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Open access (OA) to research outputs is fundamental to promoting equity of access to scientific information and knowledge. Despite the proven advantages of OA such as wider readership, increased citation, and research impact, the uptake in OA communication of research outputs in some disciplines has remained low. Research has shown that OA publishing in the Humanities, Arts and Social Sciences (HASS) is low when compared to the STEM fields. However, studies that investigate factors that influence or hinder OA publishing practices of researchers in Canada is sparse. This poster highlights background, research questions, methodological approach and findings from the author'sPhD research. These findings will help provide strategic ways to achieving the ideals of OA in Canada and globally, particularly in the HASS disciplines. This poster was presented at the ALISE/JeanTague-Sutcliffe Doctoral Student Research Poster Competition held in Pittsburgh, PA on October 26, 2022.

COVID-19 has increased research, teaching and administrative pressures for all academics and, by doing so, exacerbated inequalities experienced by early career academics (ECAs), who were already dealing with several sources of uncertainty in trying to establish their careers. This study sought to understand the experiences of ECAs during the pandemic. We conducted semi-structured remote interviews with 18 ECAs (PhDs awarded in past 6 years), from a variety of countries; Canada, US, Australia, UK, New Zealand, and South Africa.Analysis. Interviews were analysed using a reflexive inductive Thematic Analysis approach (Braun and Clarke, 2021). Preliminary findings demonstrate that the pandemic has disrupted information acquisition and sharing among ECAs. The increasing amount of incorrect and irrelevant information disseminated by universities, alongside the de-prioritisation of information that is particularly valued by ECAs (e.g., information related to professional development and career development) has led some ECAs to avoid information. The COVID-19 pandemic has further exacerbated the precarious situations ECAs face. Universities need to acknowledge uncertainty, reduce information overload by providing relevant and useful information and provide useful information on and support for ECA career progression.