“How has the cancellation affected Swedish researchers, students and government agency users? Users from the 44 Swedish institutions that subscribed to Elsevier at the time of cancellation are asked to respond to this survey.…”
“Earlier this year, SPARC launched a community-wide effort to track $1 billion in worldwide savings through the use of OER, responding to a challenge issued in 2013. At the 2018 Open Education Conference, we announced that the OER movement had successfully reached this important milestone. This is the first of a multi-post series explaining our calculations behind the $1 billion, and what comes next.”
“Open educational resources (OER) have been around — and gaining ground — formore than a decade, but 2018 was a turning point in a number of ways. Governments put nearly $20 million toward expanding OER in higher education, including$8 millionfrom New York for the second year in a row, and$10 millionfrom the U.S. Congress.
Similar investments have generated significant returns in student savings, most recently confirmed in a North Dakota state audit that documented savings 10 to 20 times the modest original investment. Worldwide, the savings through OER for students, parents and schools have surpassed $1 billion, according to our calculations.
Also this year, OpenStax announced that its free, open textbooks are used at nearly half of all U.S. institutions, and at least 38 community colleges are establishing degree pathways that use OER in every course. Links between OER and equity are emerging, with a new study from the University of Georgia that found the use of OER was associated with higher grades for Pell-eligible and other traditionally underserved students. Meanwhile, OER is becoming a focal point in mainstream higher education conversations, most recently with an OER implementation summit organized by the regional higher education compacts MHEC and WICHE.
Five years from now, we will still be talking about OER — but not in the way you might think. My prediction is that 2019 is the year when the national conversation about OER shifts from being solely about saving money to leveraging openness to make course materials better. OER has the power to unlock new ways for faculty to exercise academic freedom in the classroom, for students to meaningfully engage with their materials and for institutions to promote the success of all students.”
Abstract: This article investigates perception of postgraduate students towards open access publication in two research institutions in Malaysia. A descriptive survey was used in the study which involves 121 respondents from 500 sample population sent instrument to from both Universities. A simple random techniques was used for the study. Data were analyzed using frequency counts, percentages, mean and standard deviation, independent sample t-test and One-way analysis of variance tests (ANOVA) was employed to determine if there is a statistically significant mean differences in perceived usefulness and perceived effectiveness of OA publications between ages of postgraduate students. The findings revealed why postgraduate scholars should embrace Open Access publication for wider visibility and reproducibility of academic research and development. The results also shows that majority of the respondents were of mean age of 2.67 and highest age bracket was between 26-35 years. However, the sample size of the survey was quite small and further research is needed to determine if similar findings are obtained when other researchers are included in the sample.
“I spoke to Lucy May, Scholarly Communications Librarian (@UoMLib_Lucy), and Helen Dobson, Scholarly Communications Manager (@h_j_dobson), based at The University of Manchester, about open access publishing at the University and the interest they’d received from students in self-publishing journals.
The University of Manchester Library has explored its relation to publishing over the past few years through a number of university projects, which have resulted in collaborative outputs involving both Manchester University Press (MuP) and other university departments. In Spring 2018 MuP launched Manchester HIVE, a one-stop-shop to e-resources available via the University and host of Manchester Open Library (MoL) content.
Previously both the library and MuP had supported MoL which provided a platform for open access journals produced at the University, including the James Baldwin Review….”
All Harvard schools have open-access policies granting certain non-exclusive rights to the University. These policies were adopted by faculty votes, and allow Harvard to make scholarly articles by faculty freely available to the world through DASH (Digital Access to Scholarship at Harvard), Harvard’s open-access repository.
The new Individual Open-Access License (IOAL) gives Harvard’s non-faculty researchers the same benefits that the faculty policies give faculty. Under the voluntary IOAL, non-faculty authors grant to Harvard the same non-exclusive rights that faculty grant to Harvard under the school-level policies, and Harvard grants the same non-exclusive rights back to the authors. As a result, authors signing the IOAL will have more rights to reuse their own work than they receive under standard or even progressive publishing contracts….”
From Google’s English: “The OpenCon Satellite event is the OpenCon 2018 event flagship event held in Toronto Canada in collaboration with York University. The OpenCon Satellite Event itself is held in various parts of the world with a total of more than 67 countries in the world. OpenCon 2018 Jakarta is a satellite event held in Indonesia by Open Access Indonesia with a global theme “Empowering the next generation to advance open access, open education and open data.” Meanwhile, the sub theme for OpenCon 2018 Jakarta satellite event is: “Bringing Students Together by Mainstreaming Open Education, Open Access, and Open Data. ” …”
Abstract: INTRODUCTION While faculty votes to establish open access (OA) policies leverage one particular campus-level democratic mechanism in the name of advancing scholarly communication, other processes, including student government actions, can also play significant roles in OA policy adoption and related efforts. As early career researchers, graduate students are particularly well-poised to engage with campus-level democratic institutions in order to bring about change in scholarly communication. DESCRIPTION OF PROGRAM This case study details a multi-year collaboration between librarians and graduate students at the University of Colorado Boulder aimed at the development and adoption of a campus OA policy. Librarians and graduate students worked together to plan for and sustain momentum throughout the process of building formal support for the policy through student government and faculty assembly resolutions, drafting policy language, and shepherding the proposed policy through numerous meetings and committees all the way up to and including its formal adoption. This collaboration through engaged citizenship at the campus level also led to a number of unintended benefits to both librarians and graduate students involved. NEXT STEPS AND CONCLUSIONS Ultimately, the CU Boulder collaboration between librarians and graduate students led to significant scholarly communication achievements largely through the utilization of campus-level democratic processes. The case study concludes with a look at next steps for implementing the OA policy across campus as well as a discussion of the labor involved in such efforts, including implications for graduate student involvement in scholarly communication initiatives.
“Thank you for your participation in the “Open Science to Advance Health Equity” track. We are excited that you have taken up this challenge and hope this weekend’s team work will lead to a continuing interest to contribute to this area. We look forward to your innovations and to supporting your work here at MedHacks…”