The review, promotion, and tenure (RPT) process is central to academic life and workplace advancement. It influences where faculty direct their attention, research, and publications. By unveiling the RPT process, we can inform actions that lead towards a greater opening of research.
“Denying a professor tenure, Harvard sparks a debate over ethnic studies,” reads a New York Times story published in January 2020. “After twice being denied tenure, this Naval Academy professor says she is seeking justice,” a more recent headline proclaims. “Academic tenure: In desperate need of reform or of defenders?” asks another.
The review, promotion, and tenure (RPT) process is one of the cornerstones of academic life, influencing how and where faculty focus their attention, direct their research, and publish their work. In a recent study, the ScholCommLab analyzed this process from a new perspective—textual analysis of a representative sample of RPT guideline and policy documents—to understand the incentive structures that reinforce traditional
Support for the open access movement has grown in recent years, and today more than a quarter of scholarly literature is freely available. Yet, despite years of advocacy work and countless policies and mandates promoting openness, the majority of researchers are still not compelled to make their research outputs publicly available. Why is this the case? What barriers stand in the way of creating real change?
