“What kind(s) of tool is it?”: How do university faculty & other stakeholders make sense of institutional repositories in university settings
✍ Scribed by Chi-Shiou Lin
- Publisher
- Wiley (John Wiley & Sons)
- Year
- 2009
- Tongue
- English
- Weight
- 19 KB
- Volume
- 45
- Category
- Article
- ISSN
- 0044-7870
No coin nor oath required. For personal study only.
✦ Synopsis
progress poster will present a conceptual framework for an exploratory study on how university faculty and other stakeholders make sense of institutional repository (IR), specifically, how their perceptions and interpretations influence the implementation of IR in a university setting. The framework was inspired by Orlikowski's ideas of "technology-in-practice" (2000), "technological frame" (1996), andScott's (2001) institution theory addressing the regulative, normative, and cultural-cognitive aspects of social practices. Initial findings from two case sites (two research universities in Taiwan) will be presented in the conference.
Institutional repositories are enjoying a growing popularity among higher education and research institutions. However, existing literature indicates that, although many universities have implemented or are planning to implement an IR in their institutions, university faculty and researchers generally show a lack of interest in IRs (e.g., Ware, 2004;Van Westrienen & Lynch, 2005;Rowlands & Nicholas, 2005). Existing literature usually attribute university faculty's indifference or negative attitudes toward IRs to the following reasons. First, at the environmental level factors such as copyright limitations or a particular subject field's academic culture might prevent university faculty from depositing their works in IRs. Second, lacks of institutional mandates and/or provisions may negatively affect university faculty's participation in IR implementation. Third, personal considerations such as fear of losing control over a deposited work or preferences in using subject repositories rather than institutional repositories contribute to