Abstract
The open access (OA) agenda has gained traction in the UK, and the academic community is embracing it. Despite this, compliance rates of OA deposition into journals and repositories are below the levels expected and hoped for. This is despite the growth of OA and hybrid journals and the OA mandates from funders. In this article I will attempt to address this from the perspective of an academic researcher, to shed some light on the OA compliance gap. What are the pressures on academics and what is limiting the successful transition to full compliance? What are the pinch points in the process from an academic viewpoint? What are academics looking for from publishers and repositories to help them in their research? I will also attempt to outline four key areas in this publication and reporting process that we, as an academic publishing community, should aim to improve.
Highlights
The growing pressures on academics to publish their research in high impact, open access (OA) journals show no signs of decreasing
Conflicting, impacted on the academic? I hope to offer some observations in the following article from a variety of perspectives, some of which may not be obvious to those working outside the academic sector or who have not had direct experience of managing a research group in a UK higher education institution (HEI) in the last ten years or so
Who am I, and why do I feel qualified to spout forth? I would describe myself as a jobbing academic working in the higher education sector, having published around
Summary
The growing pressures on academics to publish their research in high impact, open access (OA) journals show no signs of decreasing. Across a broad spectrum of stakeholders, including governments Excellence Framework [REF] 20141), funders, deans and heads of schools, institutional repositories (IRs), academic colleagues, students, and the general tax-paying public, as well as the publishers themselves. How have these various pressures, many of which are in part SIMON HUBBARD conflicting, impacted on the academic? How have these various pressures, many of which are in part SIMON HUBBARD conflicting, impacted on the academic? I hope to offer some observations in the following article from a variety of perspectives, some of which may not be obvious to those working outside the academic sector or who have not had direct experience of managing a research group in a UK higher education institution (HEI) in the last ten years or so
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