Getting the best out of data for open access monograph presses: A case study of UCL Press

This study of UCL Press sought to identify the extent to which data available to open access (OA) monograph presses can be combined with low‐cost analysis tools to provide insight into development and strategy. An additional goal was identifying practical steps that monograph publishers can take to ensure that they make the most of the data they have access to. The project team carried out an analysis of downloaded figures from platforms providing access to UCL Press monograph titles, social media activity, and sales patterns. Patterns of engagement with the books were cross‐referenced against key marketing and dissemination events in order to identify relationships between marketing approaches and awareness or use of a title. This study shows that it is possible to gain valuable insights into the uses of OA books by collating and analysing usage and social media data. It also identifies a series of relatively straightforward steps that can be taken by presses to maximize the richness of the data captured. These include proactively gathering and storing data; providing best practice advice to those engaging in promotion, particularly when promotion is via social media; and making it easier to track specific efforts to publicize books by using tagged links.     

“Bridging Old Relations”: The (De)Construction of Ethnic Identity in the Educational Context of Bosnia and Herzegovina From the Teachers' Point of View

The present study focuses on an educational arrangement in Bosnia and Herzegovina (BiH) known as “two schools under one roof.” The term refers to two different ethnic groups (Bosniaks and Croats) physically sharing the same school building, but maintaining separate administrations, teaching staff, and curricula. The purpose of the study is to explore the manner in which teachers (seven Bosniak and four Croat) from the two ethnic groups perceive and construct their group identities within this context. Findings indicate that the teachers’ sense of belonging to different ethnic groups is strong and that the use of language functions as a vital marker for expressing group identity. In addition, satisfaction with the current situation and perceptions of interactions and discrimination differ substantially between the groups. We argue that this type of educational organization may reignite dormant tensions between the groups and accentuate ethnic differences in terms of (de)constructing ethnic identity.