Lasting health change : Access to health research for Africa’s health workers
OAA12 - Growing research by going open: The possibilities and problems for strengthening capacity.
1. Growing research by going open?
Possibilities and problems for strengthening
capacity in African universities
Jonathan Harle, Programmes Manager (Research Capacity)
Open Access Africa 2012
University of Cape Town, 4-5 November
2. The ACU
The first international inter-university network in the world - 1913
538 members. We launch our centenary celebrations this week in
Jamaica.
114 in Africa, 271 in Asia, 4 in the Caribbean.
Membership has titled „South‟ since 1967
3.
4.
5.
6.
7.
8. “ A country‟s ability to produce, debate and knowledge and
use research knowledge and products skills
relevant to their needs, such as new
”
technologies (SIDA) behaviours and
attitudes
building trust
capacity to a process
reproduce capacity beyond a single
grant or project
context-
involves shifts in long-term, complex
specific, dynamic power
provokes changes in systems
influenced by cultural and the wider environment
values and political
“
processes
enhancing the abilities of
individuals, organisations and systems
beyond a technical and to undertake and disseminate high
value-neutral transfer of quality research efficiently and
”
skills effectively(DFID)
9. Enabling environment
The rules of the game, incentives, political context, national, regional &
international policy
Organisational
Capacity of departments and units within universities & research institutes – to
Cons
fund and sustain themselves, to do research, to train and develop, to engage
with wider society
consortia & networks
Individual
Developing individual researchers & professional staff –
training, scholarships, fellowships, mentoring – to do and manage research, to
publish, to communicate, to engage, to influence
10. Context & conceptual
framework
Skills Culture
Vision
Strategy )
Structure
Material resources
Kaplan 1999 - Community Development Resource Association, South Africa (from Datta, Shaxson, Pellini2012
„Capacity, complexity and consulting: Lessons from managing capacity development projects‟
ODIhttp://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/7601.pdf)
11. Different
organisations, different Many initiatives
mandates, different
emphases
Learning by doing
Changing
No single attitudes, behaviours, ap
model, mechanism or proaches
approach
Research environments
not purely technical or
rational, and definitely
not linear
Can‟t just be an add on –
must be explicit and
prioritised
14. But what
gets to the
user? c. 40 kb/s
(Alan
Jackson, Aptiva
te)
This is seriously hindering their work
15. Download speeds
December 2011, journal article from UK-based publisher: 55
seconds at the University of Nairobi
2-4 minutes at two campuses of the University of Malawi in
Lilongwe
…but even with several attempts a user in Uganda (outside of
Kampala) was unable to download the article at all.
17. Doctoral deficits
Doctorates amongst academic staff
80%
71%
70%
60%
50%
50% 47%
39%
40%
32%
28%
30%
20% 19% 21%
20% 15%
12%
10%
0%
Figures from Tettey (2010) and Cloete et al (2011)
18. PhD production
Doctoral growth 2001-2007 Number of PhDs produced
40.0% 2007
35
32
30.0%
30
25 23
20.0%
20 20
20
10.0%
15
0.0% 10
U Ghana U Dar es U Nairobi Makerere Botswana
Salaam 5 4
-10.0%
0
U Ghana U Dar es U Nairobi Makerere Botswana
Salaam
-20.0%
Figures from Cloete et al (2011)
21. Availability has improved
significantly...
27%
117 journals
73%
323 journals
2011: average availability of the top 440 ISI
ranked journals (top 20 journals, 22 subjects)
in11 universities –
Ethiopia, Ghana, Kenya, Lesotho, Mozambique,
Malawi, Rwanda, Tanzania, Uganda, Zambia, Zim appreciate the ISI isn’t a good measure
babwe. of ‘top’ titles…
22. A
Average availability
across all subjects
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
U Malawi U Nairobi Nat. U U Dar es Makerere U Zambia U U Addis U Eduardo Nat. U U Ghana R4L PERii Combined
Rwanda Salaam U Zimbabwe Ababa Mondlane Lesotho
23. ‘Unavailable titles’ actually available
Malawi 71% 128 of 180
Nairobi 69% 73 of 106
28%
Rwanda 83% 53 of 64
Dar 70% 16 of 23 72%
Actually available
= 270 titles
24. Diverging or
converging?
(CC BY-NC-ND 2.0) http://www.flickr.com/photos/joethorn/
25. For universities Possibilities…
• Fewer subscriptions– for more content
• More straightforwardto manage -fewer paywalls, IP
ranges and passwords
• Greater visibility of their own research – institutional &
disciplinary repositories
• Showing what universities do & contributions to
development
• Help to build case for investment
• New ways of tracking, measuring and understanding
reach & impact – altmetrics
• CC-BY = re-use = potential to improve teaching
materials
26. For universities Challenges…
• University leaders don’t yet fully appreciate what open
means
• Wary of digital and online publishing – belief that not
high quality, that ‘free’ material is inferior
• Open / online articles not accepted in promotions –
policy change, confidence building
• Online infrastructure – need to really invest in ICT
facilities, bandwidth, local networks, manage
bandwidth
27. As readers
Possibilities…
• Much more available – drawing on
the latest research to design,
undertake & publish own work
• Less cut off from international peers
– greater potential for collaboration
• Quality research with up to date
references more likely to get through
peer review
• Able to update teaching materials
(CC BY-NC-ND 2.0) http://www.flickr.com/photos/chrisjl/
28. As readers
Challenges…
• In a mixed world, some is
open, some isn’t. Confusion
• Searching, discovering, navigating
– still a huge challenge whether
open or not
• Confidence in the system –
judging quality, understanding
peer review
(CC BY-NC-ND 2.0) http://www.flickr.com/photos/chrisjl/
29. As authors
Possibilities…
• Currently many struggle to publish
• Many reasons, but partly unfamiliarity
with journals – OA would address this
• More opportunity to be published
• Greater visibility for their work – within
and outside Africa
• In journals & in repositories
(CC BY 2.0) http://www.flickr.com/photos/anonymouscollective/
30. As authors
Challenges…
• What‟s a reputable journal? Understanding
quality in an OA world. Need support here.
• Online? Free? Open access? International?
Local? Reviewed?
• People will „take‟ their work – the internet‟s not
a safe place. Especially with data.
• Can‟t afford to publish – many authors think it
costs to publish as it is
• „Online journals‟ don‟t count for promotion
• What about African journals?
(CC BY 2.0) http://www.flickr.com/photos/anonymouscollective/
32. Tanzania 2007
71,000 downloads from PERii
Around 50,000 students and 2,100
academics
So that’s just over 1 download per
student/academic, per year
33.
34. University of Nairobi, 2009
20 students shared access to each
computer
At Chancellor College, University of
Malawi it was 30
35. “ negative attitudes
towards research
”
“ environment
unwelcoming
“ intellectual ”
meltdown ”
“ intellectually
lost
”
36. stay connected – with peers,
nationally, regionally,
internationally
get published
define a research agenda
seed funding to get started
learn how to supervise
supportive institutional
context
mentoring and support from
experienced researchers
37. “ Most of our social
scientists are not
institution based...
they are there for hire ”
Quoted in Danny Wight‟s article of the same title, Social
Science & Medicine, 2008; 66:110-6.
38.
39. 800 academics from 12 southern African countries
62% engaged in consultancy
work
(CREST survey)
40. “ Consultants presume that
research is all about finding
answers to problems defined by
a client. They think of research
as finding answers, not as
formulating a problem
”
Mahmoud Mamdani, The Importance of Research in a
University‟, keynote at Makerere University Research
Conference, 9 April 2011
41.
42. “ The lack of knowledge
production is not a simple lack
of capacity and resources, but a
complex set of capacities and
contradictory rewards within a
resource-scarce situation
”
Cloete et al, 2011, Universities and Economic
Development in Africa
Editor's Notes
The oldest inter-university network in the world - today 533 members, founded in 1913Majority from low and middle income countries - 109 in Africa, 240 in South Asia, 4 in the Caribbean. Beyond a single continent or regionEffectively representing developing countries’ HE before many ‘development’ strategies articulated. The balance in membership has titled ‘South’ since 1967 – more members in Asia than elsewhereEarly council meetings were in Lagos, Accra, Johannesburg & Grahamstown
THIS IS ME A lot of what follows comes from other people’s work – colleagues at INASP, British Academy, ASAUKsome of the thinking of Johann Mouton and NicoCloete etcespecially conversations with innumerable colleagues in African universities Plenty of people in the room today have much greater experience in this – but these are some of my reflections having been working on this for the last 6 years.
Capacity!
UKCDS – Research capacity strengthening group
WHAT IS RESEARCHCAPACITY?Some definitions of research capacity – SIDA, DFIDSome of the words and ideas that come out of discussions –Key pointsa) not a one off thing – it’s a processb) Long termc) Not just technical project – lots of other things come into capacity – like trust, power etc
LEVELS OF RESEARCH CAPACITYCommon / useful to see research capacity at 3 LEVELSINDIVIDUAL– training researchers, postgrads, scholarships, staff developmentORGANISATIONAL – research institutions and their component departments – where researchers work, where teams come together, where you find libraries and labs, and where future generations of students & researchers get trained – next generationOrganisations often organised into networks & consortiaENABLING ENVIRONMENT – national/regional/international policy & political stuff.
COMMUNITY DEVELOPMENT RESOURCE ASSOCIATION developed a framework for capacity development at the organisational level – again this points to several layers or components – the resources & skills to do research are just part of this. They need a conceptual framework for how capacity is going to be developedThere are strategies, visions neededStructures neededThe culture of the organisation needs to be developed
CONTEXT
Figures from Hamilton Research suggest that sub-Saharan Africa was only using around 2.6% of its total bandwidth
Downloading articles
Compiled figures from Tettey & Cloete studies on & doctoratesAt country level, at university level, and public/privateShow that this dimension of ‘capacity’ varies a lot – high in Nairobi, Dar, Ghana, low at Makerere, Botswana, Eduardo MondlaneBetter in public than private in Kenya
Postgrad enrollments are also low – and PhD enrollments low amongst these. Most postgraduate enrollment is at masters level4% of Ghana’s enrollments were at postgraduate level. At the University of Ghana they dropped from 14% to 7% between 2002 and 2008. At Ibadan they rose from 18% to 35% (2001-2006), but Nigeria as a whole had just 7% postgrad enrollments in 2007.Overwhelmingly at master’s level. In 2007, 6% of University of Ghana’s postgrads were PhDs. Less than half a per cent of all enrollments.More figures from CloeteGrowth in number of doctorates produced over 6 year periodYear on year, growth has been low in many places – 6.7% at U of Ghana, 2.3% at Makerere, MINUS 17% at Nairobi. Better in some places – 23.3% at Dar, 31.3% at Botswana.UNEVEN CAPACITYVery low amongst women too – Dar: 27% of postgraduate enrollments in 2006/7 were female. At Ibadan in 2005/6 females accounted for 35%. COMPLETION RATES – HOW MANY GRADUATE?Completion rates low. 2007 – Botswana produced just four PhDs, the universities of Dar es Salaam and Ghana 20, Makerere 23 and Nairobi the highest of the five with 32 doctoral graduates
Open or shut? This isn’t the questionHow open will it be? How well can African researchers participate?
AVAILABILITY OF JOURNALS- Improved a lot – R4L, INASP’sPERii , EIFL --- the idea that journals aren’t available to African researchers doesn’t stand up. Not perfect, but pretty good.23,000 !
At a seminar in Nairobi a deputy vice chancellor for research complained how little access he and his colleagues had to journals, to which a senior librarian from the same institution responded that 34,000 titles were now available
The concern is whether OA – while aiming to enhance the positions of African researchers might actually shut them out somewhere elseAs producers / authors and as producers of their own journals. Able to read the world’s work, but still not able to publish their own – or not in the same placesHumanities & social sciences – very different to biomedical subjects
ECHOING MUCH OF WHAT LAURA SAID EARLIER ABOUT UNIVERSITY POLICY CONTEXTS
BUT MORE THAN JUST WHAT IS AVAILABLE – HOW MUCH GETS USED? HOW MUCH RESEARCH IS BEING DONE?In 2011 Tanzania had just over 6,400 full-text resources made just under 65,000 full-text downloads amongst the 93 institutions registered as part of PERii. This equates to an average of less than 700 downloads at each of these institutionsThese are difficult things to measure – but illustrates the deeper problem
Discovery skills – huge problem. Navigation in a digital world – OA or notmany were unaware of the titles of key journals in their field; many simply replied ‘journals in economics’ or ‘journals in history’.
IT FACILTIES – Academics have a computer eachStudents struggle – where the familiarity is developed
The experiences of some early career scholars – on completing their PhD and returning home to their universities
‘De-institutionalisation’ JOHANN MOUTON – researchers are consultants, pursuing solo projects. Many things suffer, including postgrad supervisionAcademics are consultants – working for themselves, not as departments, the research cultures are broken
. Mamdani, for example, notes that when he took over the directorship of the university’s social science institute, MISR, one of his first actions was to establish a regular seminar at which he and colleagues would read and discuss key literatureJeater makes a similar observation in her work in Zimbabwe, highlighting cultures of learning which emphasise echoing arguments from canonical texts – and the positions of their lecturers – rather than engaging critically with the issues
So to conclude, there’s going to be a lot of work – turn on the taps is a start, but for what flows to be useful we need to work out how to support and develop cultures of researchAnd it’s not all about the funding. Not just money -- Imelda Bates reckons something like 60 % of things which needed to be improved could be done through internal policy, systems etc – not new funding needed