Immediate open access or embargo of the final coursework? Study based on Theory of Reasoned Action
DOI:
https://doi.org/10.5007/1518-2924.2021.81917Keywords:
Immediate open access, Embargo, Repositories, Theory of Reasoned Action, CourseworkAbstract
Objective: To identify the factors and motivations that determine the behavior of students at the Faculdade de Ciências da Saúde do Trairi (FACISA) with respect to immediate open access or the embargo on the final coursework.
Method: Theoretically based on the Theory of Reasoned Action (TRA) and the Belief, Norm, Attitude, and Intention constructs. Survey questionnaires were used as a data collection technique, in samples from FACISA students and professors, as well as interviews.
Result: In the Belief construct, the results suggest that the community under study understands the advantages of open access for the visibility and use of scientific production, as well as the purpose of the embargo. The belief in the requirement of novelty by scientific journals was identified. As a subjective norm, students and professors realize that the coursework’s embargo can delay future studies and that the use of a very restrictive embargo policy is harmful to scientific discussion. In their attitudes, contradictions are evident, because while they are favorable to immediate open access, they are also favorable to the embargo, above all, motivated by the belief in the need to guarantee novelty. These contradictions are revealed in the uncertainty of the intention to deposit with immediate open access and in behaviors that are inclined to the embargo of the works.
Conclusions: Actions are required to promote immediate open access in the light of changes in scientific communication, for example, the expanded use of preprints and to encourage informed decision-making by awareness about the policies of the scientific journals.
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