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"1-800-Help-Me-With-Open-Science-Stuff": A Qualitative Examination of Open Science Practices in Communication

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Communication Sciences and Disorders (CSD) assistant professors see open science benefits but face barriers like time and training. Improving open science support is crucial for advancing the field.

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Area of Science:

  • Communication Sciences and Disorders (CSD)
  • Open Science Practices

Background:

  • Open science is increasingly recognized for its potential to enhance research transparency and reproducibility.
  • Understanding faculty perceptions is key to fostering adoption of new research methodologies.

Purpose of the Study:

  • To explore U.S. CSD assistant professors' views on open science.
  • To identify barriers and facilitators to open science engagement.
  • To suggest improvements for open science training and support in CSD.

Main Methods:

  • Qualitative study using virtual focus groups with 35 CSD assistant professors.
  • Analysis of focus group data using conventional content analysis.
  • Inclusion of faculty from research-intensive (R1) and other institutions.

Main Results:

  • Faculty desire learning opportunities for open science, both independently and collaboratively.
  • Perceived benefits include career advancement, community impact, and research quality enhancement.
  • Barriers include time constraints, lack of knowledge, and insufficient training, with some differences noted between R1 and non-R1 faculty.

Conclusions:

  • CSD assistant professors recognize the value of open science for their careers and the field.
  • Significant barriers, particularly time and training, hinder open science adoption.
  • Recommendations are proposed for faculty, institutions, publishers, and funders to facilitate open science engagement.