Is the best way of incentivising open scholarship to measure it? Lizzie Gadd is not so sure. There is a lot of talk at the moment about measuring open scholarship as means of incentivising it.
The active use of metrics in everyday research activities suggests academics have accepted them as standards of evaluation, that they are “thinking with indicators”. Yet when asked, many academics profess concern about the limitations of evaluative metrics and the extent of their use.
The difficulty of reaching practitioners and experts is one of the main challenges faced by early-career researchers in particular, and one that can overshadow fieldwork experiences and attempts to produce new knowledge.
There’s been a flurry of reports and announcements on open science over the last few weeks. Plenty of good holiday reading – though, like the UK early summer, perhaps as much heat as light. Certainly, UKRI’s policy teams are likely to have heavy suitcases in August.
What is open education? Open education, like open access and open data, centres on a commitment to provide access to high quality education and educational resources to a global audience.
A discussion has taken place on Twitter (and on a more private site) regarding the idea that some gold OA seems to be “more precious than gold,” based on the idea that a typical article costs more for the APC than the paper to print it on would cost if it was solid gold.
Email: library-research-support@shu.ac.uk 