The Transformation of the Green Road to Open Access

Abstract

(1) Background: The 2002 Budapest Open Access Initiative recommended on self-archiving of scientific articles in open repositories as the “green road” to open access. Twenty years later, only one part of the researchers deposits their publications in open repositories; moreover, one part of the repositories’ content is not based on self-archived deposits but on mediated nonfaculty contributions. The purpose of the paper is to provide more empirical evidence on this situation and to assess the impact on the future of the green road. (2) Methods: We analyzed the contributions on the French national HAL repository from more than 1,000 laboratories affiliated to the ten most important French research universities, with a focus on 2020, representing 14,023 contributor accounts and 166,939 deposits. (3) Results: We identified seven different types of contributor accounts, including deposits from nonfaculty staff and import flows from other platforms. Mediated nonfaculty contribution accounts for at least 48% of the deposits. We also identified difference between institutions and disciplines. (4) Conclusions: Our empirical results reveal a transformation of open repositories from self-archiving and direct scientific communication towards research information management. Repositories like HAL are somewhere in the middle of the process. The paper describes data quality as the main issue and major challenge of this transformation.

Training in open access for doctoral students: results of a survey of current and recent students and supervisors

“…The Don't know figure was slightly higher for supervisors (16%), suggesting some uncertainty about what is required of doctoral students. This finding supports earlier findings in the literature suggesting that open access training is often not considered an integral part of doctoral student training (Schöpfel et al, 2019;Panchenko et al, 2021). Mandatory training was found most likely to be delivered via presentations or workshops and/or through the provision of online resources, and respondents consistently indicated that mandatory training was primarily provided within the school, department, or faculty.…”

Integrating open science education into an undergraduate health professional research program

“…For See end of article for supplemental content. graduate students and practicing researchers, training has included general OS workshops [21,22], online courses on reproducible research workflows [23], tailored OS training for PhD students [24], and OS training modules and software support hosted by non-profit organizations [25,26].…”

“…For undergraduates, the field of psychophysiology has developed open lab-based training resources focused on using OS in research [ 18 ]; microbiology undergraduates in Brazil were provided with OS educational modules in a summer school program [ 19 ], and undergraduate research assistants in psychology completed OS readings, practiced preregistering research, and shared data and materials under the supervision of their faculty supervisors [ 20 ]. For graduate students and practicing researchers, training has included general OS workshops [ 21 , 22 ], online courses on reproducible research workflows [ 23 ], tailored OS training for PhD students [ 24 ], and OS training modules and software support hosted by non-profit organizations [ 25 , 26 ].…”