Making a Difference: Implementing the eprints mandate at QUT
Classification: Case study
The purpose of this article is to describe the impact of a university-wide deposit mandate on the self-archiving practices of academics and to show how a mandate can make a positive difference.
The article explains the genesis of the eprints mandate at QUT and outlines the response of the academics to the endorsement of the policy. The implementation of the mandate is then examined in detail including discussion and evaluation of specific implementation strategies and practices.
The experience of Queensland University of Technology suggests that a universitywide eprints mandate definitely increases the rate of self-archiving. Cultural and organisation change takes time, even with a mandate. Advocacy initiatives and implementation strategies have to be aligned with current skills and needs of the researchers. For a self-deposit system to be successful, the barriers need to be as low as possible.
Institutional repository administrators should consider creating a scaffolded deposit system that is fast, intuitive and requires only basic technology skills. The efforts of early adopters should be recognised as publicly as possible. Evidence of success is the best form of persuasion.
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|Item Type:||Journal Article|
|Keywords:||Open access, Self, archiving, mandate, Eprints, Institutional repository, QUT|
|Subjects:||Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700)|
Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > JOURNALISM AND PROFESSIONAL WRITING (190300)
|Divisions:||Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support|
|Copyright Owner:||Copyright 2007 Emerald Group Publishing|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||04 Apr 2007|
|Last Modified:||23 Mar 2012 14:53|
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