1. Open To Open Access (O2OA ) Julie Bayley O2OA Project Manager CU Impact Officer Senior Researcher / HCPC Registered Health Psychologist Email: j.bayley@coventry.ac.ukj.bayley@coventry.ac.uk Twitter @Julie_covuni On behalf of the O2OA team Lorna Everall (PI) & Joanne Marsh (Coventry University) Miggie Pickton & Katie Jones (University of Northampton) Alan Cope (De Montfort University)

2. O2OA Coventry University University of Northampton De Montfort University. Implementation of OA requirements (publishing and data) in a modern university setting. Overall aim: establish shared institutional processes Identify the OA needs Develop workflows and tools for OA processes Embed a pro-OA culture using behaviour-change informed approaches to engage academics

3. Needs assessment Focus groups and interviews (n=29) Knowledge Drivers Barriers Facilitators Report available: http://blogs.coventry.ac.uk/researchblog/o2oa-needs- assessment-final-version/ http://blogs.coventry.ac.uk/researchblog/o2oa-needs- assessment-final-version/

4. Knowledge FACT UNSURE CONFUSED Detailed, understood and (where appropriate) translated into practical approaches Assumed, arguable, opinion or conjecture. Misunderstood or conflicting knowledge I think someone was telling me last week, from 2016 it’s going to be mandatory? I remain somewhat bemused by the issues involved …if you have a paper accepted into a journal that is fully Open Access, they’re publishing and it’s completely open, that’s your gold route

5. Drivers “If you can’t submit it to REF if it’s not Open Access, then there’s not much point” “The public should be able to access what they’re paying for” “OA speeds up the rate of progress”

6. Barriers!

7. Facilitators Information provision Clear institutional strategy Unambiguous messages about compliance Clear guidance and workflows “The message needs to be consistent right across the board, not just to researchers, but also to the bidding office, to the finance people “

8. OA lifecycle Created by Miggie Pickton (University of Northampton)

9. Project next steps Recommendations: convert to processes Mapping OA processes Each institution: Build internal processes Feedback, learn, compare, improve

10. Using Intervention Development Approaches: Intervention Mapping

11. Intervention design Interventions can have limited effect. Best if: Tailored to people and settings Understand reasons and map methods to needs Plan implementation Involve participants Change at multiple levels Intervention Mapping (Bartholomew et al, 2006): Framework for the development of theory and evidence based interventions Specific sequence of steps Combine multiple sources of information and views

12. Example: “What Should We Tell the Children About Relationships and Sex?” See: https://healthinterventions.coventry.ac.uk/sash/-projects-parents-game.aspxhttps://healthinterventions.coventry.ac.uk/sash/-projects-parents-game.aspx

13. 1. Needs assessment First - understand the problem(s) Ask the users, stakeholders and consult relevant literature Identify barriers, facilitators, attitudes, beliefs, social factors, practical issues… Challenge assumptions about what is needed Aim: Determine the actual need(s)

14. Examples of responses from WSWTTC needs assessment ‘My child’s not old enough yet’ ‘I don’t know enough about that myself’ ‘I don’t have the ability to influence my child’ ‘It’s my wife’s job ‘I don’t know how to say what I want to say’ ‘It’s embarrassing’ ‘I want to protect her from all of that’ ‘I don’t know where to start’ ‘I’m not comfortable talking about that’

15. 2. Identify goals and objectives a) Convert the problems into positive goals b) Identify the underlying reasons (determinants)

16. AttitudeSelf efficacy Knowledge / behaviour ‘My child can be given some information at all ages’ ‘I have sufficient knowledge about the topic to discuss’ ‘I have the ability to influence my child’ ‘I have an individual role in communicating ‘I know how to say what I want to say’ ‘I can talk without it being embarrassing’ ‘I can protect her by talking about sex and relationships’ ‘I’m comfortable talking about that’ ‘I know where to start’

17. 2. Identify goals and objectives a) Convert the problems into positive goals b) Identify the underlying reasons (determinants) c) Identify overall goal “Increase the quantity and quality of parent-child communication about sex and relationships” d) Identify the programme objectives (which will lead to overall goal) e) Create a table showing objectives (rows) and determinants (column) f) Work out change objectives (a goal condition for each determinant)

18. Determinant Programme objective AttitudeKnowledge / behavioural capacity Self efficacy Determinants

19. Programme objective AttitudeKnowledge / behavioural capacity Self efficacy Parents to orient themselves for child approach / initiation Programme objective

20. Determinant Programme objective AttitudeKnowledge / behavioural capacity Self efficacy Parents to orient themselves for child approach / initiation Child’s approaches are ideal opportunities for learning and discussion (that for younger children, capitalize on their natural curiosity) Able to recognize child’s approaches Feels confident in ability to know when their child is attempting to communicate with them about SR Change objectives

21. Determinant Programme objective AttitudeKnowledge / behavioural capacity Self efficacy Parents to orient themselves for child approach / initiation Child’s approaches are ideal opportunities for learning and discussion (that for younger children, capitalize on their natural curiosity) Able to recognize child’s approaches Feels confident in ability to know when their child is attempting to communicate with them about SR

22. 3. Select methods List possible methods and techniques Match methods to the changes needed Does the method change the determinant? Pick methods most likely to have the desired effect Which are most effective / viable? Plan practical ways to implement them How do you build them into your local context?

23. 4. Assemble methods into a programme Coordinate methods into a plan Who, when, how Based on knowledge of context and service users Try Revise!

24. 5. Plan implementation Consider reach and access Resources Endorsement Locations Formats Develop a roll-out / sustainability plan

25. 6. Evaluate Check if it works! Have the needs been addressed? Has it influenced the goal? Could the programme be changed / broadened? What can you learn for future actions?

26. Summary Intervention approaches can help us effect change by: Understand the problems by working with the users Refocusing these into goals Having a clear direction of what is to be achieved Matching methods to the issues Reflecting the context The principles of Intervention Mapping can be applied to any area in which change is needed

27. Thanks! O2OA project blog http://blogs.coventry.ac.uk/researchblog/category/oa / Now over to you in the workshop....

28. Uncovering researcher behaviours and engagement with Open Access #oagp www.brookes.ac.uk/library Practical intervention mapping

29. Uncovering researcher behaviours and engagement with Open Access #oagp www.brookes.ac.uk/library Tools and techniques for effective understanding and communication CIAO MIAO Interview Questions from NTU (on stick) Coding from NTU (on stick) Hefce poster – PortsmouthHefce poster Researcher Lifecycle – Northampton Open Access and your published paper – Northampton Intervention Mapping – worksheet and grid (on stick)

30. Open Access and the research lifecycle: a guide for researchers Miggie Pickton - O2OA project Uncovering researcher behaviours and engagement with Open Access 20 th May 2015

31. O2OA – Needs analysis Focus groups held at the University of Northampton (August – October 2015) –24 attendees from a range of disciplines (health; education; business; computing; etc.) plus one research manager –Researchers from various career stages (PhD student to Professor) Focus group recordings transcribed then coded using Nvivo UoN project staff (Nick Dimmock, Katie Jones and myself) then met to align stated needs with research lifecycle…

32. The guide

33. Covers open access to published work and research data Addresses all stages of the research lifecycle – from “Identify new research data” to “Disseminate” At each stage considers: –How the researcher can take advantage of others’ OA work –What the researcher needs to be aware of if they intend to make their own work OA Provides links to appropriate tools and services throughout On reverse side includes glossary of terms and notes on University of Northampton OA services and policy The guide is licensed CC BY 4.0 and available as a.docx for easy adaptation and re-useCC BY 4.0

34. Sample: Bid for funding

35. Using the guide We have blogged about it on UoN’s Research Support HubResearch Support Hub Feedback from researchers has been positive: All three project partners (Coventry, DMU and Northampton) plan to use it as a focus for advocacy and training We have invited colleagues via mailing lists to send feedback (thank you to Martin Donnelly of the DCC for his comments) Please feel free to adapt and re-use the guide at your institution (.docx available here)here “A million thank you’s for this guide! It is a blessing for ECRs like me… I have printed this out and actually have it right next to my desk”

36. Further information For further information about the O2OA project or this guide feel free to contact: –Miggie Pickton, Research Support Librarian – miggie.pickton@northampton.ac.uk or miggie.pickton@northampton.ac.uk –Julie Bayley, Coventry University Impact Officer and O2OA Project Manager – j.bayley@coventry.ac.ukj.bayley@coventry.ac.uk

37. QUESTIONS

38. Uncovering researcher behaviours and engagement with Open Access #oagp www.brookes.ac.uk/library Workshop Extra Tour of the Library within John Henry Brookes Building