Open Access Publishing and University Researchers’ Agency Towards Reshaping the Publishing Habitus

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hao Xu
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引用次数: 0

Abstract

Drawing on Bourdieu’s concepts of field and habitus, this qualitative study adopted a multiple-case design to investigate how university researchers exercised their agency as they engaged in actions of open access publishing, and how such actions influenced the researchers themselves and the university as an institution. Guided by a four-dimensional approach to agency as the conceptual framework, the study unveiled the complex processes by which university researchers played agentic roles in open access publishing and reshaped their own publishing habitus. They utilised various kinds of personal and social resources to mediate their agentic actions for the purpose of producing intended outcomes as institutionally recognised achievement. As their agentic actions influenced the university as institutional structure in terms of policy reformulation, they also reshaped university researchers’ habitus in an incremental manner as their habitus was augmented to include a new form of recognised action. The study also revealed the duality of discourse, which, conforming to institutionality, both enabled and constrained researchers’ agentic actions.
开放获取出版与高校科研人员重塑出版习惯
根据布迪厄的领域和习惯概念,这项定性研究采用了多案例设计,调查大学研究人员在参与开放获取出版活动时如何行使其代理权,以及这些活动如何影响研究人员本身和大学作为一个机构。在以代理为概念框架的四维方法的指导下,该研究揭示了大学研究人员在开放获取出版中扮演代理角色并重塑自己出版习惯的复杂过程。他们利用各种个人和社会资源来调解他们的代理人行为,目的是产生制度认可的预期结果。由于他们的代理人行为影响了大学作为政策重新制定的制度结构,他们也以渐进的方式重塑了大学研究人员的习惯,因为他们的习惯被扩大到包括一种新形式的公认行动。研究还揭示了话语的双重性,这种双重性符合制度性,既支持又约束了研究者的代理行为。
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来源期刊
Education As Change
Education As Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
29
审稿时长
24 weeks
期刊介绍: Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.
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