Open To Open Access (O2OA )

Julie BayleyO2OA Project ManagerCU Impact Officer Senior Researcher / HCPC Registered Health PsychologistEmail: j.bayley@coventry.ac.ukTwitter @Julie_covuni

On behalf of the O2OA teamLorna Everall (PI) & Joanne

Marsh (Coventry University)

Miggie Pickton & Katie Jones (University of Northampton)

Alan Cope (De Montfort University)

O2OACoventry University

University of Northampton

De Montfort University.

Implementation of OA requirements (publishing and data) in a modern university setting.

Overall aim: establish shared institutional processes Identify the OA needs

Develop workflows and tools for OA processes

Embed a pro-OA culture using behaviour-change informed approaches to engage academics

Needs assessmentFocus groups and interviews (n=29)

KnowledgeDriversBarriersFacilitators

Report available: http://blogs.coventry.ac.uk/researchblog/o2oa-needs

-assessment-final-version/

Knowledge

FACT UNSURE CONFUSEDDetailed,

understood and (where

appropriate) translated into

practical approaches

Assumed, arguable, opinion or

conjecture.

Misunderstood or conflicting knowledge

I think someone was telling me last week, from 2016

it’s going to be mandatory?

I remain somewhat bemused by the issues

involved

…if you have a paper accepted into a journal that is

fully Open Access, they’re publishing and it’s completely open, that’s your gold route

Drivers“If you can’t submit it to REF if it’s not Open Access, then there’s

not much point”

“The public should be able to access what they’re paying for”

“OA speeds up the rate of progress”

Building in OA costs

Publication uncosted

OA Barriers Money

Practical limitations

Attitudes and concerns

Limited funds

Funders

Duplication (data)

Charities

Unwillingness to pay

Concerns OA costs = less

competitive bids

Strategic decisions on

journal choice

Planning

Mixed messages

GuessworkChange of

journal

Data

Ethics

ConsentAnonymity

Decontextualised / Misrepresented

Intellectual property

Loss of data control

Enforced collaborationPrevents

self-reuse

Delay release

Speed of publication for

others

Output

Journal

Repository

Credibility

ChoiceSpecialised vs. high IF

Versioning

Aesthestics (inc graphics and line

numbers)

Citation impact

Copyright

Researcher responsibility

Release of old data (not consented at

Unexpected effects

Academic snobbery (Gold vs. Green)

ECR / PhD / not in

employment

No benefits perceived

Barriers!

Facilitators

Information provision

Clear institutional strategy

Unambiguous messages about

compliance

Clear guidance and workflows

“The message needs to be consistent right across the board, not just to researchers, but also to the bidding office, to the finance people “

OA lifecycle

Created by Miggie Pickton

(University of Northampton)

Project next stepsRecommendations: convert to processesMapping OA processesEach institution:

Build internal processesFeedback, learn, compare, improve

Using Intervention Development Approaches:

Intervention Mapping

Intervention designInterventions can have limited effect. Best if:

Tailored to people and settingsUnderstand reasons and map methods to needsPlan implementation Involve participants Change at multiple levels

Intervention Mapping (Bartholomew et al, 2006):Framework for the development of theory and

evidence based interventionsSpecific sequence of steps Combine multiple sources of information and views

Example: “What Should We Tell the Children About Relationships and Sex?”

See: https://healthinterventions.coventry.ac.uk/sash/-projects-parents-game.aspx

1. Needs assessmentFirst - understand the problem(s)Ask the users, stakeholders and consult

relevant literatureIdentify barriers, facilitators, attitudes,

beliefs, social factors, practical issues…Challenge assumptions about what is

needed Aim: Determine the actual need(s)

Examples of responses from WSWTTC needs assessment

‘My child’s not old enough yet’

‘I don’t know enough about that myself’

‘I don’t have the ability to

influence my child’

‘It’s my wife’s job‘I don’t know

how to say what I want to say’

‘It’s embarrassing’

‘I want to protect her from all of

that’

‘I don’t know where to start’

‘I’m not comfortable talking about

that’

2. Identify goals and objectivesa) Convert the problems into positive goals

b) Identify the underlying reasons (determinants)

Attitude Self efficacyKnowledge /

behaviour‘My child can be

given some information at all

ages’

‘I have sufficient knowledge about the

topic to discuss’

‘I have the ability to influence my child’

‘I have an individual role in

communicating

‘I know how to say what I want to say’

‘I can talk without it being embarrassing’

‘I can protect her by talking about sex and

relationships’

‘I’m comfortable talking about that’ ‘I know where to start’

2. Identify goals and objectivesa) Convert the problems into positive goals

b) Identify the underlying reasons (determinants)

c) Identify overall goal “Increase the quantity and quality of parent-child communication

about sex and relationships”

d) Identify the programme objectives (which will lead to overall goal)

e) Create a table showing objectives (rows) and determinants (column)

f) Work out change objectives (a goal condition for each determinant)

Determinant

Programme objective

Attitude Knowledge / behavioural capacity

Self efficacy

Determinants

Programme objective

Attitude Knowledge / behavioural capacity

Self efficacy

Parents to orient themselves for child approach / initiation

Programme

objective

Determinant

Programme objective

Attitude Knowledge / behavioural capacity

Self efficacy

Parents to orient themselves for child approach / initiation

Child’s approaches are ideal opportunities for learning and discussion (that for younger children, capitalize on their natural curiosity)

Able to recognize child’s approaches

Feels confident in ability to know when their child is attempting to communicate with them about SR

Change objectives

Determinant

Programme objective

Attitude Knowledge / behavioural capacity

Self efficacy

Parents to orient themselves for child approach / initiation

Child’s approaches are ideal opportunities for learning and discussion (that for younger children, capitalize on their natural curiosity)

Able to recognize child’s approaches

Feels confident in ability to know when their child is attempting to communicate with them about SR

3. Select methodsList possible methods and techniques

Match methods to the changes needed• Does the method change the determinant?

Pick methods most likely to have the desired effect• Which are most effective / viable?

Plan practical ways to implement them • How do you build them into your local context?

4. Assemble methods into a programmeCoordinate methods into a plan

Who, when, how

Based on knowledge of context and service users

Try

Revise!

5. Plan implementationConsider reach and access

ResourcesEndorsementLocationsFormats

Develop a roll-out / sustainability plan

6. EvaluateCheck if it works! Have the needs been addressed? Has it influenced the goal? Could the programme be changed /

broadened? What can you learn for future

actions?

Summary Intervention approaches can help us effect

change by: Understand the problems by working with the

usersRefocusing these into goalsHaving a clear direction of what is to be

achievedMatching methods to the issuesReflecting the context

The principles of Intervention Mapping can be applied to any area in which change is needed

Thanks!

O2OA project bloghttp://blogs.coventry.ac.uk/researchblog/category/oa/

Now over to you in the workshop....

Uncovering researcher behaviours and

engagement with Open Access

#oagp

www.brookes.ac.uk/library

Practical intervention mapping

Uncovering researcher behaviours and

engagement with Open Access

#oagp

www.brookes.ac.uk/library

Tools and techniques for effective understanding and communication

• CIAO• MIAO• Interview Questions from NTU (on stick)• Coding from NTU (on stick)• Hefce poster – Portsmouth• Researcher Lifecycle – Northampton• Open Access and your published paper – Northampton• Intervention Mapping – worksheet and grid (on stick)

Open Access and the research lifecycle: a guide for researchers

Miggie Pickton - O2OA project

Uncovering researcher behaviours and engagement with Open Access

20th May 2015

O2OA – Needs analysis• Focus groups held at the University of Northampton (August –

October 2015)

– 24 attendees from a range of disciplines (health; education; business; computing; etc.) plus one research manager

– Researchers from various career stages (PhD student to Professor)

• Focus group recordings transcribed then coded using Nvivo

• UoN project staff (Nick Dimmock, Katie Jones and myself) then met to align stated needs with research lifecycle…

The guide

The guide

• Covers open access to published work and research data

• Addresses all stages of the research lifecycle – from “Identify new research data” to “Disseminate”

• At each stage considers:

– How the researcher can take advantage of others’ OA work

– What the researcher needs to be aware of if they intend to make their own work OA

• Provides links to appropriate tools and services throughout

• On reverse side includes glossary of terms and notes on University of Northampton OA services and policy

• The guide is licensed CC BY 4.0 and available as a .docx for easy adaptation and re-use

Sample: Bid for funding

Using the guide

• We have blogged about it on UoN’s Research Support Hub

• Feedback from researchers has been positive:

• All three project partners (Coventry, DMU and Northampton) plan to use it as a focus for advocacy and training

• We have invited colleagues via mailing lists to send feedback (thank you to Martin Donnelly of the DCC for his comments)

• Please feel free to adapt and re-use the guide at your institution (.docx available here)

“A million thank you’s for this guide! It is a blessing for ECRs like me… I have printed this out and actually have it right next to my desk”

Further information

• For further information about the O2OA project or this guide feel free to contact:

– Miggie Pickton, Research Support Librarian – miggie.pickton@northampton.ac.uk or

– Julie Bayley, Coventry University Impact Officer and O2OA Project Manager  – j.bayley@coventry.ac.uk

QUESTIONS

Uncovering researcher behaviours and

engagement with Open Access

#oagp

www.brookes.ac.uk/library

Workshop Extra

Tour of the Library within John Henry Brookes Building