Purpose

The number of open access repositories (OARs) has been growing globally, but faculty members have been reluctant to embrace OAR and submit their work. While there are studies that looked at sociotechnical factors that affect faculty participation in OARs, this study aims to explore how the individual characteristics of faculty might impact faculty willingness to deposit their work in an OAR.

Design/methodology/approach

The survey was distributed to all faculty at a large public university in the USA who were identified as having their primary job responsibilities in teaching and research. This study used a correlational analysis between faculty individual characteristics (i.e. age, rank, status and academic discipline) and their willingness to deposit their work.

Findings

The findings show that there is a difference in faculty familiarity with open access (OA) principles and faculty awareness of OA policy based on individual characteristics. Furthermore, these individual characteristics have a significant impact on faculty willingness to participate in OARs. While this study reveals a significant correlation between the faculty intent to deposit and the respondent’s academic discipline, rank and status, there are other factors that affect faculty intent to participate in OAR, such as familiarity with OA principles and awareness of institution’s OA Policy.

Research limitations/implications

There were no significant responses from the Colleges of Science or Health and Public Service and, therefore, did not yield any statistically significant results. Measuring the university’s promotion system was outside the scope of this research.

Practical implications

Results of this research can provide insight on how individual characteristics of faculty might impact their willingness to embrace OA publishing in general and OARs in particular.

Social implications

The findings from this research will be a valuable source of information for librarians and OA staff in developing more effective outreach programs to increase faculty participation in OA and OARs.

Originality/value

This study reveals that individual faculty traits do have an impact on faculty willingness to participate in OARs. The academic discipline was found to make the most significant difference in faculty intent to deposit their work in an OAR. However, due to the ever-changing landscape of OA publishing and the ongoing outreach efforts by librarians, the faculty members’ perception and participation in OARs is likely to evolve.

中文翻译：

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教师根据个人特征参与开放获取存储库（OAR）

目的

全球开放获取存储库 (OAR) 的数量一直在增长，但教职员工一直不愿意接受 OAR 并提交他们的工作。虽然有一些研究着眼于影响教师参与 OAR 的社会技术因素，但本研究旨在探讨教师的个人特征如何影响教师将其作品存入 OAR 的意愿。

设计/方法论/途径

该调查分发给美国一所大型公立大学的所有教职员工，他们的主要工作职责是教学和研究。本研究采用了教师个人特征（即年龄、级别、地位和学科）与他们提交作品的意愿之间的相关分析。

发现

调查结果表明，根据个人特征，教师对开放获取 (OA) 原则的熟悉程度和对 OA 政策的认识存在差异。此外，这些个人特征对教师参与 OAR 的意愿有重大影响。虽然本研究揭示了教师的存款意愿与受访者的学科、排名和地位之间存在显着相关性，但还有其他因素影响教师参与 OAR 的意愿，例如对 OA 原则的熟悉程度和对机构 OA 政策的认识。

研究局限性/影响

科学学院或健康与公共服务学院没有做出重大回应，因此没有得出任何具有统计意义的结果。衡量大学的晋升系统不属于本研究的范围。

实际影响

这项研究的结果可以深入了解教师的个人特征如何影响他们接受开放获取出版（特别是开放获取研究）的意愿。

社会影响

这项研究的结果将为图书馆员和 OA 工作人员提供宝贵的信息来源，帮助他们制定更有效的外展计划，以提高教师对 OA 和 OAR 的参与。

原创性/价值

这项研究表明，教师个人特质确实会影响教师参与 OAR 的意愿。研究发现，学科对教师将其工作成果存入 OAR 的意愿影响最大。然而，由于 OA 出版格局的不断变化以及图书馆员持续不断的外展工作，教职员工对 OAR 的看法和参与可能会发生变化。