INTRODUCTION. The aim of this study was to determine the awareness of open access among the academic staff of a research-oriented Spanish university, their use of the institutional repository and their satisfaction with its services.METHODS. An anonymous survey of 37 questions was sent to all professors, researchers and doctoral students of the University of Navarra. Between 5 and 25 March 2015, a total of 1989 messages were sent by email with a link to the survey. RESULTS.A total of 352 responses (17%) were received. The responses showed statistically significant differences in opinions concerning open access journals and services created on top of the repository. Although there was general agreement on the need for open access, half the respondents adopted open access practices (which included the use of the institutional repository, personal and departmental pages and academic platforms such as Academia.edu and ResearchGate). This percentage increased with the older respondents, who were also senior members of staff with tenure and positions of authority at the university. The opinion on open access journals depended on the area of research and was related to the type of academic communication and career advancement in each discipline. Specifically, the opinions of researchers were similar within social sciences and humanities, within medicine and life sciences, and within the physical sciences. The repository services most valued were correction of bibliographic data among older researchers and document scanning among social sciences and humanities researchers. The interoperability of the repository with other systems (especially the current research information system) was also considered important.
Purpose The purpose of this paper is to provide, through a set of indicators, an overview of the way in which Spanish institutional repositories are run and the services they offer their respective institutions and other users. The selected descriptors are based on aspects related to technology, procedures, content, marketing and the personnel responsible for managing repositories. Design/methodology/approach In order to establish the indicators, a thorough review of the literature was carried out to identify existing indicators that are used to assess repositories. These were divided into five categories (technology, procedures, content, marketing and personnel) with a total of 48 components. An online survey was conducted with the repositories managers of 66 Spanish research institutions in order to verify the degree of fulfilment of the selected indicators. Findings The survey received forty-six responses, which represented a response rate of 69 per cent. Of these, 44 came from universities and two from research centres. In total, 65 per cent of the repositories have the capacity to import data from and export data to other university systems, mainly Current Research Information System (32 per cent). Most repositories have mechanisms for the large-scale import and export of metadata and digital objects (83 per cent). The use of altmetrics in repositories is widespread (44 per cent). Authors and librarians deposit most frequently (37 and 32 per cent, respectively), in spite of the fact that 44 per cent do not have full-time staff working in the repository. In more than 80 per cent of the repositories, between 90 and 100 per cent of the deposits are full-text documents. With respect to the tools used to promote the repository within the institution, these are primarily face-to-face training sessions (82 per cent), followed by support materials such as manuals and help pages (65 per cent). The academic authorities encourage open access among researchers in 56 per cent of cases, a significant element in repository marketing. Originality/value This work proposes a model based on five dimensions and 48 indicators to assess institutional repositories. This approach has been applied to Spanish institutional repositories to provide up-to-date information about their management procedures and promotional methods and the services they offer authors and the university community. This overview of Spanish repositories has provided an insight into the way in which repositories have evolved in recent years and allowed potential improvements to be identified based on the most advanced repositories. This model can also be exported to assess institutional repositories in other countries.
Después de 10 años de la declaración de Berlín, se ha realizado un estudio para definir unos indicadores de evaluación de repositorios, enfocados a la gestión interna y a la satisfacción de los usuarios. Se considera que no existe una sola forma de evaluar los repositorios, aunque sí se pueden dar unos criterios generales. Se ha realizado una recopilación de la bibliografía que trata sobrecriterios aplicados a la evaluación y análisis de repositorios institucionales y a partir de éstos, se ha establecido una propuesta propia que pueda ser aplicada a los repositorios institucionalescomo modelo potencial de evaluación. Se tendrán en cuenta en esta propuesta los factores que influyen en el rendimiento de los repositorios institucionales referentes a la gestión del repositorio. Como resultado, se proponen una serie de indicadores tecnológicos, de procesos,de marketing y de personal, que colaboren a que el repositorio sea una herramienta útil al usuario final y a la institución.
This paper presents the results of a research study whose objective was to identify the facilitating factors and barriers that, in the opinion of representatives of the Spanish scientific community, impact the implementation of the new open science model in four areas: open access, open research data, research assessment and open peer review. A qualitative study was designed in which information was obtained through interviews with researchers, editors of scientific journals, representatives of assessment agencies and vice-chancellors, and through a focus group of librarians with expertise in aspects of open science. The enabling factors and barriers identified were related to the researcher and the fruit of their research, as well as to the scientific ecosystem, which provides direct institutional support and backing (universities/research centres), the regulatory framework (management of the science system) and the science communication system (media). The results indicate that a shift in scientific practices toward the open science model can only be achieved if there is a policy framework that integrates all initiatives and links into the scientific assessment and reward system, and if the necessary funding is in place to support this transition.
IntroducciónSe exponen los resultados de un estudio realizado durante el año 2004 en algunas bibliotecas universitarias del Reino Unido. El objetivo era investigar si las bibliotecas pertenecientes a instituciones de pequeño y mediano tamaño orientadas a la investigación estaban aplicando el modelo de Centro de Recursos para el Aprendizaje y en su caso, cómo afectaba a los servicios, espacio y estructura del personal.Para comprender mejor el contexto es necesario conocer algunos datos de la historia reciente de las universidades del Reino Unido. En 1992 hubo un cambio en las instituciones de educación superior británicas. La consecuencia más importante fue que desapareció la distinción entre las universidades y los llamados "politécnicos", que antes no tenían categoría de universidades y donde se impartían estudios de carreras más prác-ticas. Desde ese momento, estos últimos se empezaron a llamar "nuevas universidades" (Naylor, 1997). En ellas la investigación no está tan desarrollada, siendo la enseñanza el primer objetivo de los profesores. Para las "universidades antiguas", sin embargo, la investigación es vital; los fondos económicos para llevarla a cabo dependen de los resultados de la evaluación de la investigación que se realiza periódicamente (research assessment exercise, RAE). Por lo tanto, hay una presión más intensa respecto a los resultados en estas universidades, por lo que requieren una provisión de materiales y un entorno más adecuado de apoyo a la investigación.En 1993 se publicó el informe Follett del Libraries Review Group. Intentaba resolver algunos problemas que afectaban a las bibliotecas universitarias: un mayor Los Learning centres en el Reino Unido. Estudio de caso de seis universidades medianas. Por Rocío serrano-VicenteArtículo recibido el 22-11-06
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