We reaffirm our commitment to a transition towards a sustainable open science/research ecosystem and offer reflections on the various open access models and business plans discussed in the consultation document.
We welcome proposals that facilitate fair, inclusive and transparent knowledge production, but urge more consideration of uneven impact on disciplines and advocate for hybrid journals, green open access and embargoes.
Our response emphasises the value of geography in developing AHSS skills, and aims to better define them.
In our response to The Prince's Teaching Institute we criticise overlap between the proposed role of the College of Teaching, and the work and role of Learned Societies - particularly in the areas of specialist support and CPD, advice to government, and specialist accreditation.
Response submitted 2013
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