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Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
Research support services at an academic library, presented at UFS 27-11-2013
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Research support services at an academic library, presented at UFS 27-11-2013

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  • Divided roughly into four parts – the four big C’sContext/background (for the development of research support services)Conceptual approachComponents / building blocks Comparing
  • Starting with the context is very importantIn fact, we found it is the most central and KEY aspect of our RS servicesIt is essential to understand the ENVIRONMENT in order to react appropriately.
  • It is a worldwide phenomenon that RS is expanding and transformingAnd this comes as a reaction to major forces which have a fundamental impact on universities + librariesThe forces behind this phenomen have been at play for the last 10 -15 years:They includenew and rapidly changing technologiesan abundance of digital information in various formatsan increased understanding of how students learnevolving research methods changing practices in how scholars share their research (thinking here specifically about Open Access)
  • These changes have had a tremendous impact on the way research is doneChanges in the research landscape are explained by different conceptual schoolsWell-known models include: Dr. Michael Gibbons’ New Production of Knowledge - Mode 2 (1994)Drs. Etzkowitz and Leydesdorff – well known for the Triple Helix (1998)
  • The attributes of “new science” include:Knowledge creation is focused on solving problems (e.g. Aids research, as opposed to science for the sake of science)Application-basedTeam-driven, partnership-basedTransdisciplinary - (e.g. Bio-informatics = information systems + biomedical research)Heterogeneous - a variety of organisations engage with research and interact with each other (universities, industrial laboratories, government agencies, etc.)Great awareness of impact - Researchers are more aware of (sensitive to) the impact of their research.. Social responsibilityScience is not only evaluated by peers – society engages with science in social media spacesIn terms of each of these attributes, it is important to think what it means for the library
  • It is recognised all over the world that HE and Research contribute to eradication of povertysustainable developmentreaching the internationally agreed upon development goals, which include the Millennium Development Goals”
  • New teaching modes talk about Learning through engagement Fostering critical thinking and independent thought As well as lifelong learningThese are ways in which innovation is nurtured
  • New RS services also directly responds to South Africa’s research agendaIt is based on the premise that for SA to succeed economically and compete internationally - innovation and research and development must increase expontiallyIn other words, there is a link between research production and wealth.Particularly there is a call on Higher Education for:Increased targets for publication output rate Increased enrolment in science, engineering and technologyIncreased masters and doctoral enrolments (Green paper: The national target has been set at 5,000 doctoral graduates a year by 2030)Increased number of permanent academicstaff with PhDsUniversities are seen as playing an extremely important role in enhancing innovation skills through research output and student throughput.
  • As a strategy to stimulate researchIn November 2003, a new funding framework was established for research and tuitionAccording to the NFF, an University’s funding would be dependent on :PublicationsNo of research master's and doctoral graduatesIn terms of Publications - Some South African universities have provided incentives to their academics by passing a portion of the publication subsidy back to the individual staff member who authored the publicationI am mentioning this because incentivised research output has an effect on the Institution – and Universities generally want to increase research output because it directly affects the income of the InstitutionSimilarly, the worldwide ranking system influences Institutional strategy/objective to increase research output (since generally publications and numbers of researchers and research students are the main factors which contribute to ranking.
  • Naturally there is also the University’s research agendaAt Stellenbosch Univ, research was prioritised in 2008 & 2009In this time, specific objectives set out to change the ratio of students to being more favourable towards senior/research studentsincrease through-put ratehalf the completion time of masters & doctoralIncreased numbers of PhDsand of course increase research output
  • The library’s approach to RS is threefold:1. Firstly it is holistic -Which means that we align services with research workflow by using the research life cycle as a systematic model and framework.We purposefully aim to play a role in each of the phases of the life cycleThis also provides a framework to encourage innovation and the expansion of research support services.2. Secondly, it is inclusiveSecond principle in our CONCEPTUAL APPROACH = Research support is InclusiveIt is regarded as a suite of services related through its focus on needs of reseachers (vs undergrad and academic teaching staff)Services inclusive in RS are: Research Commons, Institutional repositoryBibliometric Services, Digital Services, Campus partners3. Thirdly, based on best practice (learn from others)Research support is a new and evolving field in librarianship Its interpreted differently in different parts of the worldImportant to stay abreast of developmentsTake note of what’s working and what not and incorporate what is useful and appropriate into your own servicesStill always keep in mind the local situation
  • I will briefly discuss only two components of RS which might be of interest to you.Namely the Research Life Cycle and the Research Commons
  • The Research Life Cycle we us at Stb has six phases and represents a fusion of a number of ife cycles in the literature
  • Managing and preserving research output and dataResearch outputs may include textual data (eg pre- and post-print journal articles, conference papers, presentations and often theses and dissertations), images, moving images and sound recordings;Research data may include datasets on which research publications are based; and other experimental data.
  • Established in 2011 with partial funding by the CCNYExclusively for masters and doctoral studentsDirectly in response to University objective to increase output and through-putParticularly unique about our Research Commons Launch pad for research support services for the entire libraryServices are based on the conceptual model mentioned earlier – holistic, inclusive and benchmarking
  • Spaces (deskspace, discussion rooms, lounge, white boardsEquipment (laptops, video conferencing)Utilities (wireless, lockers, printing, photocopying, scanning, coffee)Reference collection: Research methodology, Scientific writing skills, Reference techniques, Dictionaries
  • A large area in the Research Commons is set aside for relaxation, informal networking and scholarly dialogue sessions.
  • The rooms are used extensively forteam workdiscussionsresearchers co-authoring articles
  • Specifically designed for researchers offeringlarger desk spaceComfortable seatingHigher sound partitions / double up as notice boards
  • Style of the RC sembles a VIP LoungeHigh class finishes – expression of respect and value of researchersStyle: Afro Chic – interesting, bold, friendly and aimed to be inspiring
  • Events are offered regularly to contribute to the culture of reseach networkingOpportunity for researchers to build relationships. The “Social Hour” a distinguished researcher is invited to give a short inspirational talk followed by discussion and refreshments. Emerging researchers can engage, find inspiration, exchange ideas, support each other and socialise
  • The VC room - very important featureMeetings (CSIR, reading circles), ethical committeesPhD defenseMeetings with supervisorsIt fundamentally supports research networking
  • We have not been able to determine the impact of the RCWe do now that the usage is very highWe do get anecdotal feedbackto indicate that we are probably succeeding in our objective (especially in terms of decreasing through-put time)
  • When you evaluate something – you need to measure it against something
  • But what is there to measure against?As yet, there are no standards or measures available for evaluating research support services
  • The only indication is found in reading the literatureFortunately however there are a number of librarians who have published their RS experiences And have expanded the framework for RS substantiallyAuthors include Sheila Corral, Andrew Wells, Martin Borchert, and a few more
  • A number of reports published by professional organisations such as:RESEARCH LIBRARIES UKARLOCLCConsortium of University Research Libraries (CURL)RESEARCH INFORMATION NETWORK and a few othersHave also contributed to how RS has evolved and what services should look like
  • And there are wonderful publications such as - the SCONUL research lens on information literacy (2011) is also very helpfulHowever, to really find out if our RS were up to scratch, we had to come up with our own benchmark So we looked around for something that is truly with-it and sets a high bar
  • The most with-it thing around, in fact they are all around – even in the library – are skateboardersThis one is called Steve and his an Avatar – and we thought that is cool because then we can deconstruct him to show different parts and layersAlso, looking at Steve, you realise that there is nothing co-incidental about him - every item, accessory and piece of clothing was added to his appearance purposefully.The message in this is that “being with-it is hard work”, it does not happen all at once, and it consists of parts and layersTo better understand this, we will undress Steve to see what some of the building blocks are of Research Support
  • Steve did not wake up one morning had all the gear and looked like a skateboarderSteve’s look and skill came from a philosophy – wanting to be free from societal constraintsexpress a lifestyle Have skill, technique, having a certain imageThere are all kinds of things that motivate Steve and guide his appearance and actions.
  • Just like Steve, RS must be guided by a plan for successAt Stellenbosch, our Strategic Plan addresses specific aspects of research support such asScholarly publication & open accessresearch performance managementpublication support2. There is also leadership - in the form of a Research Support Committee which is chaired by the head of the library. This shows significant emphasis and commitment for research support. 3. Important structure is provided by sanctions such as: Mandatory submission of theses and dissertations and we are currently working on Mandatory self-archiving of research output.
  • In this slide, you will see that Steve has found himself a cool t-shirt, he’s got the shoes, headphones and sliding gloves. He is certainly moving in the right direction … but still far from target
  • At Stb Library, our cool t-shirt is ourDigital research repository, which we call SUNScholar It includes research articles, as well as completed theses and dissertations by students of the University. We already have mandatory submission of theses, now moving toward mandatory submission of research articles2. Our Research Commons represents our fashionable shoes
  • Back to Steve and the components of Research SupportSo now Steve has some defining features and he is starting to look like a skateboarder. Note the hair style, the beanie and the loose shirt
  • The aspects which define our RS are :Research performance management The library has been bold about supporting research performance management - subscribing to SciVal Spotlight, Strata and Experts and actively promoting these tools.We also investigated innovative ways to use the RPM tools. For example, we found that SciVal Spotlight provides useful information for students looking for topics and who want to align research with institutional strengths.2. Research impact measurement is supported in a number of ways. Using metrics to support decision-making about where to publishAssistance with h-index, Journal Impact Factor, Journal Citation Reports, Limited support is provided for Altmetrics (focusing mainly on Google Scholar Metrics and Google Scholar Citations) A libguide is available with extensive information about bibliometric tools and resources3. The library established a division for digital services in 2013 has been very successful in starting to build a digital collection/library of heritage material 4. Since 2012 the library has radically expanded its instruction programme for research students and researchers: Increased citation through Open Access publicationCopyright for theses and dissertationsFinding legislation Finding data/statisticsFree, open source reference managers Sharing large files
  • Steve is getting confident and adding a little signature to his image -So, he finds this really cool jiggle that makes him stand out from the crowd
  • The signature elements,we feel make us stand out from the crowd, include: an Open Access publishing platform for online journals (called SUNJournals)We currently host 15 online journalsWe also host an open access system for the electronic management and publication of conference proceedings (called SUNConferences)And authors are subsidised for publishing in open access journals by means of an Open Access Publication Fund to which they can apply
  • Partnerships with research support units on campus is another strengthPartnerships have led to the creation of a Research Support Forum which meet sonce a term: Partners include: Language CentreResearch OfficePostgraduate and International OfficeCentre for Teaching and LearningIT Community InteractionCentre for Statistical Consultation
  • So far Steve hasn’t been on the move a lot – but here finally he has is skateboard and he is starting to show off his moves.
  • Similarly, we found a vehicle to show off our moves and we call it Library Research WeekWe presented the first one this yearSome of the activities were: Talks on finding peers and building networksA group discussion on the student-supervisor relationshipA research therapy session on research -elated stress/anxietyA social event where students gave us feedback on the library
  • Like Steve, we are trying new things and we want to improve all the time.
  • So we’ve added a number of Libguides to our website which are specifically aimed at Research students and researchers
  • Also exciting, is a visual survey – which we started during Library Research Weekit consists of a visual representation of the research cycle on a large pinboard So that students and staff can indicate where in the cycle they encounter obstacles. The aim is to improve services accordingly or to partner with other divisions who can address issues.
  • Initial results indicate what kind of support RC users are interested in
  • The naked truth is that we are lagging in some areas which we feel we can still improveFor instance: We do not have a research support charter/plan that speaks to the entire RS environmentWe feel that we can work on our service modelThere is also some ambiguity around the meaning/understanding of “research support” Some librarians regard research support as assisting researchers in finding information sources,While others regard it as specifically those “activities which are unique to researchers” such as measuring research impact, publication, author rights, etc.As yet, we do not make distinction between user groups (masters, phd, emerging researchers, established researcher, and supervisor are all in the same pool)We are just starting to think about research data supportThere is more that we can do to support researcher visibility and unique author identification
  • So having said all of that … In the end we fdecided it’s not so important to answer whether you’re with-it, but indeed to …
  • To get on with it!
  • Transcript

    • 1. Research support services at an academic library Lucia Schoombee SU Library and Information Service 5 November 2013
    • 2. Contents • Context/background • Conceptual approach • Components / building blocks • Comparing 2
    • 3. Part 1 Context and Background 3
    • 4. Driving forces for change • • • • • Changing technologies Abundant digital information Increased understanding users Evolving research methods Scholarly communication Image from: breakingthespidersweb.blogspot.com 4
    • 5. New modes of research • Different conceptual schools • Well-known models include: – Dr. Michael Gibbons’ New Production of Knowledge Mode 2 (1994) – Drs. Etzkowitz and Leydesdorff Triple Helix (1998) 5
    • 6. “New Science” • • • • • • • • Problem-orientated Application-based Team-driven, partnership-based Multi-disciplinary, Interdisciplinary Transdisciplinary Heterogeneous, multi-cited Awareness of impact Social useful Beyond peer-review Image from: http://onlinetutoring.overblog.com 6
    • 7. Socio-economic impetus “…higher education and research contribute to the eradication of poverty, to sustainable development and to progress towards reaching the internationally agreed upon development goals, which include the Millennium Development Goals (MDGs) and Education for All (EFA)” 2009 World Conference on Higher Education: The New Dynamics of Higher Education and Research For Societal Change and Development (UNESCO, Paris, 5 – 8 July 2009) 7
    • 8. New pedagogies • Collaborative learning • Cultivating critical and independent thought • Lifelong learning = to encourage innovation 2009 World Conference on Higher Education: The New Dynamics of Higher Education and Research For Societal Change and Development (UNESCO, Paris, 5 – 8 July 2009) 8
    • 9. National Imperative • Pertinent documents: • 1997 White Paper on Higher Education Transformation • 2001 National Plan for Higher Education • 2012 Green paper for post-school education and training • 2012 NPC – Vision 2030 • Goals include: • Increased targets for high publication output rate • Increased enrolment in science, engineering and technology • Increased enrollment Masters and doctoral enrolments • Increase number of HE permanent staff with doctoral degrees 9 Image from: http://www.sasportstours.co.za/international-inbound-tours
    • 10. New funding framework In 2004 South Africa introduced a new funding framework (NFF) for research and tuition in all institutions of higher education. According to the NFF, an institution’s research output grant for any funding year is dependent on: (a) actual totals of research graduates and research publication units for the year n-2; and (b) total research outputs that an institution is expected to produce in terms of the national benchmarks (Ministry of Higher Education and Training's (MHET) , 2004). Image from: http://www.sasportstours.co.za/international-inbound-tours 10
    • 11. Institutional Imperatives • Research Policy of Stellenbosch University (2008) & Strategic Plan for the Environment of the VR (Research) (2009) • Commitment to National System of Innovation and Government Research Agenda • Specific goals : ratio between undergrad and postgrad; increased through-put rate, half the completion time of masters & doctoral, increased numbers of PhDs and increased research output 11
    • 12. Part 2 SU Library Conceptual Approach to Research Support 12
    • 13. Conceptual approach Inclusive 13
    • 14. Part 3 Components 14
    • 15. Research life cycle Prepare Measure Gather Research life cycle Share Create Preserve 15
    • 16. Prepare Prepare Measure Gather Share Create Preserve • Background reading/ looking for ideas • Deciding on a topic • Formulating a research question • Securing funding • Planning the project • Identifying skills deficits & planning for workshops 16
    • 17. Gather Prepare Measure Gather Share Create Preserve • • • • • • Literature review Research design Research method Research proposal Ethical compliance Data collection 17
    • 18. Create Prepare Measure Gather Share Create Preserve •Data analysis •Writing •Edit/proofreading •Bibliographic management •Comply with copyright & plagiarism Sketch by Aaron Leighton www.aaronleighton.com 18
    • 19. Preserve Prepare Measure Gather Share Create Preserve •Managing and preserving research output and data •Research outputs •Research data Image from: http://timoelliott.com/blog/2013/06/big-data-boasts-cartoon.html 19
    • 20. Share Prepare Measure Gather Share Create Preserve •Publication in books •Publication in traditional journals •Open access publishing •Conference papers •Publication in social media Image from: http://scistarter.com/blog/ 20
    • 21. Measure Prepare Measure Gather Share Create Preserve •Strategic research management (showcasing, funding, colla boration) •Determine journal impact •Author productivity and impact reports •Profiling to increase visibility •Consider collaboration opportunities 21
    • 22. Research Commons 22
    • 23. Facilities & equipment • Spaces – desk space, discussion rooms, lounge, white boards • Equipment - laptops, video conferencing, iPads, recording devices • Utilities wireless, lockers, printing, photocopying, scanning, coffee • Reference collection - Research methodology, Scientific writing
    • 24. Staffing model • Senior librarian • RLC Academy participant, 2010 • USA Intern 2011 • Librarian • RLC Academy participant, 2010 • Peer-assistance • Six masters and doctoral students with research experience
    • 25. Informal networking 25
    • 26. Seminar Rooms 26
    • 27. Individual Desk Space 27
    • 28. Style
    • 29. Events 29
    • 30. Video Conferencing 30
    • 31. Impact • Usage – 6000/8000 card swipes per month • “The new Research Commons motivates you to come here and DO your work. Thank you!”
    • 32. Queries • Average number of enquiries per day 15 • Technical (computers, printing, username/passwor ds, etc.) • General (Refworks, catalogue and database searches, room bookings, card access, coffee machine) • Other: translation, technical editing of thesis, reference techniques, etc.
    • 33. Part 4 Evaluating 33
    • 34. What is good?
    • 35. Literature
    • 36. Recent Reports
    • 37. Sconul Research Lens
    • 38. Steve the skateboarder 38
    • 39. Direction Need a skateboard Space to practice Need the right clothes Need technique & skill 39
    • 40. Strategy, structure & policy • Guided by a Strategic Plan • Research Support Committee • Policies for mandatory submission theses & research articles 40
    • 41. Laying the foundation Cool t-shirt Converse shoes Headphones Sliding gloves 41
    • 42. Laying the foundation • Digital repository, SUNScholar rated 2nd in Africa • Research Commons provides dedicated space for researchers and postgrads 42
    • 43. Defining features Hairstyle Loose, op en shirt Beanie Casual demeanour 43
    • 44. Defining features • Research performance management • Bibliometrics • Digital services • Research workshops 44
    • 45. Signature elements Look at my wiggle I’m unique 45
    • 46. 46
    • 47. Collaboration Language Centre Research Office Postgraduate and International Office Centre for Teaching and Learning Information Technology Community Interaction Centre for Statistical Consultation 47
    • 48. Getting Active 48
    • 49. Events for researchers • Library Research Week • Social hour 49
    • 50. Exciting terrain 50
    • 51. New Libguides The research process • Steps in the research process – Description of the step, useful reading, services & tools User guide for postgraduates and researchers • Includes virtual networking spaces (SNSs) and tools and applications Where to publish your research article • Covers traditional publication, Open Access and Subsidy information 51
    • 52. Visual poll 52
    • 53. 53
    • 54. What’s lacking • Research support charter • Optimise service model • Definition • Differentiation of service PhD, masters, supervisors • Data support • Unique author identification 54
    • 55. So, are we with-it?
    • 56. Get on with it! 56
    • 57. References • Auckland, M. 2012. Re‐skilling for research: an investigation into the role and skills of subject and liaison librarians required to effectively support the evolving information needs of researchers (conducted for RLUK) [Electronic]. Available: http://www.rluk.ac.uk/files/RLUK%20Re-skilling.pdf [Accessed June 9, 2013] • Drummond, R., & Wartho, R. (2009). RIMS: The research impact measurement service at the University of New South Wales. Australian Academic & Research Libraries [Electronic], 40(2). Available: http://www.ebscohost.com [2013, June 9] • Hart, G., & Kleinveldt, L. 2011. The role of an academic library in research: researchers' perspectives at a South African University of Technology. South African Journal of Libraries & Information Science [Electronic], 77(1). Available: http://www.ebscohost.com [Accessed June 9, 2013] • Hessels, L., & Van Lente H. 2008. Re-thinking new knowledge production: A literature review and a research agenda. Research Policy [Electronic], 37(4). Available: http://www.ebscohost.com [Accessed June 9, 2013]. 57
    • 58. References • Mamtora, J. 2013. Transforming library research services: towards a collaborative partnership. Library Management [Electronic], 34(4/5). Available: http:/www.emeraldinsight.com [Accessed June 9, 2013] • Parker, R. 2012. What the library did next: strengthening our visibility in research support [Electronic]. Unpublished paper delivered at the The VALA 2012 16th Biennial Conference and Exhibition. Melbourne, Australia. Available: http://www.academia.edu/1419201/What_the_library_did_next_strength ening_our_visibility_in_research_support [Accessed June 9, 2013] • Research Information Network & Research Libraries UK. 2011. The value of libraries for research and researchers [Electronic]. London, Research Information Network. Available at: http://www.rin.ac.uk/system/files/attachments/value_of_libraries_for_scr een_1.pdf [Accessed June 9, 2013]. • Richardson, J., Nolan-Brown, T., Loria, P., & Bradbury, S. 2012. Library research support in Queensland. Australian Academic & Research Libraries [Electronic], 43(4). Available at http://www.ebscohost.com [Accessed June 9, 2013] 58
    • 59. References • Stellenbosch University Library and Information Service (SULIS). (2011). Research Commons concept document. Unpublished. • Stellenbosch University (SU). (2012). Strategic Plan for the Environment of the VR (R). Unpublished. • Stellenbosch University Library and Information Service (SULIS). (2010). Strategic Directions 2010-2015. Unpublished. 59

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