Institutional repositories (IR) maintained by research libraries play a central role in providing open access to taxpayer-funded research products. It is difficult to measure the extent to which IR contribute to new scholarship because publisher self-archiving policies typically require researchers to cite the “version of record” of a manuscript even when an IR copy is accessed to conduct the research. While some studies report an open access (OA) citation advantage resulting from the availability of self-archived or “green” OA manuscripts, few have sought to measure an OA citation effect of IR separately from disciplinary repositories, including arXiv and PubMed Central. In this study, the authors present a bibliometric analysis examining correlations between search engine performance of items in IR, OA availability from different types of repositories, and citations. The analysis uses a novel, open dataset of IR access and usage derived from five months of Google search engine results pages (SERP) data, which were aggregated by the Repository Analytics and Metrics Portal (RAMP) web service. Findings indicate that making OA copies of manuscripts available in self-archiving or “green” repositories results in a positive citation effect, although the disciplinary repositories within the sample significantly outperform the other types of OA services analyzed. Also evident is an increase in citations when a single manuscript is available in multiple OA sources.
The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are proposals for improving research integrity and quality, as well as guidance and support for researchers. In response to this, we argue that there is one important component of research integrity that is often absent from discussion: the pedagogical consequences of how we teach, mentor, and supervise students through open scholarship. We justify the need to integrate open scholarship principles into research training within higher education and argue that pedagogical communities play a key role in fostering an inclusive culture of open scholarship. We illustrate these benefits by presenting the Framework for Open and Reproducible Research Training (FORRT), an international grassroots community whose goal is to provide support, resources, visibility, and advocacy for the adoption of principled, open teaching and mentoring practices, whilst generating conversations about the ethics and social impact of higher-education pedagogy. Representing a diverse group of early-career researchers and students across specialisms, we advocate for greater recognition of and support for pedagogical communities, and encourage all research stakeholders to engage with these communities to enable long-term, sustainable change.