentify barriers, facilitators, attitudes,
beliefs, social factors, practical issues…Challenge assumptions about what is
needed Aim: Determine the actual need(s)
Examples of responses from WSWTTC needs assessment
‘My child’s not old enough yet’
‘I don’t know enough about that myself’
‘I don’t have the ability to
influence my child’
‘It’s my wife’s job‘I don’t know
how to say what I want to say’
‘It’s embarrassing’
‘I want to protect her from all of
that’
‘I don’t know where to start’
‘I’m not comfortable talking about
that’
2. Identify goals and objectivesa) Convert the problems into positive goals
b) Identify the underlying reasons (determinants)
Attitude Self efficacyKnowledge /
behaviour‘My child can be
given some information at all
ages’
‘I have sufficient knowledge about the
topic to discuss’
‘I have the ability to influence my child’
‘I have an individual role in
communicating
‘I know how to say what I want to say’
‘I can talk without it being embarrassing’
‘I can protect her by talking about sex and
relationships’
‘I’m comfortable talking about that’ ‘I know where to start’
2. Identify goals and objectivesa) Convert the problems into positive goals
b) Identify the underlying reasons (determinants)
c) Identify overall goal “Increase the quantity and quality of parent-child communication
about sex and relationships”
d) Identify the programme objectives (which will lead to overall goal)
e) Create a table showing objectives (rows) and determinants (column)
f) Work out change objectives (a goal condition for each determinant)
Determinant
Programme objective
Attitude Knowledge / behavioural capacity
Self efficacy
Determinants
Programme objective
Attitude Knowledge / behavioural capacity
Self efficacy
Parents to orient themselves for child approach / initiation
Programme
objective
Determinant
Programme objective
Attitude Knowledge / behavioural capacity
Self efficacy
Parents to orient themselves for child approach / initiation
Child’s approaches are ideal opportunities for learning and discussion (that for younger children, capitalize on their natural curiosity)
Able to recognize child’s approaches
Feels confident in ability to know when their child is attempting to communicate with them about SR
Change objectives
Determinant
Programme objective
Attitude Knowledge / behavioural capacity
Self efficacy
Parents to orient themselves for child approach / initiation
Child’s approaches are ideal opportunities for learning and discussion (that for younger children, capitalize on their natural curiosity)
Able to recognize child’s approaches
Feels confident in ability to know when their child is attempting to communicate with them about SR
3. Select methodsList possible methods and techniques
Match methods to the changes needed• Does the method change the determinant?
Pick methods most likely to have the desired effect• Which are most effective / viable?
Plan practical ways to implement them • How do you build them into your local context?
4. Assemble methods into a programmeCoordinate methods into a plan
Who, when, how
Based on knowledge of context and service users
Try
Revise!
5. Plan implementationConsider reach and access
ResourcesEndorsementLocationsFormats
Develop a roll-out / sustainability plan
6. EvaluateCheck if it works! Have the needs been addressed? Has it influenced the goal? Could the programme be changed /
broadened? What can you learn for future
actions?
Summary Intervention approaches can help us effect
change by: Understand the problems by working with the
usersRefocusing these into goalsHaving a clear direction of what is to be
achievedMatching methods to the issuesReflecting the context
The principles of Intervention Mapping can be applied to any area in which change is needed
Thanks!
O2OA project bloghttp://blogs.coventry.ac.uk/researchblog/category/oa/
Now over to you in the workshop....
Uncovering researcher behaviours and
engagement with Open Access
#oagp
www.brookes.ac.uk/library
Practical intervention mapping
Uncovering researcher behaviours and
engagement with Open Access
#oagp
www.brookes.ac.uk/library
Tools and techniques for effective understanding and communication
• CIAO• MIAO• Interview Questions from NTU (on stick)• Coding from NTU (on stick)• Hefce poster – Portsmouth• Researcher Lifecycle – Northampton• Open Access and your published paper – Northampton• Intervention Mapping – worksheet and grid (on stick)
Open Access and the research lifecycle: a guide for researchers
Miggie Pickton - O2OA project
Uncovering researcher behaviours and engagement with Open Access
20th May 2015
O2OA – Needs analysis• Focus groups held at the University of Northampton (August –
October 2015)
– 24 attendees from a range of disciplines (health; education; business; computing; etc.) plus one research manager
– Researchers from various career stages (PhD student to Professor)
• Focus group recordings transcribed then coded using Nvivo
• UoN project staff (Nick Dimmock, Katie Jones and myself) then met to align stated needs with research lifecycle…
The guide
The guide
• Covers open access to published work and research data
• Addresses all stages of the research lifecycle – from “Identify new research data” to “Disseminate”
• At each stage considers:
– How the researcher can take advantage of others’ OA work
– What the researcher needs to be aware of if they intend to make their own work OA
• Provides links to appropriate tools and services throughout
• On reverse side includes glossary of terms and notes on University of Northampton OA services and policy
• The guide is licensed CC BY 4.0 and available as a .docx for easy adaptation and re-use
Sample: Bid for funding
Using the guide
• We have blogged about it on UoN’s Research Support Hub
• Feedback from researchers has been positive:
• All three project partners (Coventry, DMU and Northampton) plan to use it as a focus for advocacy and training
• We have invited colleagues via mailing lists to send feedback (thank you to Martin Donnelly of the DCC for his comments)
• Please feel free to adapt and re-use the guide at your institution (.docx available here)
“A million thank you’s for this guide! It is a blessing for ECRs like me… I have printed this out and actually have it right next to my desk”
Further information
• For further information about the O2OA project or this guide feel free to contact:
– Miggie Pickton, Research Support Librarian – [email protected] or
– Julie Bayley, Coventry University Impact Officer and O2OA Project Manager – [email protected]
QUESTIONS
Uncovering researcher behaviours and
engagement with Open Access
#oagp
www.brookes.ac.uk/library
Workshop Extra
Tour of the Library within John Henry Brookes Building