next section in this report >> | previous section >> | report contents >>
(See appendix B for Informed Consent Form.)
1. How many institutional repositories (IRs)—general IRs, special-purpose IRs, and IRs in the pilot-testing phase—are available or will be available to members of your institution's learning community in the near future?
|
1 |
|
2 |
|
3 |
|
4 |
|
5 or more |
Please answer the remaining 39 questions with the one IR in mind that offers the widest array of services to the most people and greatest number of constituencies (e.g., faculty members, students, staff, administrators, guests) in your institution's learning community. Please feel free to message Soo Young Rieh (rieh@umich.edu) with your questions or concerns.
2. How long has your institution been involved with IR planning and pilot testing? Please enter the number of months.
3. How much longer is your institution likely to continue IR planning and pilot testing before making the decision whether or not to implement an IR? Please enter the number of months.
4a. How important are these anticipated benefits of IRs to your institution?
|
|
VI* |
SI |
SU |
VU |
NO |
DK |
NA |
|
A boost to your institution's prestige |
|
|
|
|
|
|
|
|
Better service to contributors |
|
|
|
|
|
|
|
|
Better services to your institution's learning community |
|
|
|
|
|
|
|
|
New services to learning communities beyond your
institution |
|
|
|
|
|
|
|
|
Maintaining control over your institution's intellectual
property |
|
|
|
|
|
|
|
|
Capturing the intellectual capital of your institution |
|
|
|
|
|
|
|
|
Contributing to the reform of the entire enterprise of
scholarly communication and publishing |
|
|
|
|
|
|
|
|
A reduction in the amount of time between discovery and
dissemination of research findings to scholarly communities |
|
|
|
|
|
|
|
|
An increase in citation counts to your institution's
intellectual output |
|
|
|
|
|
|
|
|
Exposing your institution's intellectual output to
researchers in North America and around the world who would not otherwise
have access to it through traditional channels |
|
|
|
|
|
|
|
|
An increase in the accessibility to knowledge assets such
as numeric, video, audio, and multimedia datasets |
|
|
|
|
|
|
|
|
Providing maximal access to the results of publicly funded
research |
|
|
|
|
|
|
|
|
A solution to the problem of preserving your institution's
intellectual output |
|
|
|
|
|
|
|
|
An increase in your library's role as a viable partner in
the research enterprise |
|
|
|
|
|
|
|
|
Reducing user dependence on your library's print
collection |
|
|
|
|
|
|
|
|
Longtime preservation of your institution's digital output
|
|
|
|
|
|
|
|
|
Other (Please specify in question 4b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VI=Very important, SI=Somewhat important, SU=Somewhat
unimportant, VU=Very unimportant, NO=No opinion, DK=Don't know, NA=Not
applicable |
|||||||
4b. If
you rated "Other" for the question above, please specify in the box below.
5. What
is the likelihood that your institution will conduct a needs assessment prior
to making a decision about implementing an IR?
|
Very likely |
|
Somewhat likely |
|
Somewhat unlikely |
|
Very unlikely |
|
No opinion |
|
Don't know |
6. Has
your institution conducted a needs assessment for an IR?
|
Yes |
|
No |
|
Don't know |
7a. How
important are the results of the following investigative activities in terms of
influencing your institution to initiate planning and pilot testing activities
for an IR?
|
|
VI* |
SI |
SU |
VU |
NO |
DK |
NA |
|
Results of your institution's needs assessment |
|
|
|
|
|
|
|
|
Learning about successful implementations at comparable
institutions |
|
|
|
|
|
|
|
|
Learning about successful implementations at a wide range
of academic institutions |
|
|
|
|
|
|
|
|
Learning about available expertise and assistance from a
library consortium, network, group of libraries, etc. |
|
|
|
|
|
|
|
|
An analysis of a thorough literature review of IRs |
|
|
|
|
|
|
|
|
Learning from reports of other institutions' IR planning,
pilot testing IR software, and implementation activities to date |
|
|
|
|
|
|
|
|
Using other institutions' operational IRs |
|
|
|
|
|
|
|
|
Demonstrating operational IRs to my institution's
decision-makers |
|
|
|
|
|
|
|
|
Demonstrating IR metadata harvesters such as OAIster and
Google Scholar to my institution's decision-makers |
|
|
|
|
|
|
|
|
Waiting for a critical mass of IR implementation at
comparable institutions to happen |
|
|
|
|
|
|
|
|
Waiting for a critical mass of IR implementation generally
to happen |
|
|
|
|
|
|
|
|
Better digital preservation techniques |
|
|
|
|
|
|
|
|
Other (Please specify in question 7b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VI=Very important, SI=Somewhat important, SU=Somewhat
unimportant, VU=Very unimportant, NO=No opinion, DK=Don't know, NA=Not applicable
|
|||||||
7b. If
you rated "Other" for the question above, please specify in the box below.
8a. How
active were people in the following positions in terms of leading the charge to
get involved with IRs at your institution?
|
|
VA* |
SA |
SI |
VI |
NO |
DK |
NA |
|
Staff at a library network, consortium, or other
affiliated group |
|
|
|
|
|
|
|
|
Your institution's president or chancellor |
|
|
|
|
|
|
|
|
Your institution's vice president or provost |
|
|
|
|
|
|
|
|
Faculty governance, e. g., faculty senate, faculty senate assembly,
etc. |
|
|
|
|
|
|
|
|
Your institution's chief information officer |
|
|
|
|
|
|
|
|
Your institution's archivist |
|
|
|
|
|
|
|
|
Faculty members generally |
|
|
|
|
|
|
|
|
A faculty member in particular |
|
|
|
|
|
|
|
|
Library director |
|
|
|
|
|
|
|
|
Assistant library director(s) |
|
|
|
|
|
|
|
|
Library staff member(s) |
|
|
|
|
|
|
|
|
Graduate student (s) |
|
|
|
|
|
|
|
|
Undergraduate student(s) |
|
|
|
|
|
|
|
|
Other (Please specify in question 8b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VA=Very active, SA=Somewhat active, SI=Somewhat inactive, VI=Very
inactive, NO=No opinion, DK=Don't know, NA=Not applicable |
|||||||
8b. If
you rated "Other" for the question above, please specify in the box below.
9. Who
is the individual leading IR planning and pilot testing at your institution?
(Choose one only.)
|
A faculty member in a particular college, department, or
school |
|
Your institution's chief information officer |
|
Your institution's archivist |
|
Library director |
|
Assistant library director |
|
A library staff member |
|
No committee or committee chair has been appointed |
|
Other (please specify) |
10. If
a committee is involved in IR planning and pilot testing, identify the
positions of the other people on this committee. (Choose as many as apply.)
|
Staff from the office of the president or chancellor |
|
Staff from the office of the vice-president or provost |
|
Staff from the office of the chief information officer |
|
Staff from your institution's legal office |
|
Your institution's chief information officer |
|
Your institution's archivist |
|
Library director |
|
Assistant library director |
|
Library staff member(s) |
|
Archives staff |
|
A faculty member in particular |
|
Graduate student(s) |
|
Undergraduate student(s) |
|
Committee members have not yet been appointed |
|
Other (please specify) |
11. How
many people are involved in IR planning and pilot testing?
12a. What
percentage of the responsibility for an operational IR do you think should be
given to various campus units? (Percentages must add up to 100%.)
|
|
% Your institution's central administration |
|
|
% Your institution's library |
|
|
% Your institution's central computing unit |
|
|
% The office of the chief information officer |
|
|
% Your institution's archives |
|
|
% Various academic colleges, departments, and schools |
|
|
% Other (Please specify in question 12b below) |
12b. If
you provided a percentage for 'Other' for the question above, please specify in
the box below.
13. If
you could foretell the future, who will be authorized contributors to your
institution's IR? (Choose as many as apply.)
|
Faculty members |
|
Graduate students |
|
Undergraduate students |
|
Research scientists |
|
Librarians |
|
Archivists |
|
Your institution's administrators |
|
Your institution's press |
|
Your institution's news service |
|
Your institution's central computer services staff |
|
Academic support staff |
|
External contributors |
|
Other (please specify) |
14. Who
do you think will be the major contributor to your institution's IR? (Choose
one only.)
|
Faculty |
|
Graduate students |
|
Undergraduate students |
|
Research scientists |
|
Librarians |
|
Archivists |
|
University and college administrators |
|
Computer services staff |
|
Academic support staff |
|
Other (please specify) |
15a. Why
do you think members of your institution's learning community will contribute
to an IR?
|
|
VI* |
SI |
SU |
VU |
NO |
DK |
NA |
|
To boost the particular scholar's prestige |
|
|
|
|
|
|
|
|
To boost your institution's prestige |
|
|
|
|
|
|
|
|
To contribute to the reform of the entire enterprise of
scholarly communication and publishing |
|
|
|
|
|
|
|
|
To reduce the amount of time between discovery and
dissemination of research findings to scholarly communities |
|
|
|
|
|
|
|
|
To increase citation counts to the particular scholar's
oeuvre |
|
|
|
|
|
|
|
|
To increase citation counts to your institution's
intellectual output |
|
|
|
|
|
|
|
|
To encourage other scholars to provide open access to
their intellectual output |
|
|
|
|
|
|
|
|
To expose the particular scholar's intellectual output to
researchers in North America and around the world who would not otherwise
have access to it through traditional channels |
|
|
|
|
|
|
|
|
To expose your institution's intellectual output to
researchers in North America and around the world who would not otherwise
have access to it through traditional channels |
|
|
|
|
|
|
|
|
To place the burden of preservation on the IR instead of
on individual faculty members |
|
|
|
|
|
|
|
|
To increase the accessibility to knowledge assets such as
numeric, video, audio, and multimedia datasets |
|
|
|
|
|
|
|
|
To provide maximal access to the results of publicly
funded research |
|
|
|
|
|
|
|
|
To solve the problem of preserving your institution's
intellectual output |
|
|
|
|
|
|
|
|
To increase the library's role as a viable partner in the
research enterprise |
|
|
|
|
|
|
|
|
To reduce user dependence on your library's print
collection |
|
|
|
|
|
|
|
|
Other (Please specify in question 15b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VI=Very important, SI=Somewhat important, SU=Somewhat
unimportant, VU=Very unimportant, NO=No opinion, DK=Don't know, NA=Not
applicable |
|||||||
15b. If
you rated "Other" for the question above, please specify in the box below.
16a. What
digital content recruitment methods do you think will be most successful at
your institution?
|
|
VS* |
SS |
SU |
VU |
NO |
DK |
NA |
|
Volunteer contributions |
|
|
|
|
|
|
|
|
Publicity about the IR in campus newspapers |
|
|
|
|
|
|
|
|
Presentations by staff responsible for the IR at
departmental and faculty meetings |
|
|
|
|
|
|
|
|
Personal visits by staff responsible for the IR to faculty
and administrators |
|
|
|
|
|
|
|
|
Staff responsible for the IR working one-on-one with early
adopters |
|
|
|
|
|
|
|
|
Word-of-mouth from early adopters to their colleagues in
the faculty and staff ranks |
|
|
|
|
|
|
|
|
Publicizing the IR during reference interactions in
libraries and archives |
|
|
|
|
|
|
|
|
Systematic review of faculty, staff, center, and
departmental web sites for potential contributors by staff responsible for
the IR |
|
|
|
|
|
|
|
|
Institution-wide mandates regarding mandatory contribution
of certain material types, e.g., doctoral dissertations, master's theses,
faculty preprints, etc. |
|
|
|
|
|
|
|
|
Other (Please specify in question 16b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VS=Very successful, SS=Somewhat successful, SU=Somewhat unsuccessful,
VU=Very unsuccessful, NO=No opinion, DK=Don't know, NA=Not applicable |
|||||||
16b. If
you rated "Other" for the question above, please specify in the box below.
17. What
IR software packages are you pilot testing? (Choose all that apply.)
|
ARNO |
|
bePress |
|
CDSWare |
|
ContentDM |
|
DigiTool (Ex Libris) |
|
DiVA |
|
Documentum |
|
Dpubs |
|
DSpace |
|
Fedora |
|
GNU Eprints |
|
Greenstone |
|
HarvestRoad Hive |
|
Innovative Interfaces |
|
i-TOR |
|
Luna |
|
myCORE |
|
OPUS |
|
Sunsite |
|
Virginia Tech ETD software |
|
None |
|
Other (please specify) |
18. What
interoperability standards do you want your IR to support? (Choose all that
apply.)
|
IR supports OAI-MPH |
|
IR is OpenURL compliant |
|
IR materials use persistent identifiers |
|
Our institution's federated searching includes the IR |
|
Other (please specify) |
19a. What
are the most important benefits of having pilot tested one or more IRs?
|
|
VI* |
SI |
SU |
VU |
NO |
DK |
NA |
|
Giving demonstrations to people involved in the IR
implementation decision |
|
|
|
|
|
|
|
|
Giving demonstrations to an institution (s) interested in
partnering with us to encourage them in IR implementation |
|
|
|
|
|
|
|
|
Gauging the interest of potential contributors to the IR |
|
|
|
|
|
|
|
|
Gauging the interest of potential IR-system users |
|
|
|
|
|
|
|
|
Identifying the strengths and shortcomings of available IR
software |
|
|
|
|
|
|
|
|
Estimating costs for the technical implementation of an
operational IR |
|
|
|
|
|
|
|
|
Developing the requisite technical expertise for IR
implementation |
|
|
|
|
|
|
|
|
Identifying first adopters of an IR at your institution |
|
|
|
|
|
|
|
|
Control over your institution's intellectual output |
|
|
|
|
|
|
|
|
Preservation of your institution's intellectual output |
|
|
|
|
|
|
|
|
Other (Please specify in question 19b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VI=Very important, SI=Somewhat important, SU=Somewhat
unimportant, VU=Very unimportant, NO=No opinion, DK=Don't know, NA=Not
applicable |
|||||||
19b. If
you rated "Other" for the question above, please specify in the box below.
20a. Based
on your pilot testing of IR software packages, how would you rate IR systems
generally with regard to these capabilities?
|
|
VA* |
SA |
SI |
VI |
NO |
DK |
NA |
|
Technical support |
|
|
|
|
|
|
|
|
Technical documentation |
|
|
|
|
|
|
|
|
Adherence to open access standards |
|
|
|
|
|
|
|
|
Scalability = System growth and enhancement |
|
|
|
|
|
|
|
|
Customization |
|
|
|
|
|
|
|
|
Extensibility = Access to other campus systems and data |
|
|
|
|
|
|
|
|
Supported file formats |
|
|
|
|
|
|
|
|
User authentication |
|
|
|
|
|
|
|
|
Formulating metadata for digital documents |
|
|
|
|
|
|
|
|
Browsing, searching, and retrieving digital content |
|
|
|
|
|
|
|
|
End-user interface generally |
|
|
|
|
|
|
|
|
Controlled vocabulary searching |
|
|
|
|
|
|
|
|
Authority control |
|
|
|
|
|
|
|
|
Digital preservation |
|
|
|
|
|
|
|
|
Other (Please specify in question 20b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VA=Very adequate, SA=Somewhat adequate, SI=Somewhat inadequate,
VI=Very inadequate, NO=No opinion, DK=Don't know, NA=Not applicable |
|||||||
20b. If
you rated "Other" for the question above, please specify in the box below.
21. If
your pilot testing with IRs involves early adopters of IR technology, from what
academic colleges, departments, schools, and service units will they come?
(Choose all that apply.)
|
Your institution's library |
|
Your institution's central computing unit |
|
Your institution's archives |
|
A particular academic college, department, or school |
|
A particular service unit |
|
Don't know |
|
Not applicable |
|
Other (please specify) |
22. What
digital documents make up your IR's collections in its present pilot-testing
phase? (Mark all that apply.)
|
Preprints |
|
Working papers |
|
Books |
|
Journals |
|
Journal articles |
|
Maps |
|
Interview transcripts |
|
Sound recordings of interview transcripts |
|
Software |
|
Software documentation |
|
Video recordings of performances |
|
Blogs |
|
Interim and final reports to funding agencies |
|
Raw data files that result from faculty research projects |
|
Raw data files that result from doctoral dissertation research |
|
Raw data files that result from master's thesis research |
|
Raw data files that result from senior thesis research |
|
Written papers or transcripts of conference presentations |
|
Conference presentations (e.g., summaries, abstracts,
notes, outlines, remarks, etc.) |
|
Committee meeting agenda and minutes |
|
Committee meeting documents, e.g., budgets, reports,
memoranda |
|
Your institution's course catalogs |
|
Your institution's newspapers |
|
Your institution's alumni publications |
|
Faculty senate agendas and minutes |
|
College, departmental, and school alumni publications |
|
Regent, trustee, board meeting agenda and minutes |
|
Course syllabi, class notes, handouts, outlines,
assignments prepared by faculty, lecturers, teaching assistants, and other
professional teaching personnel |
|
Other learning objects such as simulations, models,
software demonstration files, images, video prepared by faculty, lecturers,
teaching assistants, and other professional teaching personnel |
|
Doctoral dissertations |
|
Master's theses |
|
Senior theses |
|
Graduate student eportfolios |
|
Undergraduate student eportfolios |
|
Class notes, outlines, assignments, papers, and projects
prepared by graduate students |
|
Class notes, outlines, assignments, papers, and projects
prepared by undergraduate students |
|
Other (please specify) |
23. Estimate
the total number of digital documents that are published or in process in the
IR that you are pilot testing.
24a. Estimate
the number of digital documents that make up your IR's collections in its
pilot-testing phase. (Write in the amount or write in DK for Don't Know or NA
for Not Applicable.)
|
Preprints |
|
Working papers |
|
Books |
|
Journals |
|
Journal articles |
|
Maps |
|
Interview transcripts |
|
Sound recordings of interview transcripts |
|
Software |
|
Software documentation |
|
Video recordings of performances |
|
Blogs |
|
Interim and final reports to funding agencies |
|
Raw data files that result from faculty research projects |
|
Raw data files that result from doctoral dissertation
research |
|
Raw data files that result from master's thesis research |
|
Raw data files that result from senior thesis research |
|
Written papers or transcripts of conference presentations |
|
Conference presentations (e.g., summaries, abstracts,
notes, outlines, remarks, etc.) |
|
Committee meeting agenda and minutes |
|
Committee meeting documents, e.g., budgets, reports,
memoranda |
|
Your institution's course catalogs |
|
Your institution's newspapers |
|
Your institution's alumni publications |
|
Faculty senate agendas and minutes |
|
College, departmental, and school alumni publications |
|
Regent, trustee, board meeting agendas and minutes |
|
Course syllabi, class notes, handouts, outlines,
assignments prepared by faculty, lecturers, teaching assistants, and other
professional teaching personnel |
|
Other learning objects such as simulations, models,
software demonstration files, images, video prepared by faculty, lecturers,
teaching assistants, and other professional teaching personnel |
|
Doctoral dissertations |
|
Master's theses |
|
Senior theses |
|
Graduate student eportfolios |
|
Undergraduate student eportfolios |
|
Class notes, outlines, assignments, papers, and projects
prepared by graduate students |
|
Class notes, outlines, assignments, papers, and projects
prepared by undergraduate students |
|
Other (Please specify type of digital document in question
24b below) |
24b. If
you entered an estimate for "Other" in the previous question, please specify in
the box below.
25. When
you formally implement an IR, do you intend to add the same kinds of digital
content into the system?
|
Yes, the same kinds |
|
Yes, the same and other kinds of content |
|
No |
|
Don't know |
|
Not applicable |
|
Maybe. Please explain: |
26a. What
file formats have you guaranteed contributors that you will preserve in
perpetuity?
|
|
Guaranteed |
DK* |
NO |
NA |
|
Plain Text UTF-8 (Unicode) |
|
|
|
|
|
Plain Text ANSI X3.4/ECMA-6/US-ASCII (7-bit) |
|
|
|
|
|
Plain Text ISO 8859-x (8-bit) |
|
|
|
|
|
Plain Text (all other encodings, including, but not
limited to ISO 646 national variants) |
|
|
|
|
|
Rich text |
|
|
|
|
|
XML |
|
|
|
|
|
TeX |
|
|
|
|
|
LaTeX |
|
|
|
|
|
Postscript |
|
|
|
|
|
PDF |
|
|
|
|
|
PDF/A |
|
|
|
|
|
Microsoft Word |
|
|
|
|
|
Microsoft Excel |
|
|
|
|
|
Microsoft PowerPoint |
|
|
|
|
|
TIFF |
|
|
|
|
|
GIF |
|
|
|
|
|
JPEG |
|
|
|
|
|
PNG |
|
|
|
|
|
BMP |
|
|
|
|
|
Photo CD |
|
|
|
|
|
Photoshop |
|
|
|
|
|
AIFF |
|
|
|
|
|
Audio/Basic |
|
|
|
|
|
MPEG audio |
|
|
|
|
|
AAC_M4A |
|
|
|
|
|
Real Audio |
|
|
|
|
|
Windows Media Audio |
|
|
|
|
|
Wave |
|
|
|
|
|
AVI |
|
|
|
|
|
MPEG-1 |
|
|
|
|
|
MPEG-2 |
|
|
|
|
|
MPEG-4 |
|
|
|
|
|
Windows Media Video |
|
|
|
|
|
Quicktime |
|
|
|
|
|
Other (Please specify file format in question 26b below) |
|
|
|
|
|
* Key to
abbreviations: NO=No opinion, DK=Don't know, NA=Not applicable |
||||
26b. If
you rated "Other" for the question above, please specify in the box below.
27. Who
will be responsible for managing the IR's intellectual property rights? (Choose
all that apply.)
|
Contributors' academic or service unit |
|
One chosen academic unit |
|
One chosen service unit |
|
IR staff |
|
Library staff |
|
Archives staff |
|
Staff from the office of the chief information office |
|
A company that our IR is outsourcing |
|
Other (please specify) |
28a. How
likely are each of the following to be your next steps on the road to IR
implementation as a direct result of your IR planning and pilot testing?
|
|
VL* |
SL |
SU |
VU |
NO |
DK |
NA |
|
Your institution terminates its investigation of IRs |
|
|
|
|
|
|
|
|
Your institution seeks a partner institution(s) to share
in an IR |
|
|
|
|
|
|
|
|
Your institution seeks funding for the next step of
investigation of IRs |
|
|
|
|
|
|
|
|
Your institution supports implementation of an IR software
package |
|
|
|
|
|
|
|
|
Your institution widens the scope of its investigation
into IRs |
|
|
|
|
|
|
|
|
Your institution waits for a consortium, network, group,
etc., to implement an IR |
|
|
|
|
|
|
|
|
Other (Please specify in question 28b below) |
|
|
|
|
|
|
|
|
* Key to
abbreviations: VL=Very likely, SL=Somewhat likely, SU=Somewhat unlikely,
VU=Very unlikely, NO=No opinion, DK=Don't know, NA=Not applicable |
|||||||
28b. If
you rated "Other" for the question above, please specify in the box below.
29a. What
is the status of these IR policies?
|
|
NP* |
D |
I |
DK |
NA |
|
Determining what is acceptable content |
|
|
|
|
|
|
Defining collections |
|
|
|
|
|
|
Determining who is authorized to make contributions to the
IR |
|
|
|
|
|