TNE licensing pilot presentation.

1. TNE Licensing Pilot
Carolyn Alderson, deputy director JiscCollections and Greg Ince,TNE licensing manager
24/10/2018

2. Role of Jisc Collections
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3. Common library experiences supportingTNE*
»Responding to speculative enquiries relating to potential /
upcoming provision scenarios
»Discovering a provision scenario exists after it has been established
and that it needs content
»Navigating mismatched expectations regarding content being
available to support provision scenarios
»Undertaking large scale projects to ensure library licensed
collections can be used in support ofTNE
*almost always with challenging timelines
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4. What are the challenges?
»The notion of what constitutes the Definition of an ‘Authorised
User’ in content licences and how well the Definition
accommodates the multitude ofTNE provision types
»Content owner perspectives onTNE (typically based on a starting
premise thatTNE users = additional cost)
»The technical challenges associated with managing secure content
access
»The associated costs (time and monetary) for extending access to
licensed content
»A growing duplication of effort in the sector
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5. What do libraries need?
»To be able to respond in the affirmative when content is needed –
parity of access
»To know if an additional charge is likely to be applied
»A reduced - and more transparent - financial burden
»A reduction in administrative and resourcing burden
»Ready access toTNE data that they can use to inform content
owners
»Greater clarity about the nature of provision scenarios and a shared
language to adopt
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6. Key aims of theTNE Licensing Pilot
» Supporting parity of access forTNE students
» Research to understand current local complexity and differences ofTNE activities, and
how the HESA Aggregate Offshore Record may support the sector inTNE licensing
» Engagement with libraries and sector bodies to support and develop a common TNE
nomenclature and licensing approach /DecisionTool
» Test the commonTNE licensing approach with publishers:
1. A common process and terminologies for defining the status of offshore students.
– Are they Authorised Users’ or ‘Additional Authorised Users’ (AAUs)?
2. The circumstances under which UK HEIs would be expected to pay a Fee for extending
their licence agreement to include identified ‘Additional Authorised Users’.
3. A relevant consortium pricing model in cases where UK HEIs are expected to pay a Fee
for extending their licence agreement to include identifiedAdditional Authorised User
access.
» An optional service for AAU licensing and ordering
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7. Steering Group Members and their institutions
» Anne Horn (chair), University of Sheffield
» Emma Adamson, University of SouthWales
» Irene Barranco, University of Greenwich
» Ruth Dale, NottinghamUniversity
» Georgina Dimmock, University of
Northampton
» Sue Egleton, University of Reading
» Adam Edwards, MiddlesexUniversity
» Nadine Edwards, University of Greenwich
» Mandy Harper, University of Birmingham
» Ruth Jenkins, Manchester Metropolitan
University
» Nick Lewis (vice-chair), University of East
Anglia
» Helen Matthews, University of Middlesex
» Brian Murphy, University of Ulster
» Celia Partridge (observer), UUKi
» JillTaylor Rowe, NewcastleUniversity
and RLUK representative
» MarkToole, NottinghamTrentUniversity
and SCONUL representative
» KateVasili, University of Middlesex and
Copyright LicensingAgency representative
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8. Stakeholders
»UK HEIs
› Libraries
› International
› Marketing
› Planning
› Legal / Contracts
»British Council
»Copyright Licensing Agency
»HESA
»QAA
»RLUK
»SCONUL
»UUKi
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9. TNE Licensing Pilot participants (1)
Aberystwyth University, Aston University, Bath Spa University, Brunel University,
Buckinghamshire New University, Cardiff Metropolitan University, Cranfield
University, De Montford University, Falmouth University, GlasgowCaledonian
University, Heriot-Watt University, Lancaster University, Leeds Beckett
University, Manchester Metropolitan University, Middlesex University, Newcastle
University, The Open University, Queen Mary (U.o.L.), Royal Holloway (U.o.L.),
Sheffield Hallam University, Staffordshire University, St George’s (U.o.L.), Ulster
University, University for the Creative Arts, University ofAberdeen, University of
Bedfordshire, University of Birmingham, University of Derby, University of East
Anglia, University of Essex, University of Glasgow, University of Kent, University
of Leicester, University of Northampton, University of Salford, University of
Sheffield, University of SouthWales, University of Stirling, University of Sussex,
University of theWest of England Bristol, University ofWolverhampton, University
ofWorcester
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10. Publishers prioritised by library community
»American Psychological
Association
»Dawson Books
»Ebsco
»Elsevier
»Emerald
»Lexis Nexis
»ProQuest
»Sage
»Springer / Nature Publishing
»Taylor & Francis
»Westlaw
»Wiley
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11. Developing a Common Licensing Approach
»HESA Aggregate Offshore Record (AOR) – a common source of
authority
› Companion to the HESA Student Record
› The full and formally reported equivalent toTNE numbers shared
by UK HEIs
› The only centrally reported snapshot of UK HEIs offshore
provision scenarios
› Returned annually to HESA by UK HEIs
»How does it support a common licensing approach?
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12. AOR – provision types and scale ofTNE
2,280,840 UK FTE reported (in year)
702,920TNE reported in HESA AOR – activity in almost every country
Excluding Oxford Brookes, University of London International Programmes and
the Open University, the numbers of students reported under the HESA’s 5 ‘Type
of Provision’ codes, are:
› Code 1 ‘Overseas campus of reporting provider’ ~25K
› Code 2 ‘Other arrangement including collaborative provision’ ~137K
› Code 3 ‘Distance, flexible or distributed learning’ ~62K
› Code 4 ‘Overseas partner organisation’ ~79K
› Code 5 ‘Other arrangement’ ~8K
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13. How the AOR codes support a licensing approach
‘Type of Provision’ numeric codes and their definitions
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14. Registration Status
» Those overseas users that are ‘registered at reporting provider’ are registered
with the UK HEI in the same way that home students are registered, or students
who come to the UK to study are registered.
» ‘Registered’ used in the HESA AOR is a term defined by the English, Scottish and
Welsh funding councils.Although each funding body uses a different definition of
meaning currently, the funding bodies have agreed to adopt a common definition
in future, from the HESA Data Futures Project:
› ‘A student registration is a binding agreement between a student and an
organisation for the delivery of educational services, within the meaning of "Stage
3: enrolment stage" in the Competition and Markets Authority's advice for HE
providers on consumer protection law.’
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15. "Authorised User” Definition in Jisc Model Licence
24/10/2018
"Authorised User" means an individual who is authorised by the Institution to
have access to its information services (whether on-site or off-site) via Secure
Authentication and who is:
• a current student registered with the Institution (including undergraduates
and postgraduates);
• an alumnus of the Institution;
• a contractor of the Institution; or
• a member of staff of the Institution (whether permanent or temporary,
including retired members of staff) and any teacher who teaches current
students registered with the Institution; or
• without prejudice to Clause 4.2, aWalk-In User
and, unless the context otherwise requires, all references to “Authorised Users” in
this Licence include “Additional Authorised Users”.
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16. HESA AOR Licensing Conclusions
» The HESA AOR can support a centralised licensing approach
» Offshore users (students) should be considered Authorised Users in the Licence if
the learners are reported into the HESA AOR under Codes 1, 2 and 3 definitions,
as ‘registered at the reporting provider’, i.e. registered with the UK HEI.
› Publishers may challenge the size and location of someTNE provisions
» Offshore users (students) should be considered Additional Authorised Users
when learners are reported in partnerships relating to Codes 4 and 5 of the HESA
AOR.
› However, for Code 4 (Overseas partner organisation), the nature of the
provision reported, the numbers involved at any single site, and the location of
the partner needs to be assessed concerning the relevance of an additional fee.
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17. Proportion of UK HEI and theirTNE
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Proportionofreportedstudentnumbers
UK FTE (including distance learning) TNE provision FPE (excluding distance learning)
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18. Testing theTNE Licensing Approach
»A set of guiding principles that we ask publishers and HE librarians
to review and adopt and referencing the HESA AOR:
http://repository.jisc.ac.uk/6941/1/Jisc_Collections_TNE_Licensing_
Pilot_Approach_1.8.2018.pdf
»We are promoting and negotiating for theTNE licensing approach
with the pilot publishers and are providing feedback via a monthly
status report.
› Wiley has confirmed agreement to the approach
»Aiming to agree transparent pricing forAdditional Authorised Users
with all publishers
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19. Next Steps of theTNE Licensing Pilot
»Continue to test the common licensing approach: utilising the
HESA AOR and common terminologies with identified key
publishers
»Communicating the common licensing approach to all stakeholders
»Developing the Jisc ‘DecisionTool’ to reflect the results of testing
the approach
»Developing an authentication and security tool kit for librarians and
publishers
»Transition from pilot to optional service
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20. jisc.ac.uk
Thank you
Carolyn Alderson and Greg Ince
Carolyn.alderson@jisc.ac.uk
Greg.ince@jisc.ac.uk
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