The Ithaka S+R US Faculty Survey has tracked the changing research, teaching, and publishing practices of faculty members within higher education triennially since early digital transformation at the turn of the century. This project has aimed to provide actionable findings to help colleges and universities, among other relevant stakeholders such as academic libraries, learned societies, and scholarly publishers, make evidence-based decisions for their planning and strategy.
Against the backdrop of the global pandemic and its numerous impacts to many different facets of higher education, this eighth cycle of the survey once again queried faculty nationally on topics such as scholarly discovery and access, data management, research dissemination, and the value of the library. We also added new questions on key areas of interest, including equitable and holistic teaching practices, instructional support, perspectives on scholarly outputs and open access models, as well as on faculty capacity and evaluation.
- Faculty are according less importance to a journal’s impact factor when deciding where to publish their scholarly research.
- While faculty members continue to view the library’s most important function to be that of buyer of scholarly resources, they consider the library’s role in providing direct support to students as essential.
- Faculty members continue to be interested in an open access publication model and see their library as key in financially supporting open access infrastructure.
- Very few faculty members believe there are adequate processes in place to protect against research fraud, and there is widespread support for additional efforts to ensure research integrity.
- The disruptions of recent years have yielded a substantial increase in the use and creation of open educational resources (OER), textbooks, course modules, and video lectures.