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<p>This study investigates faculty perspectives on Open Access (OA) publishing in Bangladeshi science and technology universities, focusing on awareness, confidence, and practices related to OA models, Article Processing Charges (APCs), and rights retention strategies. A survey of 175 faculty members across academic ranks assessed knowledge of Gold, Green, Hybrid, and Diamond OA, APC pricing and waivers, and licensing tools such as Creative Commons and the Scholarly Publishing and Academic Resources Coalition (SPARC) Author Addendum. Results indicate strong conceptual familiarity with OA models, particularly among senior and experienced faculty, but limited institutional support and gaps in understanding of APC waivers, transformative agreements, and rights retention mechanisms. Awareness of Diamond OA and independent APC resources remains low, with a reliance on publisher-provided information. OA literacy was significantly associated with academic designation, education, experience, and publication output. The study recommends targeted, career-stage-specific training, improved institutional guidance, and promotion of equitable OA models to support sustainable and inclusive scholarly communication.</p>

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Faculty Perspectives on Open Access: Insights into Models, Costs, and Rights Retention

  • 期刊论文

  • 发表日期：

    2026年5月5日

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  • A Subaveerapandiyan,
  • Md. Sakib Biswas

摘要

This study investigates faculty perspectives on Open Access (OA) publishing in Bangladeshi science and technology universities, focusing on awareness, confidence, and practices related to OA models, Article Processing Charges (APCs), and rights retention strategies. A survey of 175 faculty members across academic ranks assessed knowledge of Gold, Green, Hybrid, and Diamond OA, APC pricing and waivers, and licensing tools such as Creative Commons and the Scholarly Publishing and Academic Resources Coalition (SPARC) Author Addendum. Results indicate strong conceptual familiarity with OA models, particularly among senior and experienced faculty, but limited institutional support and gaps in understanding of APC waivers, transformative agreements, and rights retention mechanisms. Awareness of Diamond OA and independent APC resources remains low, with a reliance on publisher-provided information. OA literacy was significantly associated with academic designation, education, experience, and publication output. The study recommends targeted, career-stage-specific training, improved institutional guidance, and promotion of equitable OA models to support sustainable and inclusive scholarly communication.