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Faculty experiences with the National Institutes of Health (NIH) public access policy, compliance issues, and copyright practices.

ABSTRACT: OBJECTIVES: The research assessed faculty awareness of the National Institutes of Health (NIH) public access policy and faculty experiences with the copyright terms in their author agreements with publishers. METHODS: During the fall of 2011, 198 faculty members receiving funding from NIH at a large urban academic institution were invited to participate in an anonymous online survey. A total of 94 faculty members responded to the survey, representing a response rate of 47%. RESULTS: Thirty percent of the survey respondents were either unaware of or not familiar with the NIH policy. Further, a significant number of faculty members (97.8%) indicated that they usually signed their copyright forms "as is." The findings show that time, confusing instructions, and unclear journal policies are challenges experienced by NIH-funded faculty in complying with the federal mandate. CONCLUSION: There is a need to educate faculty with respect to the value of retaining their copyrights and self-archiving their publications to help advance public access and open access scholarship.

SUBMITTER: Charbonneau DH

PROVIDER: S-EPMC3543125 | biostudies-literature | 2013 Jan

REPOSITORIES: biostudies-literature

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Faculty experiences with the National Institutes of Health (NIH) public access policy, compliance issues, and copyright practices.

Charbonneau Deborah H DH McGlone Jonathan J

Journal of the Medical Library Association : JMLA 20130101 1

<h4>Objectives</h4>The research assessed faculty awareness of the National Institutes of Health (NIH) public access policy and faculty experiences with the copyright terms in their author agreements with publishers.<h4>Methods</h4>During the fall of 2011, 198 faculty members receiving funding from NIH at a large urban academic institution were invited to participate in an anonymous online survey. A total of 94 faculty members responded to the survey, representing a response rate of 47%.<h4>Resul ...[more]

PMID: 23405043

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Project description:The idea of faculty engaging in meaningful dialogue with different publics instead of simply communicating their research to interested audiences has gradually morphed from a novel concept to a mainstay within most parts of the academy. Given the wide variety of public engagement modalities, it may be unsurprising that we still lack a comprehensive and granular understanding of factors that influence faculty willingness to engage with public audiences. Those nuances are not always captured by quantitative surveys that rely on pre-determined categories to assess scholars' willingness to engage. While closed-ended categories are useful to examine which factors influence the willingness to engage more than others, it is unlikely that pre-determined categories comprehensively represent the range of factors that undermine or encourage engagement, including perceptual influences, institutional barriers, and scholars' lived experiences. To gain insight into these individual perspectives and lived experiences, we conducted focus group discussions with faculty members at a large midwestern land-grant university in the United States. Our findings provide context to previous studies of public engagement and suggest four themes for future research. These themes affirm the persistence of institutional barriers to engaging with the public, particularly the expectations in the promotion process for tenure-track faculty. However, we also find a perception that junior faculty and graduate students are challenging the status quo by introducing a new wave of attention to public engagement. This finding suggests a "trickle-up" effect through junior faculty and graduate students expecting institutional support for public engagement. Our findings highlight the need to consider how both top-down factors such as institutional expectations and bottom-up factors such as graduate student interest shape faculty members' decisions to participate in public engagement activities.

Dataset Information

Faculty experiences with the National Institutes of Health (NIH) public access policy, compliance issues, and copyright practices.

Publications

Faculty experiences with the National Institutes of Health (NIH) public access policy, compliance issues, and copyright practices.

Similar Datasets

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