Abstract
INTRODUCTION This study explores the baseline knowledge and interest of faculty and graduate students at a Carnegie-classified Doctoral/Professional University regarding different components of scholarly communication. METHODS A survey was developed to inquire about such topics as scholarly research, scholarly publishing, access to research, copyright, measuring impact, promoting research, and open-educational resources. Responses more significantly represented the humanities and social sciences versus the natural and applied sciences. RESULTS & DISCUSSION Results showed some hesitancy in embracing the open access (OA) publishing model, especially the use of article processing charges (APCs). Faculty largely collect original data and believe public access to original data is important, but this varies by college and includes almost one-fourth of faculty who do not feel that sharing data is important. The areas in which respondents expressed the highest level of knowledge correlate directly with the areas in which respondents expressed the most interest in professional development. Preferences in professional development modality were split between virtual and in-person sessions. With virtual sessions specifically, graduate students prefer synchronous sessions while faculty prefer pre-recorded sessions. CONCLUSION Respondents were generally aware of the library’s current scholarly communications services, but additional promotion and marketing is still needed, especially for colleges with the lowest areas of engagement.
Highlights
This study explores the baseline knowledge and interest of faculty and graduate students at a Carnegie-classified Doctoral/Professional University regarding different components of scholarly communication
The Graduate School recommended that certain questions be excluded for graduate students, such as existing knowledge of scholarly communications concepts, collection and publication of research data, and open access (OA) publishing; they felt the knowledge and experience necessary for these questions was lacking, such that including the questions would make the survey longer and more overwhelming with a negative impact on survey completion
This study looked to determine the baseline knowledge of scholarly communications concepts among faculty and graduate students at a Doctoral/Professional University (D/PU) university
Summary
This study explores the baseline knowledge and interest of faculty and graduate students at a Carnegie-classified Doctoral/Professional University regarding different components of scholarly communication. Libraries and librarians work to promote and encourage scholarly communication among their faculty and graduate student population, but not much is known about researcher baseline knowledge of, and interest in, the different facets of scholarly communications, in terms of a university’s Carnegie Classification. Because of this research/ teaching balance, there is a need to know how much D/PU faculty, and by extension the graduate students they teach, understand about the scholarly research lifecycle and where they do or do not have interests in further developing their knowledge. Understanding the baseline knowledge and interest of faculty and graduate students regarding scholarly communication at SHSU will help to suggest what services and promotion academic libraries at 2 | eP2413
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