By Danika Pfeiffer, Austin Thompson, Brittany Ciullo, Micah Hirsch, Mariam El Amin, Andrea Ford, Jessica Riccardi, Elaine Kearney
Abstract
Purpose: The purpose of this qualitative study was to examine the perceptions of communication sciences and disorders (CSD) assistant professors in the United States related to barriers and facilitators to engaging in open science (OS) practices and identify opportunities for improving OS training and support in the field.
Method: Thirty-five assistant professors (16 from very high research activity (R1) institutions, 19 from institutions with other Carnegie classifications) participated in one 1-hour virtual focus group conducted via Zoom recording technology. The researchers used a conventional content analysis approach to analyze the focus group data and develop categories from the discussions.
Results: Five categories were developed from the focus groups: (a) a desire to learn about OS through opportunities for independent learning and learning with peers, (b) perceived benefits of engaging in OS on assistant professors’ careers, the broader scientific community, and the quality of research in the field of CSD; (c) personal factors that act as barriers and/or facilitators to engaging in OS practices; (d) systemic factors that act as barriers and/or facilitators to engaging in OS practices; and (e) differences in perceptions of R1 and non-R1 assistant professors.
Conclusions: Assistant professors in CSD perceive benefits of OS for their careers, the scientific community, and the field. However, they face many barriers (e.g., time, lack of knowledge and training) which impede their engagement in OS practices. Recommendations for CSD assistant professors, academic institutions, publishers, and funding agencies are provided to reduce barriers to engagement in OS practices.