Factors Influencing the Adoption and Development of Electronic Theses and Dissertations (ETD) Programs, with Particular Reference to the Arab Gulf States

Abstract

This paper aims to establish the framework for understanding the positive and negative factors affecting the adoption and development of electronic theses and dissertations (ETD) programs with particular reference to the situation in the Arab Gulf States. The reviewed literature shows that several interrelated factors have been found to encourage the adoption and development of ETD programs in university libraries: the appreciation of the benefits of ETD programs, awareness of these programs, and effective promotional and advocacy work that lead to cultural changes related to views on ETD programs. With regard to the Arab Gulf States, even though there is a lack of available literature, it appears that university libraries have the required infrastructure for encouraging the adoption and development of ETD programs. On the other hand some factors have been found to discourage the adoption of ETD programs. These include: technological factors, legal issues and other administrative issues. With regard to the Arab Gulf States, the available literature shows that some of the influencing factors are the same as those found in other countries, especially administrative and technological factors. In conclusion, it seems that most issues influencing the adoption and development of ETD programs can be resolved by undertaking appropriate promotional and advocacy activities.

Opening the Dissertation: Overcoming Cultural Calcification and Agoraphobia

“…Though digital dissertations are increasingly available online, few exploit the opportunities afforded by digital technologies. The number of multimedia dissertations is miniscule compared to the total number of dissertations produced (Swain 2010, Salmi 2008, Brown 2010, Fyffe and Welburn 2008, Fineman 2003. Depending on the authors' choices regarding online dissemination and copyright management, digital dissertations might not be more easily discovered or used than their print counterparts.…”

“…Dissertation (Salmi 2008). Authors who do participate often choose to restrict or embargo access to their work.…”

“…Authors benefit from easy discovery and access to their work (Swain 2010), improved speed and breadth of dissemination (Brown 2010), and increased visibility, use, and impact, which can help them embark on their careers (Salmi 2008, Copeland 2008, Herther 2010. Institutions also benefit from the increased visibility, which advertises the quality of work produced at the institution and can help recruit faculty and students (Yiotis 2008, Salmi 2008, Fyffe and Welburn 2008, Herther 2010, Swain 2010. Disciplines benefit because the work is readily available to build upon and can reduce redundant research (Swain 2010, Brown 2010.…”

“…The primary reasons given for not opening access to the dissertation are fear of not publishing future work based on the dissertation, fear of copyright infringement, and fear of plagiarism and idea theft (Edminster and Moxley 2002, Copeland 2008, Yiotis 2008, Salmi 2008, Brown 2010, McCutcheon 2010, Tarrant 2012b. Note that none of these fears attached to the medieval disputatio.…”

“…Moreover it would teach them how the real world they are about to enter works. 17 Whether faculty are increasingly advising students to restrict access or to provide open access to their dissertations appears to vary across institutions, disciplines, perhaps even nations (McMillan 2005, Salmi 2008, Brown 2010. Students with advisors who support open access are the most enthusiastic about opening access to their dissertation (Brown 2010), but often advisors do not know the dissertation dissemination options available to students (Myers and Galarza 2011).…”