Open Access and Institutional Repositories

Ithaka's 2006 survey of faculty members sought to determine their attitudes related to online resources, electronic archiving, teaching and learning and related subjects.  This study affords the opportunity to develop trend analysis of many measurements collected in the 2003 and 2000 faculty surveys. As in the past, Ithaka developed a robust set of disciplinary and other demographic analyses that have allowed them to learn more about how best to serve the needs of different types of faculty members. Findings include;

Recently, on February 12, 2008, the Faculty of Arts and Sciences (FAS) at Harvard University took a landmark step.  The faculty voted to adopt a policy requiring that faculty authors send an electronic copy of their scholarly articles to the university’s digital repository and that faculty authors automatically grant copyright permission to the university to archive and to distribute these articles unless a faculty member has waived the policy for a particular article. Essentially, the faculty voted to make open access to the results of their published journal articles the default policy for the Faculty of Arts and Sciences of Harvard University.

This JISC report reviews the variety of data, and arrangements for its curation and use, across disciplines.The work of funders, national data centres, institutional repositories, learned societies and the Digital Curation Centre are all documented, with a view to identifying (as the report's subtitle says) the "roles, rights, responsibilities and relationships", that are emerging as important.

It is shown that it takes several years for a mandatory policy to be institutionalized and routinized, but that once it has been the deposit of articles takes place in a remarkably short time after publication, or in some cases even before. Authors overwhelmingly deposit well before six months after publication date. The OA mantra of 'deposit now, set open access when feasible' is shown to be not only reasonable, but fitting what researchers actually do.