Policy, practice and problems: UK university cultures and responses to open access
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Policy, practice and problems: UK university cultures and responses to open access

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Peer reviewed conference paper presented at the OER 14 international conference held in Newcastle. Lightning paper which provided an overview of author's research into open access and affects of ...

Peer reviewed conference paper presented at the OER 14 international conference held in Newcastle. Lightning paper which provided an overview of author's research into open access and affects of academic culture across UK universities. Covered background, methodology and the results of the first phase of empirical fieldwork surveying the groundswell of reaction across a large cross section of UK HEIs.

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    Policy, practice and problems: UK university cultures and responses to open access Policy, practice and problems: UK university cultures and responses to open access Presentation Transcript

    • Policy, Practice and Problems: UK university cultures and responses to open access Gaz J Johnson Nottingham Trent University OER14, Newcastle, April 2014 gareth.johnson2012@my.ntu.ac.uk @llordllama orcid.org/0000-0003-3953-6155
    • Background  Current UK environment has brought scholarly dissemination issues into sharp focus  REF 2014, HEFCE & RCUK Policies, House of Lords Inquiry  Emerging technological disruption to publishing industry  Prior practitioner experiences raised a question  If the principles of an open scholarly commons are such a self-evident societal good why are so many UK academics so reluctant to engage?  Perceived indifferent academic cultural response  Prior research focus on quantitative metrics and technological solutions  Influence actors power structures poorly understood  Little work focussing on cultural barriers and behaviour
    • Research Methods  Ethnographic and qualitative framed cultural research  Cultural lens offers a holistic, rich and multi-faceted account  UK academic engagement with the open intellectual commons and evidenced cultural differences  Deepen understanding of power and influence relationships impacting on academics  Different types of UK HE institutional cultures promotion of OA engagement  Hoped contribute towards achieving sustainable academic cultural change  Philosophical underpinnings in understand motivations, behaviours and relationships  Foucault, (neo)Marxist analysis & emerging neoliberal critique  Critical management and organisational studies for examination of institutional culture  Possible interest in Deleuze, Guattari and Latour on power and networks
    • Scoping the UK OA Field  Establish a grounding of OA engagement within UK HEIs  Provide context and contrast for later work  Semi-structured qualitative interviews  Targeted representative OA workers at UK HEIs  Key thematic areas  Activities: origins and current broad OA related activities  Engagement: academic and institutional engagement  Influence: actors and driving agencies  Obstacles: challenges and barriers
    • Sample Spread  125 HEIs approached  81 institutions interviewed  27.5hrs audio, approx. 220k words  Representation  Russell Group: 88%  1994 Group: 91%  Million+ 45%  Cathedrals Group 47%  University Alliance 63%  Other 36%  Qualitative content transcript analysis
    • Recent Activity Focus
    • Policy Issues
    • Barriers to OA Progression
    • Influence Actors
    • Next Steps  Contextualisation and detailed investigations  Interviews with identified key influence actors & academics drawing on themes identified  Crucially identify any critical dysfunctions and misapprehensions  3-4 case studies at disparate HEIs across the UK  Neoliberal UK HE critique  An increasingly marketised, commodified knowledge/learning regime  Subsumption of HE discourse framed within the language of business and management  Impact and cultural resistance to neo-Taylorist managerliasm and measure  Policy driven by productivity and efficiencies focus emphasises STEM over AHSS  Not why hasn't open access made more of an impact, but how has it managed to make any impact at all in a marketised education sector?
    • Contact gareth.johnson2012@my.ntu.ac.uk @llordllama nottinghamtrent.academia.edu/GarethJohnson orcid.org/0000-0003-3953-6155 Funding acknowledgement to AHRC