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This chapter will explore the use of predictive modeling methods for identifying students who will benefit most from tutor interventions. This is a growing area of research and is especially useful in distance learning where tutors and students do not meet face to face. The methods discussed will include decision-tree classification, support vector machine (SVM), general unary hypotheses automaton (GUHA), Bayesian networks, and linear and logistic regression. These methods have been trialed through building and testing predictive models using data from several Open University (OU) modules. The Open University offers a good test-bed for this work, as it is one of the largest distance learning institutions in Europe. The chapter will discuss how the predictive capacity of the different sources of data changes as the course progresses. It will also highlight the importance of understanding how a student's pattern of behavior changes during the course.

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Recent years have seen fast growth in the number of policies mandating Open Access (OA) to research outputs. We conduct a largescale analysis of over 800 thousand papers from repositories around the world published over a period of 5 years to investigate: a) if the time lag between the date of publication and date of deposit in a repository can be effectively tracked across thousands of repositories globally, and b) if introducing deposit deadlines is associated with a reduction of time from acceptance to public availability of research outputs. We show that after the introduction of the UK REF 2021 OA policy, this time lag has decreased significantly in the UK and that the policy introduction might have accelerated the UK's move towards immediate OA 1 compared to other countries. This supports the argument for the inclusion of a time-limited deposit requirement in OA policies.