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5856 results in Facet Publishing

Page 280 of 293

  • Appendix 2 - Negotiation timeline

  • Fiona Durrant
  • Book:
    Negotiating Licences for Digital Resources
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    28 February 2006, pp 139-142

  • Summary

    When an organization decides to carry out a particular stage of the negotiation process will depend on a number of factors. These are explored below.

    Contract length

    Typically a contract is for one year, but more commonly longer contracts are agreed, especially by consortia. Short contract periods of six months or less often make the process feel like a treadmill. A contract of several years will allow for more flexibility and give the negotiators some time to build up a relationship other than one based on contract terms and prices.

    Cancellation terms

    The cancellation terms in a contract may determine by when a subscribing organization needs to be having serious discussions with the publisher so that they are not in a position where they are obliged to renew, even if ceasing to subscribe is not seen as an option. As mentioned in Chapter 1 on ‘Preparation’, when there is a specification in the contract about when the subscriber has to notify the publisher if they wish to cancel, one way around this is to write a letter reserving the right to cancel.

    Human resources

    In all teams, regardless of size, there are many pressures other than just negotiation. Some organizations have teams dedicated to procurement, but even these will have issues of staff holidays, sickness or maternity leave. It is important to realize that such events cannot always be predicted so make sure you allow a ‘cushion’ of time, say of a few weeks, to take account of such staffing issues when planning your negotiation schedule.

    Other renewals

    Some subscriber organizations actually like all their subscriptions to renew at the same time for the sake of consistency, some like to stagger them so that renewals and costs are spread out over the course of a year. Where there are other products due for renewal at a similar time, one or more renewal discussions may need to be bought forward.

    Budgetary data

    Organizations manage their budgets in different ways, ranging from guestimates to figures based on actual negotiated prices. Other examples of budgetary planning include raising the amount by an agreed percentage or sum of money. If there is a need for a budget to be accurate and as close to what is going to be spent as possible, then negotiations may well need to be carried out quite far in advance.

  • 3 - Negotiation

  • Fiona Durrant
  • Book:
    Negotiating Licences for Digital Resources
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    28 February 2006, pp 61-118

  • Summary

    The actual negotiation is the stage most feared by many representatives and information professionals alike. The aim of this book is to take away any fear and to provide confidence through examples, practical tips and more detailed analysis. In this chapter, the issues of how to broach the subject of the renewal, how to discuss money and terms and how to ‘close the deal’ are all explored. The negotiation can be done during any phase of the subscription. There may be reasons for holding a negotiation early, such as needing precise figures for a budget submission. It may be that a price is agreed well ahead of time, with confirmation about the renewal going ahead coming later. The ideal situation is one where neither party is feeling pressured by time so that they can concentrate on their real objectives.

    The purpose of the negotiation is to serve your interests. The objective will have been decided as part of the preparation process. Before you enter negotiations, know your Most Favoured Position (MFP), Walk Away Position (WAP) and the Best Alternative to a Negotiated Agreement (BATNA).

    Successful negotiation is not about one side stating their position, the other side moving a bit, then going back and forth in painful steps. This is slow, can damage the relationship between publisher and subscriber and involves the concept of ‘giving in’. The most common example of this is bartering; it is not negotiation at its best. This sort of bartering manages to get across the message that one wants a cheap price, the other a high price. Talks can break down if this method is used exclusively, as it is based on positions that at some point become immovable and pays little attention to other things that may ameliorate the situation. For example, if only the price is discussed, this ignores issues such as frequency of payment, numbers of users and alternative subscription models. What gets ignored are the fundamental concerns of the parties involved.

  • Appendix 1 - Frequently asked questions

  • Fiona Durrant
  • Book:
    Negotiating Licences for Digital Resources
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    28 February 2006, pp 133-138

  • Summary

    The questions that follow are ones that I have come across either during training sessions, informal chats, or in response to real negotiation situations. The answers are suggestions; there may well be alternatives in either approach or solution.

    SQ = Subscriber question

    PQ = Publisher question

    SQ: What if the publisher, after numerous attempts, won't negotiate on the price?

    A: Use the following checklist:

  • • What are your WAP and your BATNA?

  • • Are the publishers prepared to make concessions on aspects other than the price?

  • • If desirable, can a deal be done for future years to mitigate the price increase in the long term?

  • • If the publisher will not negotiate on price or other terms, point out to them that without some movement on their part this is not negotiation and that you are prepared to offer concessions. Use the ideas about how to get someone to the negotiation table (see Chapter 3, pp.115–17).

  • • Consider where complaints about unfair pricing can be taken, such as an industry body or professional association.

  • • Consider whether the resource can be negotiated by a consortium.

    • PQ: Why can't you just pay what we ask without causing a fuss? It would make life so much easier.

    A: Subscribers are prepared to pay what is asked without a fuss when the price and terms are fair.

    SQ: We are small fry, why would the publisher bother negotiating with us?

    A: Because you ask. Refer to the section on David and Goliath situations in Chapter 3 (pp. 113–15).

    SQ: What are our chances of getting terms in a contract changed?

    A: Getting contract terms changed depends on a number of factors. These include:

  • • whether the publisher is the owner or just the re-seller of the content. In the latter situation, where the publisher might be an aggregator, they will probably have separately negotiated terms with a large number of content owners and changing some contract terms may therefore be a logistical nightmare for the publisher.

  • • whether the contract is based on a winning tender where specific contract terms were specified.

  • • whether a consortium is negotiating the contract terms.

Negotiating Licences for Digital Resources
  • Fiona Durrant
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    28 February 2006
  • With the increasing availability of digital resources, it is vital for those involved in purchasing them to get to grips with the complexities of contracts, costs and the relationships that exist between subscriber and publisher. "Negotiating Licences for Digital Resources" is a practical guide on how to get the best deal for online subscriptions. The processes outlined in this book can be applied to a wide range of electronic products, ranging from e-journals to multi-modular databases. There are practical tips and guidance on what to focus on during the course of the negotiation and, most importantly, what preparation is needed to ensure that you gather the necessary amount of information to achieve the best outcome. The text guides you logically through the stages of negotiation, from initial awareness of your organization's needs to making the contract more understandable, and offers advice on the skills and techniques of negotiation, whether in written or face-to-face scenarios. This book can act as a reference tool for experienced negotiators, or as a primer for those who have never before been involved in the process. It is essential reading for information professionals, knowledge managers, online resource buyers and procurement officers across all sectors, and will also be of interest to publishers, e-journal agents and vendors of online resources.

  • 4 - Staff development and communicating negotiation outcome

  • Fiona Durrant
  • Book:
    Negotiating Licences for Digital Resources
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    28 February 2006, pp 119-126

  • Summary

    This chapter is more relevant to the larger organization than to the sole trader or small organization. It aims to show how negotiation can play a key role in the continuing professional development of staff and ensure that the negotiator keeps a high profile within the firm. It also covers what to do once the negotiation has finished, who to keep informed and what information to record.

    Staff development

    As we have seen in previous chapters there are many skills involved in the negotiation process. As most managers know, it is good both to draw on existing skills and to encourage fledgling or new skills to ensure a well rounded team. Many people will be familiar with the concepts of Dr Meredith Belbin, who researched for many years what made a successful team. He identified the key roles that contributed to a successful team:

  • • action-oriented roles — Shaper, Implementer and Completer Finisher

  • • people-oriented roles — Co-ordinator, Teamworker and Resource Investigator

  • • cerebral roles — Plant, Monitor Evaluator and Specialist

    • Highlighted in Table 4.1 are the types of characteristic that you might find in a negotiator. These characteristics exist in many key roles that are needed in a team. According to Belbin, we usually find a role in which we are most comfortable, but we also have a ‘back-up’ role that we end up slotting into should this role be lacking in the team. Involving individuals in the negotiation process can help to develop additional skills for the benefit of individuals themselves and of the team.

    It is essential that the key negotiator assigns the tasks clearly and puts them into context so that the individual has the chance to use their initiative should the opportunity arise. Tasks and roles that can be assigned include:

  • • research into the availability of alternative products

  • • management of trials of alternative or new products

  • • research into publicly available feedback on a product or selection of products

  • • conducting mini-interviews with end-users

  • • compiling a mini-survey for end-users

  • • being in charge of a particular group of communications, such as letters reserving the right to cancel

  • • reading the contract, maybe focusing on a particular section such as permissions and feeding back to the key negotiator any queries they have

  • • attending a meeting to provide information as an end-user.

  • 1 - Preparation

  • Fiona Durrant
  • Book:
    Negotiating Licences for Digital Resources
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    28 February 2006, pp 1-36

  • Summary

    What are the organization's needs?

    There is a very strong argument to support the claim that an organization needs a skilled information professional in order to get it the best deals for online databases on the best terms at the best prices. This information professional ideally needs to be close to the management structure in order to do the best job, so as to get the best understanding of the organization's needs. Depending on the size of the organization, this role may be just one strand of a person's job, or it may be undertaken by people dedicated solely to doing negotiation.

    Information professionals are increasingly being involved in the decisionmaking process of the organizations in which they work. Negotiation is just one of the reasons why, ideally, an information professional should have a core understanding of the direction in which the organization is going and how it functions on a day-to-day basis. Some organizations are more open with their employees about what they do and how they do it, whereas in other organizations the information that people need prior to a negotiation taking place may not be freely available to all. Of course the more open environment is the best option, and that is the scenario we have assumed to exist in this chapter. Explaining the importance of negotiation to the management can promote an information professional to a role where they are more involved in organization-wide decision-making.

    A professional person's time is valuable. This commodity of time needs to be taken into account fully at the absolute outset of any negotiation. It may be concluded that a small, low-cost subscription is not worth the effort and time of negotiation. A low-value subscription may benefit from just a ‘quick try’ rather than a detailed course of communications. For example, a single subscription with a list price of £50 might be more aptly ‘left alone’ as any gains from negotiation would be outweighed by the time spent, or time spent might be better applied to subscriptions over a defined value. What this ‘defined value’ is remains up to each organization. Having a cut-off point means that human resources can be applied to the deals that need the most amount of time and energy.

  • 3 - Literacies and learning

  • from Part 1 - Perspectives on the policy framework
  • Edited by Philippa Levy, Sue Roberts
  • Book:
    Developing the New Learning Environment
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2005, pp 49-69

  • Summary

    In this chapter, Dorothy Williams explores important new understandings and ideas about information literacy and other literacies of relevance to learning in higher education. Arguing that the information process and the learning process are closely intertwined, she identifies information literacy as a meta-competency that in the networked environment encompasses other literacies such as media literacy, digital literacy and e-literacy. She notes the increasing emphasis, in emerging definitions of information literacy, not only on information sources and searching but also on higher-order capabilities relating to information use in knowledge creation and sharing, and she suggests that there are implications here for the design of information literacy programmes. At the same time she suggests a need to develop new pedagogical approaches – in particular, approaches that engage closely with learners’ personal experiences and conceptions of information seeking and use in specific contexts, and encourage critical reflection on differing approaches and perspectives. This in turn suggests a redefinition of the librarian's role as information literacy educator, with a shift away from direct instruction towards a key role in facilitating the dialogical interactions between learner and tutor, and among learners, that are at the heart of constructivist and relational conceptions of learning and teaching.

    Introduction

    The ability to find, critically evaluate and use information meaningfully in response to need has long been recognized as central to learning and decision-making. The library and information profession has consistently argued for its significance in relation to a wide range of learning theories and educational concepts in the English-speaking world over many years – independent learning, resource-based learning, problem-based learning and critical thinking, to name but a few. It is argued that schools, colleges and universities need to ensure learners develop confidence in information handling to equip them to make decisions and cope with change throughout life, as active critical citizens, life-long learners and evidence-based practitioners.

    By the last decade of the 20th century the term ‘information literacy’, initially coined in the 1970s (Carbo, 1997), had become widely used in the library and information profession to denote the ability to search for, evaluate and use information. Yet it could be said that there have been as many attempts to define the precise nature of information literacy as there have been learning theories.

  • 10 - A kaleidoscope of change: how library management can support the development of new learning environments

  • from Part 2 - Policy into practice
  • Edited by Philippa Levy, Sue Roberts
  • Book:
    Developing the New Learning Environment
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2005, pp 200-219

  • Summary

    Academic librarians and libraries are undergoing significant change. The importance of effective and visionary management and leadership in such a context cannot be under-emphasized. Philip Payne explores this management challenge, highlighting skills and approaches and concluding with a case study of management approaches to e-services development. The role of the manager, using Drucker's words, is to be ‘the dynamic, life-giving element in every business’ (Drucker, 1955, 3). As Philip – and indeed this whole collection – highlights, for managers in the HE context that ‘business’ is changing rapidly. Consequently, the vision of the library and learning support service manager in this chapter is of someone who aligns the service with institutional and external drivers and who creates learner-centred and student-facing environments. It is apt that this chapter is the final practitioner perspective, as it reflects many of the themes covered throughout this collection but from the perspective of a service manager.

    The changing higher education environment

    Libraries and learning support services are experiencing a kaleidoscope of change. As echoed in Section 1 of this collection, the pace of this change is accelerating as higher education itself is going through a revolution. Rapid change is being fuelled by wider societal and economic influences such as technological change, increased globalization, greater consumerism, moves towards greater social inclusion, and the need to develop and maintain a more skilled workforce. The higher education environment, in turn, is being transformed by increased student numbers, greater focus on meeting student expectations, more emphasis upon widening participation, concern with the development of lifelong learning skills, the emergence of new subject disciplines and decline of more traditional ones and the increased use of technology in learning.

    Each institution is responding in its own way to these changes, and to the greater emphasis being placed upon HE institutions as businesses. Each seeks to position itself to make the most of the challenges that change brings and to seize the opportunities that arise. The way that they do so will depend upon factors such as their size, location, mission and the institutional strategies that they choose to adopt. Libraries in each of our institutions are influenced by how the wider context is interpreted in their host institutions. However, libraries are themselves being metamorphosed by the technological change which transforms the way that information is organized and retrieved.

  • 11 - (E)merging professional identities and practices

  • from Part 3 - Reflections
    • By Sue Roberts, Edge Hill College of Higher Education, Philippa Levy, Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS)
  • Edited by Philippa Levy, Sue Roberts
  • Book:
    Developing the New Learning Environment
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2005, pp 220-230

  • Summary

    The purpose of this final chapter is twofold: to reflect on the preceding contributions, and to look to the future by considering implications for the further development of librarians’ roles and professional identity in the context of new learning environments and learner support teams.

    Introduction

    The collation and editing of this book has not been an easy task. Our desire to include multiple perspectives, and to recognize the tensions and complexities inherent in responses to a rapidly changing professional environment, has, we hope, resulted in a thought-provoking text. Ref lecting on the differing views represented in this text, we believe that new understandings of professional identity are emerging for the academic librarian and that there is also a move towards stronger integration – perhaps even merging – with the identities of other professional groups in relation to learner-centred learner support practice in the networked environment.

    The librarian as educator

    A rich, multi-faceted vision of the librarian as educator is ref lected in this collection. Among the diverse viewpoints there is nevertheless a strong consensus at the core of the book that librarians have a distinctive contribution to make to learner support and information literacy education, and that the scope of their role encompasses educational design, facilitation, development and innovation, taken forward in partnership with colleagues with complementary specialisms. It is noticeable that librarians have not generally been characterized as ‘trainers’ by contributors to this book, with the rather mechanistic connotations regarding both learning and learner support that this term evokes. Instead, librarians are seen here as facilitators of active, critically ref lective learning, whether the focus is directly on developing students’ information literacy or more broadly on designing and supporting information interactions and environments that will help catalyse students’ engagement with their academic discipline.

    The implications of constructivist and relational perspectives on learning and teaching have been examined by several authors, including Levy, Williams, Littlejohn and Peacock, and the importance of developing a deeper, context-sensitive understanding of what it means to be a learner and information user in the current environment has been highlighted. Chapman, McFarlane and Macwilliam have reminded us of the diversity of the student experience in this respect, and of the need to engage more closely with the challenge to develop learning support and teaching practices that are truly inclusive.

  • 6 - New academic teams

  • from Part 2 - Policy into practice
  • Edited by Philippa Levy, Sue Roberts
  • Book:
    Developing the New Learning Environment
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2005, pp 111-132

  • Summary

    Several authors in this collection refer to the development of team approaches as key to current and future learner support models, particularly in the context of new technologies. In this chapter, three professionals in different roles provide an insight into both the literature and the reality of such teams. Conditions for the further development of multi-professional teams are explored, as is the potential impact of working in such teams on roles and individuals. An in-depth case study from one HEI illustrates how roles and teams are evolving and how these changes are impacting on individuals and on curriculum design and delivery. This evolution of teams depicts a significant change agenda for professional cultures, skills and approaches.

    Introduction

    This collection has explored the evolving roles of the academic librarian in what has been termed the new learning environment. Authors have touched upon the significance of collaboration and partnership, and the blurring of professional boundaries and identities. Emerging concepts of the ‘new academic team’ are now evident in the literature and could be key to our understanding of developing roles and professional practices. This chapter explores the concept of the new academic team and its relevance to HE and to library and information professionals. It also discusses perceived barriers and enhancers to the establishment and development of such teams. This is then illustrated by institutional case studies and the reality of working within such teams from an academic librarian perspective. The chapter also explores the frequently perceived divide between the different professional groups; this is ref lected in Figure 6.1 as an apocryphal tale. It should be stressed that while we are advocating the potential of the new academic team we are not simply presenting a one-dimensional, positive image of teams. Organizational contexts, and the purpose and function of the team in question, are all crucial.

    Terminology and concepts

    The term ‘new academic team’ was formally articulated in the report Building the New Academic Team (Association of University Teachers, 2001), which portrays an interesting snapshot of the changing contributions to higher education of an extremely diverse range of support staff. This report usefully identifies the existence of such groups, detailing the types of staff contributing to learning and teaching and their experiences of working in partnership with academics.

  • 7 - Responding to the e-learning imperative

  • from Part 2 - Policy into practice
  • Edited by Philippa Levy, Sue Roberts
  • Book:
    Developing the New Learning Environment
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2005, pp 133-152

  • Summary

    Susannah Quinsee writes from the perspective of a relatively new role in higher education – that of the head of an e-learning unit. As indicated in our introduction, such units and teams have been developing rapidly across higher education. This chapter builds on Allison Littlejohn's overview of emerging learning technologies by focusing on new and existing roles in this context. An in-depth case study explores e-learning strategy implementation and the change process at City University, London. It provides an interesting perspective on the roles of the academic and learner support professional in a specific institution, advocating proactive ownership of professional roles and futures. The academic librarian is not the predominant focus of this chapter; rather, it explores in more detail other emerging and changing roles that are shaping the learning environment, causing us to reflect on how these are impacting on the longer-established library profession.

    What is the ‘e-learning imperative’?

    Allison Littlejohn's chapter (Chapter 4) indicates how important e-learning is for HEIs and, more specifically, the key role that library and information professionals can play in responding to this imperative. She also outlines how e-learning demands a reconceptualization of roles for all staff, with new workflows and approaches to managing and delivering student learning. This chapter will describe the experience of one institution in attempting to redefine and create staff roles in order to realize the potential of e-learning. The view advocated here is that e-learning inevitably brings transformation but that this can encourage us to rethink positively the very essence of our teaching and learning activities rather than force us to adopt alien systems and ways of thinking.

    One of the key issues explored here is that any such redefinition or reevaluation of roles cannot be done in isolation. While this redefinition of roles may appear to conform with the rather controversial notions of the ‘industrial university’ (Oliver, 2003), it can also be regarded as a means by which we take a ‘back to basics’ approach and attempt collectively to define individual responsibilities. Before looking at this redefinition in more detail, a brief summary will be given of how e-learning can impact on a key set of staff roles – the academic, the administrator, the librarian/information professional and the technician.

  • 9 - The inclusion agenda and its impact on practice

  • from Part 2 - Policy into practice
  • Edited by Philippa Levy, Sue Roberts
  • Book:
    Developing the New Learning Environment
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 October 2005, pp 181-199

  • Summary

    The authors of this chapter are members of the CLAUD consortium – librarians in HE networking to improve library access for disabled users in south and south-west England (www.bris.ac.uk/welcome/html). Changing legislation and UK government policy in the late 20th century has brought inclusion very much on to the HE agenda and made it a characteristic of the new learning environment. As the case studies and practical examples here illustrate, academic librarians are responding to and anticipating needs in creative ways. Inclusive strategies for library and information services and learning and teaching in general are fundamental to the future of HE, and therefore to the roles of its learner support professionals. This chapter once again portrays academic librarians working in partnership with other groups to develop an inclusive and responsive learning environment. It also depicts new roles, for example in relation to assistive technology, and points to new career paths in HE.

    Introduction

    The purpose of this chapter is to ref lect on the growing presence of disabled students in university libraries, and the impact this has had on our role as librarians. The major ways in which our roles have changed can be characterized as the increasing professionalization of personal initiatives, the embedding of ad hoc projects into mainstream practice and the fostering of cultural change. Before exploring examples from practice – the primary focus of this chapter – it is important to set such developments in the legislative context.

    Legislative context

    Since the late 1990s, the HE sector in the UK has seen the publication of what are considered the first major national benchmarks and milestones in relation to supporting students with disabilities, including those with specific learning difficulties (SpLD, e.g. dyslexia). The most significant and most recent of these is legislation in the form of the Disability Discrimination Act Part IV (1999), which includes the Special Educational Needs and Disability Act 2001 (SENDA). For an excellent overview of SENDA, and its implications for library and information services, see the SCONUL (Society of College, National and University Libraries) briefing paper, Access for Users with Disabilities (2003); this provides further information on issues such as physical accessibility and requirements.

Page 280 of 293