70 · SPEC Kit 299
Who Category of Challenge Description of Challenge
Faculty Apathy Apathy. Only concerned when it directly affects them: their teaching, research,
students.
Faculty Apathy Creating broad interest in the issues.
Faculty Apathy Faculty apathy and attitudes regarding SC and relation to promotion/tenure and
institutional repository concept.
Faculty Apathy Faculty participation and input.
Faculty Apathy Faculty perception of SC as a non-issue, particularly in the last few years of
relative flush collections budgets.
Faculty Apathy Getting the attention of faculty.
Faculty Apathy Getting the faculty and administrator’s attention and commitment of time.
Faculty Apathy Getting them interested and attending.
Faculty Apathy Lack of faculty interest.
Faculty Apathy Lack of interest.
Faculty Apathy Unwillingness to take action.
Faculty Apathy Getting “air time” at meetings to present the challenges related to scholarly
communication, open access, author rights, etc.
Faculty Busy Attention of a very busy group of people.
Faculty Busy Competing with other time and attention intensive issues: teaching, faculty
meetings, et cetera.
Faculty Busy Competition for faculty attention—unless there is a clear self interest, it is
difficult to get faculty interested or involved in scholarly communication topics.
Large forums generally don’t work, so small group interaction is required.
Coupled with the lack of library staff time mentioned above, this is a real
problem.
Faculty Busy Faculty receptiveness and lack of time.
Faculty Busy Finding time to meet with busy faculty members to discuss issues.
Faculty Busy Getting busy faculty to show up for events or take an interest in SC issues.
Faculty Busy Getting them to spend time with the issues.
Faculty Busy Getting time and attention of busy library users.
Faculty Busy Making our voice heard through the “noise” of everything else that folks do.
Faculty Busy Simply finding the right time and the right place. Our faculty and students are
much more teachable about SC issues when they are working from a real need/
urgent question than when we introduce the ideas in the abstract. But they
don’t necessarily know to come to us to have those needs met and questions
answered.
Faculty Busy Time limitations.
Who Category of Challenge Description of Challenge
Faculty Apathy Apathy. Only concerned when it directly affects them: their teaching, research,
students.
Faculty Apathy Creating broad interest in the issues.
Faculty Apathy Faculty apathy and attitudes regarding SC and relation to promotion/tenure and
institutional repository concept.
Faculty Apathy Faculty participation and input.
Faculty Apathy Faculty perception of SC as a non-issue, particularly in the last few years of
relative flush collections budgets.
Faculty Apathy Getting the attention of faculty.
Faculty Apathy Getting the faculty and administrator’s attention and commitment of time.
Faculty Apathy Getting them interested and attending.
Faculty Apathy Lack of faculty interest.
Faculty Apathy Lack of interest.
Faculty Apathy Unwillingness to take action.
Faculty Apathy Getting “air time” at meetings to present the challenges related to scholarly
communication, open access, author rights, etc.
Faculty Busy Attention of a very busy group of people.
Faculty Busy Competing with other time and attention intensive issues: teaching, faculty
meetings, et cetera.
Faculty Busy Competition for faculty attention—unless there is a clear self interest, it is
difficult to get faculty interested or involved in scholarly communication topics.
Large forums generally don’t work, so small group interaction is required.
Coupled with the lack of library staff time mentioned above, this is a real
problem.
Faculty Busy Faculty receptiveness and lack of time.
Faculty Busy Finding time to meet with busy faculty members to discuss issues.
Faculty Busy Getting busy faculty to show up for events or take an interest in SC issues.
Faculty Busy Getting them to spend time with the issues.
Faculty Busy Getting time and attention of busy library users.
Faculty Busy Making our voice heard through the “noise” of everything else that folks do.
Faculty Busy Simply finding the right time and the right place. Our faculty and students are
much more teachable about SC issues when they are working from a real need/
urgent question than when we introduce the ideas in the abstract. But they
don’t necessarily know to come to us to have those needs met and questions
answered.
Faculty Busy Time limitations.
