Library Management A conceptual model of Open Access Institutional Repository in Indonesia academic libraries: Viewed from knowledge management perspective Ida Farida Jann Hidajat Tjakraatmadja Aries Firman Sulistyo Basuki

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A conceptual model of Open Access Institutional Repository in Indonesia academic libraries

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Viewed from knowledge management perspective

Received 10 March 2014 Revised 30 May 2014 Accepted 10 July 2014

Ida Farida, Jann Hidajat Tjakraatmadja and Aries Firman Institut Teknologi Bandung (ITB), Bandung, Indonesia, and

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Sulistyo Basuki Universitas Indonesia, Depok, Indonesia Abstract Purpose – The purpose of this paper is to attempt to build a conceptual model of Open Access Institutional Repositories (OAIR) in Indonesia academic libraries, viewed from knowledge management (KM) perspective. Design/methodology/approach – Literature-based conceptual analysis of previous studies related to open access, institutional repositories viewed from KM perpective. Findings – The conceptual model of OAIR emphasizes three variables – people collaboration, process, and technology functions. These variables, with their many elements, are integrated together in order to help the university or Higher Education (HE) institution in capturing its own scholarship produced as a whole. Besides, that integration aims at facilitating knowledge sharing so as to enrich knowledge content and to enhance global access. A process chart of OAIR based on the conceptual model is built to illustrate knowledge content recruitment in Indonesia academic libraries. Research limitations/implications – The conceptual model proposed in this paper is not yet formally tested. It needs more research to understand the Indonesian context of OAIR to build a more accurate model, based on the experiences in developing and implementing OAIR in Indonesia HE institutions. Originality/value – Many academic libraries in Indonesia develop OAIR to increase the visibility of the scholarship of the parent HE institution. It is significant to view the practice of OAIR in academic library from the KM perspective. KM implementation is almost unheard of in Indonesia universities. However, The OAIR phenomenon in Indonesia academic libraries can be viewed as a KM initiative. Keywords Knowledge management, Institutional repository, Academic libraries, Open access, Indonesia higher education, Open Access Institutional Repository Paper type Conceptual paper

Library Management Vol. 36 No. 1/2, 2015 pp. 168-181 © Emerald Group Publishing Limited 0143-5124 DOI 10.1108/LM-03-2014-0038

Introduction Indonesia is an archipelago country that comprises of the 17,508 Islands. Based on 2010 census, Indonesia has 237,641,326 inhabitants, ranking as the fourth after China, India, and the USA. It has huge potential in terms of human resources. However, in educational sectors, the numbers of Indonesian academic work publications are much fewer than other Southeast Asia countries. According to the SCImago Journal and Country rankings, which compiles statistics from the Scopus academic publishing database, between 1996 and 2012 Indonesian academics published 12,740 citable documents. This number is less than other Southeast Asia countries – Singapore (14,4653), Malaysia (97,018), Thailand (79,537). It also lags far behind in comparison to

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the research leaders such as the UK (1,763,766), Japan (1,734,289), and the USA (6,672,307) (SCImago, 2007). Some efforts have been exerted by Indonesia government to enhance the visibility of Indonesian academic scholarship. In 2009, there was a national effort to share local knowledge content from various institutions in Indonesia. Ministry of Education and Culture, Directorate of Research and Service Community-Higher Education collaborated with the University of Indonesia build a portal named Garuda, the abbreviation of Garba Rujukan Digital (Gate of Digital Reference). This portal provides open access (OA) to its content. This portal harvests its content from the members who so far comprised of Higher Education (HE) institutions, Research Institutions, National Library, public libraries, and other institutions. The portal is expected as a single portal for knowledge sharing and for exposing Indonesian works to global audiences. In 2011, there is a policy issued by Directorate general of HE, a division in Ministry of Education and Culture, in order to promote Garuda and increase its content. The policy enforces that every lecturer who aspires for promotion, he or she must provide the address of his or her scholarly works on the website – online journal, institutional repository (IR), Garuda or another portal. Otherwise, those works will have zero points in the promotional assessment. In 2012, Directorate General of HE implemented another policy which required students at undergraduate and postgraduate level to publish their scholarly works as a requirement for their convocation. Undergraduate Students have to publish articles related to their work in local journals; postgraduate students at national journals; and PhD students at international journals. It is as a compulsory requirement for students who graduated on August 2012 and onwards. Beside the Garuda portal and the government policies, Ministry of Communication and Information Technology has developed an infrastructure for information and communication technology in Indonesia via a project known as Palapa Ring. That Ring connected all Indonesian archipelagos in 2012. This project builds 36,000 km fiber optic submarine network connecting 33 provinces and 440 districts in Indonesia (Rinaldi, 2012). As a result, technology infrastructure to support knowledge sharing exists, as well as a portal to harvest various knowledge resources from academic institutions in Indonesia. Moreover, policies to enhance potential knowledge content are already formulated. The main contributors of Garuda are from HE institutions. Out of 318 contributors in Garuda, 289 (91 percent) are from academic portals. The rest comes from online journals 29 (9 percent). Unfortunately, contributors to knowledge content are not represented proportionally. In total, 78 percent (226) of the contributors have <1,000 titles while the contributors with more than 10,000 titles are only 22 percent (63) (Garuda, 2013). The challenge for this portal is that it relies on the knowledge content and the publication policy of the contributors. When the contributors follow the OA approach, the full text will be available; otherwise there is no access to full text. It is interesting to note that some academic libraries have set up Open Access Institutional Repositories (OAIRs) that provides user access to their knowledge content. OAIR is known as a green road movement. OAIR makes the scholarly work produced by the academic community available for a global audience without economic barriers. OAIR is usually a transformation from IR. The IR refers to a set of services to manage, preserve, maintain, and disseminate the intellectual assets of an organization in digital format (Lynch, 2003; Drake, 2004). Initially, IR is an effort to gather local content of academic works from an institution in digital format with the objective for facilitating access of

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knowledge produced by community campus; mostly the access is restricted to its community. Some of IRs then adopts OA and became OAIR. When it becomes OAIR, the knowledge content is open to wider audiences. OA initiative, declared in Budapest in 2001, gives a common ground to reform the existing system of scholarly communication. The initiative encourages scholars to publish their scholarly articles to OA journal – a golden road, or to OA repository – a green road, assuring that world-wide audiences can access their articles without economic barrier (Yiotis, 2005). The OA Initiative emerges from scholarly communication dilemma in which traditional scholarly communication system has economic barriers to disseminate scholarly articles. It is expensive and it can be only accessed exclusively by people who subscribe through an individual or institutional subscription. OAIR becomes a new alternative to share scholarly works to a wider audience. Scholarly articles in OAIR can be accessible without payment. The idea for widely opening the scholarly articles is to share knowledge to people who need the information without payment. Although the article published in a peer-reviewed, established journal has carried more appreciation in the academic world, the article published in OAIR has more chance to be seen by many scholars since it is not limited only to colleagues who have access to journal subscription; it may be cited many more times; and therefore have a larger impact in the field of scholarship. In the long term, OAIR provides benefits for such institutions as the branding for institutional scholarship, centralizing a campus’ scholarly works, and making scholarship available to wider audiences (Dill and Palmer, 2005). Indonesia, like many developing countries characterized by economies in transition, is often faced with serious problems of limited access to scholarly works, mainly caused by continually rising costs of scientific journal subscription and tight budget of academic libraries. Adopting OAIR in academic libraries is especially promising for sharing its knowledge assets to enhance global access of Indonesian scholarly works and to eventually enhance research impact (Davies, 2007). Building OAIR in academic libraries, especially in developing its knowledge content, is not an easy task. Learning from previous literatures, a conceptual model of OAIR is developed based on knowledge management (KM) perspective. The proposed conceptual model focusses on three constructs – people collaboration, process, and technology function. These three need to be considered when developing an OAIR in academic libraries in order to capture its academic works in its parent institution and to develop a knowledge sharing culture in Indonesia HE. KM and OAIR Davenport et al., in Rowley (1998) defined KM as “the exploitation and development of the knowledge assets of an organization with a view to furthering the organization’s objectives. The knowledge to be managed includes both explicit, documented knowledge, and tacit, subjective knowledge. Management comprises all of those processes associated with the identification, sharing and creation of knowledge. This requires systems for the creation and maintenance of knowledge repositories, and to cultivate and facilitate the sharing of knowledge and organizational learning. Organizations that succeed in KM are likely to view knowledge as an asset and to develop organizational norms and values, which support the creation and sharing of knowledge.” While Ahmed et al. (2002) viewed KM as the deployment of organizational processes, information processing technologies, organizational strategies and culture

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for the enhanced management and leverage of human knowledge and learning to the benefit of the company. Based on the KM definition above, there are some important aspects noted in KM implementation: •

the KM manager must be aware of the existence of two types of knowledge: tacit and explicit;

•

both types of knowledge are an asset as long as they are related to the organization’s objectives and to the benefit of the organization;

•

there must be a system to facilitate sharing knowledge as well as maintaining knowledge repositories;

•

the center of KM practice is to leverage human knowledge and learning; and

•

organization needs to create process, strategy and cultural context with the help of technology as a tool to endorse knowledge sharing.

McInerney and Koenig (2011) suggested that KM has developed in three stages. During the initial stage, KM is driven primarily by information technology. Technology is seen as a valuable gadget to accomplish information and knowledge sharing in organizations. In this first phase of KM, many organizations deploy KM practice by implementing new technology for accomplishing organization knowledge sharing goals. In the second stage of KM, two important key issues emerge – the human and cultural dimension of KM. Without taking into account human and cultural aspects of the organization, KM implementation will fail. Technology alone cannot solve the problem of knowledge sharing in an organization. The hallmark phrase of Stage 2 is “communities of practice.” The last stage highlights the importance of the arrangement and structure of the content of KM system for easy access and to facilitate knowledge sharing in an organization. KM system does not work when the user cannot retrieve what is stored in it. The Hallmark phrase of the third stage is “content management and taxonomies.” KM becomes mature when it embraces technology for knowledge sharing and communication among people without neglecting the cultural dimension in the organization to reach its goal. Technology, people and cultural dimension – Community of Practice, content management and taxonomies, are constructs which should be taken into account in building KM in organization for knowledge sharing purpose. It is obvious that knowledge repository is one part of KM implementation, as a tool to ease sharing knowledge in an organization. IR works similarly with the knowledge repository in KM practice that is to capture codified or explicit knowledge which is valuable to the organization. In a business context, the knowledge asset captured in the form of lessons learned, best practices, patents and others. In HE, the knowledge captured is in the form of journal articles, theses, dissertations, unpublished reports, conference papers, and others. Both are managed and stored in a database to assure knowledge preservation and to facilitate knowledge sharing. McCord (2003) views Institutional repositories as,“a visible manifestation of the emerging importance of KM within Higher Education.” Branin (2005) argues that KM implementation in academic context institutions is by building IR in order to manage a wide range of scholarly digital works created by community members in university. Since IR is regarded as a KM visible manifestation and as KM implementation in HE or academic context, OAIR, with the goal to reach more audiences who view and share its scholarly content,

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is considered as KM either. In this paper, OAIR in academic libraries is viewed as a KM initiative within academic context institutions. Benefits of OAIRs “The intellectual work of academics is the core business of Higher Education (HE) institution. Much of this work is documented in research papers and in materials used for teaching and learning” ( Jacobs et al., 2008). University is a place where knowledge is intensively created, generated, and shared in ongoing academic life activities of learning, teaching, research and community service. Many universities start to recognize knowledge as intellectual assets which should be preserved and shared to its community as well as to public in general by building OAIR. The following are the benefits of OAIR. Provides a single consolidated integrated system The reason for developing OAIR in HE is the difficulty for a university or a research institution to know its own research result as a whole. Chen and Hsiang (2009) mentioned that the problem of Taiwan and other Asian countries are the low academic impact compare to American and European research institutes. Several factors are mentioned: First, there is no single consolidated, integrated system for scholarly information and dissemination within an institution. Research outputs are usually located in different information systems which make potential users have hard times in searching, browsing and accessing the scattered information. Second, the service is not well supported and only provides metadata and abstracts rather than full text. Lastly, there is no systematic way to deposit the scholarly output of the institution in digital format like conference papers and technical reports. Thus, OAIR provides a single consolidated, integrated system for easy access and facilitates knowledge sharing. Makes the scholarly works accessible to world-wide audiences The main purpose of disseminating intellectual works is to make these works accessible to world-wide audiences so that other scholars can use and cite the works in the process of creating new knowledge. Providing free available full text through internet access is a good strategy to increase citation times and increase the reputation of the institution. In Indonesia, it is only few academic libraries which able to subscribe to online journals and they only can be accessed by exclusive communities that are only members of the university who has the privilege to access the journals, so the scholarly communication of the academic works is not effective and efficient. Dill and Palmer (2005) mentioned several reasons why OAIR becomes one consideration to be implemented in university for scholarly communication. The following are the reasons to implement OAIR; increased journal prices, budget cuts, increased awareness of copyright holders, increased dissatisfaction toward research cycle speed and exclusive access of scholarly works through traditional publication method. Several studies have mentioned that OA practice either gold road and green road has greatly increased the research impact of the scholarly articles (Antelman, 2004). Lawrence (2001) reported that free online conference articles in computer science and related disciplines have higher citation 4.5 times more than off-line articles. Harnard et al. (2004) found out that some of OA articles in various disciplines such as physics, sociology, psychology, law, management, education, business, health science,

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political science, economics, and biology have increased its citations in the range of 36-250 percent. These statistics show that OA system has greatly increased the cited times of freely available online papers. OAIR in Indonesia academic libraries Indonesian OAIRs in ranking web of repositories There are 42 OAIRs that appear in Ranking Web of Repositories out of 1,746, the total number of Repositories world-wide. Table I lists OAIR institutions in Indonesia issued by Webometrics (2014) for January 2014 edition. Webometrics Ranking is one of the measurements available to assess the contribution of institutions. There are five types of webometrics ranking – universities, repositories, business schools, research centers and hospitals publishing their scholarly work through internet. The main objective of Webometrics Ranking is to support OA initiatives and to promote global access of academic knowledge produced by the institutions. From these 42 OAIRs, the top rank of local repositories in Indonesia is held by Institut Teknologi Sepuluh Nopember Repository, ranking internationally in the 64th position. The lowest position, ranked locally as number 42 is Telkom University Repository of Art and Design which is ranked globally in the 1,743th position. Only one repository is not affiliated with HE which is LIPI (Lembaga Ilmu Pengetahuan/Indonesia Institute of Sciences) IR ranks 38 in Indonesia. The rest of repositories are in HE and mostly related to academic libraries. Indonesian OAIR in OpenDOAR Out of these 42 academic open repositories, there are 35 registered in OpenDOAR. OpenDOAR is an authoritative directory of academic OA repositories. OpenDOAR provides searching tool to find repositories and users are able to search using different approaches like subject, content type, repository type, country, language and software. This directory also gives Google custom search engine for searching the knowledge contents listed in OpenDOAR freely and almost academic contents are available full text. Statistic of content types in OpenDOAR-Indonesia showed that OAIRs knowledge content in Indonesia consists mainly of journal articles, thesis and dissertations, followed by other content types; conference and workshop papers, books, chapters and sections, unpublished reports and working papers, learning objects, bibliographic references, multimedia and audio-visual materials, other special types and patents. The following is the statistic of content types from OpenDOAR-Indonesia (Figure 1). Mandatory policy In order to gather scholarly works, some of the academic librarians are supported by the authority of the campus, Rector, to legally endorse them with a decree issued by the rector. Some of OAIR in HE has the decree which requires research unit, academia, and staff to submit their scholarly works to the repository. Though it has no sanction for the people who are reluctant to do so, it helps librarians to gather academic works in a legitimate way. Sutedjo (2012) identified mandatory policy from campus authority as a strategy in developing Institut Teknologi Sepuluh Nopember (ITS) repository. In Indonesia, traditionally, library gathers all academic works produced by students like undergraduate thesis, thesis and dissertation. When many libraries turn out to be digital libraries, these works are then scanned and converted to digital format.

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LM 36,1/2 Institution Institut Teknologi Sepuluh Nopemeber Repository Bogor Agricultural University Scientific Repository Diponegoro University Institutional Repository Yogyakarta State University Repository Digital Library Universitas Islam Negeri Sunan Kalijaga Yogyakarta Digital Repository Universitas Negeri Medan Universitas Sebelas Maret Institutional Repository Institutional Repository UPN “Veteran” Yogyakarta Universitas Muhammadiyah Surakarta Digital Library Petra Christian University Scientific Repository Digital Library of Institut Teknologi Bandung University of Sumatera Utara Repository Sriwijaya University UNSRI Online Repository Politeknik Elektronika Negeri Surabaya Repository Repositori Universitas Muria Kudus Eprints STMIK GI MDP & MDP Business School Graduate Program of Management and Business Bogor Agricultural University Repository Walisongo Repository Widyatama University Repository University of Surabaya Repository Gunadarma University Repository Universitas Esa Unggul Digital Repository STISI Scientific Collected Works Hasanuddin University Repository Documents Repository Dian Nuswantoro University E-Library Universitas Brawijaya University of Muhammadiyah Malang Institutional Repository Repository of the Telkom Economic and Business School Repository Universitas Padjadjaran Politeknik Negeri Pontianak Repository Gadjah Mada State University Repository Bunda Mulia University Institutional Repository Sistem Informasi Tugas Akhir Universitas Kristen Duta Wacana (1) UIANA Universitas Indonesia Repository Library of Malang University IAIN Sunan Ampel Repository Telkom University Repository of Applied Science Major LIPI Institutional Repository Lembaga Ilmu Pengetahuan Indonesia/Indonesian Institute of Sciences Table I. Institut Seni Indonesia Denpasar Institutional Repository Ranking web of Universitas Pelita Harapan Institutional Repository repositories-Indonesia, Universitas Pesantren Tinggi Darul ’Ulum Digital Repository January 2014 Telkom University Repository of Art and Design Major

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Ranking web repositories World Indonesia rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

64 75 83 344 411 470 486 514 572 592 670 734 808 829 876 969

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37

991 999 1,011 1,017 1,036 1,063 1,192 1,254 1,339 1,342 1,354 1,370 1,423 1,427 1,466 1,527 1,555 1,596 1,635 1,697 1,712

38 39 40 41 42

1,714 1,725 1,740 1,743 1,743

That is why when library build IR, the main collection is undergraduate thesis, thesis and dissertation. However, when HE decides to open their access, HE must put more emphasize on exposing scholarly articles based on research to global audience. The objective is to increase citations, enhance research impact and leverage the scholarship visibility.

Content Types in OpenDOAR Repositories - Indonesia Journal articles Theses and dissertations

Open access Institutional Repository

Conference and workshop papers

175

Books, chapters and sections Learning Objects Unpublished reports and working papers

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Bibliographic references Multimedia and audio-visual materials Other special item types Patents 0

7

14 21 Total = 35 repositories

28

OpenDOAR - 08-Mar-2014

The rector decree usually mentions the knowledge type acquired, among them are: final paper. thesis, dissertation, textbook, book module, research and community service report, practicum report, workshop/seminar papers, academic speech, inaugural speech, practicum guidelines book, scientific paper, patent result, result of student competition award for the first to third position in institute/regional/national/ and international level. A conceptual model of OAIR Petrides and Nguyen (2006) emphasized that application of KM in HE must learn from some business sectors drawback which mainly focus on technology alone for storing knowledge in an organization rather it should embrace the interactions between people, processes, and technology to share knowledge. These three – people, processes, and technology – all functions as an integral part of the ongoing dynamics as organizations struggle to fulfill their information needs. People regard as the main actor in this interaction because it is people, not technology, who own knowledge and manage the policies, priorities, and processes that support knowledge sharing. These three aspects must be put into considerations in building OAIR in Indonesian HE. People collaboration Lynch (2003) and Drake (2004) mention collaboration as an essential characteristic of OAIR practice. Several studies showed OAIR implementation needs collaboration among different professions, namely, librarian, technologist, faculty and leader to achieve OAIR goal (Baudoin and Branschofsky, 2003; Lam and Chan, 2007; Sutedjo, 2012). The librarian is the profession which is well known for organizing the knowledge for easy access, but OAIR demands him or her to be more proactive in identifying and recruiting knowledge content of OAIR. The technologist is the profession to provide technology to maintain and make sure long preservation, user friendly software and enhance global access. The lecturer is the profession who are teaching, researching,

Figure 1. Content types in OpenDOAR-Indonesia

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doing community service and produce scholarly works. The leader is a position which has authority for financial, legitimate and moral support for OAIR sustainability. There must be a collaborative cooperation among different professions to have successful OAIR. Each of them has his or her own responsibility to make sure that it works well. OAIR process Based upon literature review on OAIR, there are three main activities; searching potential knowledge assets which are scattered around campus; developing strategies for knowledge capturing and organizing digital documents. A. Searching scattered knowledge resources. The librarians usually are the people who have the responsibility to identify scattered knowledge resources in campus either in digital or printed format. They have to be proactive to find out those potential knowledge assets which may reside inside or outside the campus. The following are several examples of activities deployed by academic librarian when searching for knowlege resources; identifying and contacting faculty members who already have scholarly work publication, asking faculty members for complete publication lists and full text documents, seeking out distinguished campus author or retiring faculty to ask their contribution, visiting web site affiliated with campus in order to identify working papers and technical reports, searching on library collection to find out proceeding published by conferences organized in the university and looking for pre-published research papers, actively browsing through internet, online database and open e-resources to identify papers produced by faculty members which are not included yet in the OAIR (Dill and Palmer, 2005; Lam and Chan, 2007). B. Developing knowledge recruitment strategy. Knowledge recruitment is one of challenges in content building of OAIR. Majority of contribution of OAIR is expected from faculty members. Several studies showed when faculty members understand the benefit of OAIR, they would like to share their scholarly works to OAIR (Kim, 2006; Davies, 2007; Doctor, 2008; Abrizah, 2009). OAIR needs rich knowledge content and it is not an easy task. Mark and Shearer (2006) identify the following strategies in gathering faculty scholarly items: •

Socialization of OAIR: socialization of the benefit of OAIR service needs to conduct either informally or formally and through different sources ( print, online, in person). From informal encounters, face to face conversation to seminar, workshop or meeting with faculty or department members.

•

Depositing service: this service help authors to upload their works. The faculty members can send their works through e-mail. The library staff will then check the copyright matters, input the metadata of the document and publish it on the OAIR.

•

Automatic knowledge capturing: a few OAIRs are able to capture knowledge automatically by collecting the material themselves, for example, the system harvest the content from website belong to faculty or unit inside the campus. The academic librarian found out that most authors who already published their works in the internet, they will be happy to share their publication with others.

•

Mandatory policy: this strategy helps to enrich the knowledge content where campus community members have to submit their scholarly works. It gives legitimacy and authority for the academic librarian in gathering the faculty scholarly works.

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C. Organizing digital documents. OAIR team has to organize digital format for assuring quality control of digital document such as the following: •

Name authority control: contributors may have different way in writing their name when published their works. It is necessary for the OAIR system to perform name authority control for consistency.

•

Versioning: it is important to have a procedure which can differentiate among different version of documents, whether it is pre-print or post-print version.

•

Copyright: copyright issue is one of the challenges in developing a good OAIR. The faculty or researcher usually unable to contribute their research outputs to OAIR system because they are bound with the traditional journal system where copyright is held by the journal publisher. Here, Librarian plays active role in assuring faculty about copyright issue. Academic librarian at HKUST Repository develops a copyright manual as guidelines for future use. The librarian use a service of SHERPA/Romeo (www.sherpa.ac.uk) to check the publisher policies regarding the deposit issue for the journal articles. The IR team will seek copyright permission when the policy is unknown by contacting the publisher for clarification (Lam and Chan, 2007).

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OAIR technological function Technology can be utilized to accommodate user needs, to motivate users to participate and to submit their scholarly works to OAIR. Socialization of OAIR benefit to users must be in line with technology tools. If OAIR promotes self-archive then the OAIR team needs to make sure the availability of user friendly pages for submission. (Foster and Gibbons, 2005; Lam and Chan, 2007). Another approach to stimulate faculty author contribution is the availibility of usage statistic. OAIR needs to be supported by technology that enables the system to work interoperable with other repositories. Figure 2 illustrates the OAIR conceptual model.

People Collaboration

Scholarship Visibility of

OAIR

Indonesian Higher Education

Technological Function

Process

Figure 2. Conceptual model of OAIR

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Limitation The conceptual model proposed in this paper is not yet formally tested. It needs more research to understand the Indonesian context of OAIR to build a more accurate model, based on the experiences in developing and implementing OAIR in Indonesia HE Institutions. This paper authors have decided to use the Grounded Theory (GT) method in a dissertation research. According to Creswell (2007) GT is applied to study the phenomenon when it is important for the researcher to understand a process, people interactions and actions. The GT method allows the researcher to understand the experience of OAIR implementation in Indonesian HE from the participants’ perspective. Since there were minimal studies about OAIR in HE, GT allows the study to create an emergent theory and a model (Strauss and Corbin, 1998). Charmaz (2005) suggested that GT approach provides systematic procedures for handling rich qualitative data and analytic procedures aimed to develop a theory. Conclusion OAIR is KM initiative in Indonesian academic libraries. OAIR objective is not only to preserve, organize, and disseminate the local content of campus community, but also to enhance visibility of HE scholarship. There are 35 OAIRs that appear in the Repository World Web. It showed that Indonesian HE OAIR has a competitive position among world repositories. Compared with the number of HEs in in the whole Indonesia archipelago, it is still a small number. However, there is a great potential of knowledge resources that need attention to be organized to facilitate access and knowledge sharing. An OAIR is an alternative for scholarly communication to show up academic works of Indonesian scholars and to enhance scholarship visibility of Indonesian HE. A conceptual model of OAIR illustrates how people, OAIR process, and technological function work in harmony to make sure that a single integrated system is available as a place to capture local knowledge content and share this knowledge with a global audience. When each of those HE institutions contributes to a single portal, Garuda, the representative of Indonesian knowledge resources, a good network of knowledge sharing among scholars becomes available. Hopefully a culture of knowledge sharing among Indonesian scholars grows and gives benefit to scholars and to Indonesian HE, not only in national but also at international level. References Abrizah, A. (2009), “The cautious faculty : their awareness and attitudes towards institutional repositories”, Malaysian Journal of Library & Information Science, Vol. 14 No. 2, pp. 17-37. Ahmed, P., Lim, K.K. and Loh, A. (2002), Learning Through Knowledge Management, Butterworth Heinemann, Oxford. Antelman, K. (2004), “Do open-access articles have a greater research impact?”, College & Research Libraries, Vol. 65 No. 5, pp. 372-382. Baudoin, P. and Branschofsky, M. (2003), “Implementing an institutional repository : the DSpace experience at MIT”, Science & Technology Libraries, Vol. 24 Nos 1/2, pp. 31-45. Branin, J.J. (2005), “What we need is a knowledge management perspective: editorial”, College & Research Libraries, Vol. 70 No.2 pp. 104-105, available at: http://crl.acrl.org/content/70/2/104. full.pdf+html?sid ¼ ea4dcba3-1dd0-436c-8de2-36661c141a05 (accessed March 21, 2012).

Charmaz, K. (2005), Grounded Theory: Rethinking Method in Psychology, Sage publication, London. Chen, K. and Hsiang, J. (2009), “The unique approach to institutional repository: practice of national Taiwan university”, The Electronic Library, Vol. 27 No. 2, pp. 204-221. Creswell, J.W. (2007), Qualitative Inquiry & Research Design: Choosing Among Five Approaches, Sage Publication, Thousand Oaks, CA. Davies, R. (2007), “Opening up information for better public value”, New Library World, Vol. 108 Nos 11/12, pp. 490-503.

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Rowley, J. (1998), “What is knowledge management?”, Library Management, Vol. 20 No. 8, pp. 416-419. SCImago (2007). “SJR – SCImago journal & country rank”, available at: www.scimagojr.com (accessed December 2, 2013). Strauss, A. and Corbin, J. (1998), Basic of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, 2nd ed., Sage, Thousand Oaks, CA. Sutedjo, M. (2012), “Strategi pengembangan repository perpustakaan ITS”, Seminar Nasional Pemeringkatan Web Institusi dengan tema “Pengukuran Kinerja Web dan Keunggulan Institusi”, Senin, IPB International Convention Center (IICC), Februari 27. Webometrics (2014), “Ranking web of repositories: Indonesia“, available at: http://repositories. webometrics.info/en/Asia/Indonesia (accessed March 8, 2014). Yiotis, K. (2005), “The open access initiative: a new paradigm for scholarly communications”, Information Technology and Libraries, Vol. 24 No. 4, pp. 157-162. Further reading Farida, I., Tjakraatmadja, J.H., Rudito, B. and Sulistyo Basuki, L. (2013), “Knowledge management in Indonesian higher education: open access institutional repository in academic library”, in Avery, A.E. (Ed.), Proceeding of International DSI and Asia Pasific DSI Conference, July 9th-13th, Bali, available at: http://iceb.nccu.edu.tw/proceedings/APDSI/2013/pdf/ 2013idsiproceedingscombined.pdf (accessed February 26, 2014), pp. 629-640. Kementerian Pendidikan dan Kebudayaan, Dikti (Direktorat Jenderal Pendidikan Tinggi) (2011), “Kebijakan unggah karya ilmiah dan jurnal“, Surat edaran nomor 2050/E/T/2011, available at: www.dikti.go.id/?p ¼ 1432 (accessed June 14, 2013). Kementerian Pendidikan, dan Kebudayaan Dikti (Direktorat Jenderal Pendidikan Tinggi). (2012), “Publikasi Karya Ilmiah“, Surat Dirjen Dikti No.152/E/T/2012, available at: www.dikti.go. id/files/atur/SKDirjen152-E-T-2012KaryaIlmiah.pdf (accessed June 14, 2013). Keputusan Rektor Institut Teknologi Sepuluh Nopember nomor: 5455.5/12/LL/2008. Wajib simpan karya ilmiah. OpenDOAR (2013), “Content types in OpenDOAR repositories-Indonesia”, available at: www. opendoar.org/find.php (accessed March 8, 2014). Peraturan pemerintah Republik Indonesia tentang dosen, nomor 37 tahun (2009). Peraturan Rektor Institut Pertanian Bogor nomor: 06/13/PL/2010. Serah-simpan karya ilmiah di lingkungan Institut Pertanian Bogor. Peraturan Rektor Universitas Surabaya nomor 383 year (2012) tentang wajib serah simpan karya ilmiah. Perkembangan Jumlah Perguruan Tinggi Indonesia (2013), available at: http://pdpt.dikti.go.id/ (accessed May 2, 2013). About the authors Ida Farida is a Candidate Doctor in Faculty of Science Business Management (SBM), Institut Teknologi Bandung (ITB). She is currently a Lecturer in Program Study of Library and Information Science at the State Islamic University Syarif Hidayatullah Jakarta. She completed her Master in Library and Information Science at the International Islamic University Malaysia (IIUM). Ida Farida is the corresponding author and can be contacted at: ida. [email protected] Dr Jann Hidajat Tjakraatmadja, MSIE is a Senior Lecturer in Faculty of SBM ITB. He has a Doctor in Knowledge Management from Faculty of Industrial Technology, ITB. He was the Director of MBA Program at the SBM ITB during 2003-2005 and he served as the Academic

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Deputy Dean of SBM ITB 2005-2009. He is the founder and the president of Knowledge Management Society Indonesia since 2007. Dr Aries Firman is a Lecturer in Faculty of SBM ITB. He has a Doctor in Business Administration from the Curtin University of Technology. He is currently a member of operation management expert group and his focus is on international project management. Sulistyo Basuki is the first Indonesian who holds a Professor title in the field of Information and Library Science. He has his Doctor in Philosophy from the Case Western Reserve University Cleveland, Ohio, in 1984. He is currently a Senior Lecturer in Unversitas Indonesia (UI). He is an active writer on the area of library and information science.

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