Sharing Knowledge: Scientific Communication - SSOAR

Reflections on the Value Chain of Scientific Information 187
author > univ > publisher > reviewer > publisher > univ >
Figure 3: emerging value chain
The need for certification of research information requires a partner independent
of the institutions. This is a role for a “sort of publisher”. This may lead to
the following alternative value chain: both the academic institution and the publisher
will have a symmetrical position with respect to the key actors in the
chain, the author and the reader. The institution is in direct contact with the author
and the reader and will take responsibility for the necessary disclosure of the
information and the required technology. The publisher is responsible for the
dissemination and branding and assists editorial boards in organising the certification
process. See Figure 2.
An important consideration is that the academic institution is in the position
to take up this role, as ICT will allow the institution to create new options for distance
learning and continuing professional education or even to innovate the
education system at large. As we have seen that the value chain for educational
information is very similar indeed, it will not be surprising that we can envisage
similar changes in the value chain arising from the innovation of education triggered
by the introduction of ICT in education. In order to be successful in this
innovation process the institution will be required to create an ICT-supported
publishing and archiving environment for the entire information process.
A consequence of the above observations is that we cannot separate the developments
in the value chain for the library, and their economic consequences,
from the developments in the value chain for the parent institution or even the
entire scientific information infrastructure.
4 Strategic issues
4.1 General considerations
reader
Widespread use of ICT allows academic institutions to change from supplypush
to demand-pull education. This will open up these institutions for new cohorts
of students, in particular virtual “Wanderstudenten”, leading to new opportunities
for academic institutions.
Developments in distance learning and continuing professional development
lead to effectively expanding the time window that students will dwell at the academic
institution by an estimated factor of two, i.e. from 5-7 years to something