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IntroductionRapidly-growing enterprises (RGEs) can play a crucial role in emerging economies with lasting impact on their economic growth. This type of enterprises must manage the change to remain both competitive and flexible in order to survive. Similarly, the emerging economies are characterized by rapid structural change in their socio-economic institutions and traditional practices for gaining competitiveness to face the competitive pressures of the increasing globalized economy. In general, SMEs have the requisite flexibility to adapt to changing circumstances, to become a vehicle for enhancing competitiveness by upgrading their capabilities in a country, and thus become major contributors to economic growth. The added feature of RGEs is that they grow faster and achieve higher growth while facing more constrained resources than their SME counterparts. We posit that emerging economies face similar barriers and challenges and RGEs can provide valuable lessons for more effective management. Change in emerging economies is inevitable and will manifest itself at the firm, industry and institutional levels. Regardless of the original source, the instability resulting from rapid change need to be managed with a view to long term growth. For a firm to succeed in a dynamic emerging market, the lessons from other firms managing in dynamic emerging industries can be highly instructive. Emerging industries are characterized by a rapid change in terms of the definition of industry, member firms' production function, relation with buyers, suppliers and competitors. This dynamism is in part due to evolutionary changes in technology, knowledge and also is an inevitable outcome of specialization, which allows for faster growth; but results in higher interdependence of firms internationally. Emerging economies will inevitably compete with the members of those new industries; and therefore it may be efficient to learn from the players that are creating and shaping the new competitive structure. RGEs contribute to enhancing technical progress by increasing the rate of invention and innovation, and the speed with which new technology is disseminated and adopted by other firms. Globalization has forced countries to interlink their economies (Armijo, 2008), increasing their interdependence and thus forcing them to react to, and respond to change, accordingly (Hoekman and Porto, 2010). Therefore, emerging economies are facing similar situations to those of RGEs: a changing reality resulting from technological advances and shifts in macroeconomic policies due to internal and external factors such as the dynamics of WTO, Trading Blocs, among others. Given the present need of emerging markets to raise their competitive levels, RGEs are highly-suitable models from which to learn how to cope with and take advantage of the new emerging environments. In this paper we describe RGEs ´characteristics in order to learn about the crucial tasks of managing the complexity of rapid change due to the emergence change. We also explore how the emerging economies can bridge, and even close, the gap with the industrialized economies and whether or not the rapidly-growing enterprises may play an important role. The Characteristics of the Emerging Economies Emerging economies are a group of countries that play an increasingly important role in the global economy. The term "emerging economies" was originally coined by the IFC to describe a fairly narrow list of middle-to-higher income economies as a subset of developing countries. According to Hoskisson, Eden, Lau, and Wright (2000), "emerging economies" are those newly industrializing countries that have adopted market-based policies. Khanna and Palepu (1997: 42) suggest that in defining emerging economies, "the most important criterion is how well an economy helps buyers and sellers come together." They point out that the lack of proper institutions—relative to developed countries—make emerging markets more inefficient and incomplete, whereby information problems, misguided regulation, and inefficient judicial systems hamper communication between buyers and sellers. Bureaucratic judiciary systems, for example, make registration processes lengthier and costlier than in developed economies with a negative impact on transparency and providing fertile ground for favoritism and corruption. Labor markets are frequently highly regulated imposing additional costs on SMEs making them less flexible than otherwise (see Table 1). Table 1: FIRM-SPECIFIC CHARACTERISTICS IN EMERGING ECONOMIES Output marketInput marketLow competitiveness Limited international experienceLiberalization policiesGlobalization Asymmetric access to information & to technologyLimited access to local and international capital marketsPoor dissemination of information related to international marketsLabor marketManagerial constrainsOwnership structureLack of managerial expertiseLack of consulting servicesLack of administrative structureSocial ties between senior managersFamily-owned business Sources: Adopted from Hoskisson et al. (2000), Khanna and Palepu (1997) and Mody (2004)The institutional aspects of the emerging economies Mody (2004) proposes another definition that emphasizes a) a high degree of volatility due to the transitional nature of their economic, political, social, and demographic conditions, b) the inherent trade-offs between flexibility in policy commitments, and c) the transition from transaction-specific to institutional commitments. The idea of a transition from transaction-specific to institutional commitments is appealing in view of the fact that such institutions must also subsume the socio-cultural dimension of the problem. According to North (2005), economic performance depends on institutional heritage, economic rules and, how those rules are devised and enforced, and the specific institutional constraints of each market. In order to reduce rent-seeking, free-riding and morally hazardous behaviors, it is desirable to evolve from a transaction-specifics situation to a rule-based situation, whereby the agents involved in the situation are not relevant to, or cannot influence, the due-process. Having strong and clearly-defined institutions that enhance the performance of firms is a necessary, but not a sufficient, condition to guaranty economic growth. Clague (1996) finds that the characteristics and stability of political regimes have an impact on economic institutions. Similarly, Mauro (1995) argues that bureaucratic and institutional efficiencies are positively correlated with political stability and that poor countries tend to have cumbersome bureaucracy and inefficient institutions. Not only the rules need to be adequate for the circumstances, but also they must be enforced. As North (1990: 107) points out, institutions "are the underlying determinant of the long-run performance of economies". The greater the transparency in terms of information and access to efficient judiciary systems the lowers transaction cost of engaging in productive activities. Artificial national asymmetries and deficiencies, for example, limited governmental support and/or biases in favor of large companies that lobby the government, creates barriers for smaller firms to access to key resources, hence, hindering their competitiveness Characteristics of Rapidly-Growing Enterprises Delmar, Davidson, and Gartner, (2003), Ala-Mutka and Etemad (2006), Fischer and Reuber (2003), Birch, Haggerty, and Parsons (1993) and Keen and Etemad (2011 and 2012) have identified a very interesting group of companies called Gazelles or, in this paper, RGEs. These companies are characterized as smaller firms experiencing explosive growth for a sustained period of time. There are not industry-specific and are found in many industries, ranging from shoes manufacturing, construction to knowledge-intensive and pharmaceutical development. Their main common characteristic is fast growth in revenues, number of employees and revenue per employee. Naturally, this rapid growth in employment and revenues are the consequents of their expansion and further penetration in local and international markets. Most of them internationalize rapidly as well by climbing over international entry barriers effectively. These aspects should be of particular interest to developing economies because of their impact at least in three ways: i) Primary and direct impact. Not only do they generate employment and incremental income but they also increase the total production of goods and service, as well as wealth, in a much shorter period of time than other enterprises. ii) Secondary impact by providing a model to learn from and emulate their action -- the spill-over effects of their success to the rest of the economy would further contributing to the well-being of their region and possibly beyond, otherwise absent (i.e., when normally growing firms are inspired, learn from and emulate local RGEs) iii) Benchmarks for best practices and world-class competitiveness. By aiming to succeed in international markets from the very beginning, these companies need to set their strategic horizons very high adopting the best managerial practices and strategies to achieve the competitive that would enable them to compete internationally at the outset. They tend to select partners, whether suppliers or buyers, that share the same working philosophy and follow similar strategies to complement them. They function collaboratively and interdependently mainly as members of networks as opposed to operating independently. RGEs are in many cases the fundamental core of potential industrial clusters that radiate their momentum to the rest of the economy. They may or may not be a part of a regional industrial cluster; but they actively manage a smaller cluster of their own value net: i.e., an efficient network of buyers and suppliers involved in the both the supply and value chains that collectively generate higher value than their counterparts. This paper will return to the topic or RGEs in the next section. It will present and briefly analyze RGEs in order to examine their main patterns of strategic operations and rapid growth for adoption by the emerging economies to speed-out the transformation of their economic growth and developments. Discussion This discussion builds on the arguments presented earlier and explores the possibility of emerging economies learning from, and emulating, RGES in the developed economies to shorten the time and the path of transformation. In so doing, five broad influential topics will assist in examining different aspect of this examination, as follows. The Need for Re-evaluation and Re-configuration of Advantages In changing environments, property-based assets lose their potency relatively faster than elsewhere. As Miller and Shamsie (1996: 522) observe ¨most competitors will be aware of the value of a rival's property-based resources, and they may even have the knowledge to duplicate these resources¨. However, the knowledge-based resources, more likely to have a higher potentials for generating competitive advantages and growth. Furthermore, the firm has more effective control over the creation and deployment of knowledge–based assets than those of property-based assets. As mentioned earlier, in dynamic environments, firms are forced to gain productivity and meet world-class standards to keep pace with others. A key suggestion of this paper, based on the experience of RGEs, is that without learning and knowledge acquisition to give rise to knowledge-based assets, capabilities and competitiveness, the probability of closing the technological gap and reducing the income inequality will simply not be feasible. Technological gap can be viewed primarily as knowledge gap combined with the lack of process know-how to exploit the technology in a timely manner. Income inequality is in part due to comparatively inefficient of firm operation characterized by their growth rates. In to the case of property-based resources, where competitor may develop the knowledge of how to replicate such resources and thus reduce the competitors' advantage, the traditional barriers (such as legal constraint or historical endowments) did not allow firms to acquire those resources easily. As discussed earlier, those barriers are eroding rapidly. In contrast, knowledge-based resources cannot be easily imitated by firms that do not already posses the requisite know-how. It would be difficult, costly or risky to replicate and time may not favour imitators. As Miller and Shamsie (1996: 522) argue, "knowledge-based resources allow organizations to succeed, not by market control or precluding competition, but by giving firms the skills to adapt their products to market needs and to deal with competitive challenges". Firms in emerging economies will have to learn how to adapt and to respond to international market needs relatively fast to reduce the risk of falling further behind. The relatively static characteristics of the closed-economies, firms were not forced to possess the requisite capabilities to deal with complex situations. Aspiring firms will have to develop collaborative skills to develop and share knowledge to devise new routines and processes to deal with increasing more complex situations. Therefore, the transitional period can be characterized by an ongoing process of unlearning the old routines and the learning the new ones, mainly from more progressive firms such RGEs in order to cope with the new requirements of increasingly more sophisticated demand conditions and tougher competition. The Need for Change in Managers Mindset and the Firm's Out Look. On the one hand, there is a need to understand the implications of the changes in order to develop potentially different courses of action available and how they affect the industry and business practices. On the other hand, according to Weick (1995), the strategic decisions of managers depend on their cognitive structures and how they make sense of the environment. Enterprises need to understand any pending or intended change in a way that "makes sense" to them, fits into some of their interpretative scheme or system of meaning (Bartunek, 1984; Ranson, Hinings, and Greenwood, 1980). When firms face a different environment, such as new international competition, new suppliers and customers, there is a need for a thorough revision because previous symbols, values, and historical attributes may no longer be relevant to the organization that faces the new reality. It is likely that there will be irreconcilable inconsistencies between key labels used in the organization and the key concepts needed for comprehending and dealing with the new reality. The awareness of alternative actions is the key to proper action "in regard to the changes occurring in the data of the markets" (Mises, 1949: 255). Past actions, thinking and experiences that were concretized in norms, standards procedures, and job specifications of the near past need to be revised and in some cases unlearned because they do not reflect the emerging reality anymore. In the entrepreneurial literature, the entrepreneur is the person who has the ability to make the transition possible, to develop new ideas and to set the strategic directions. Firms need to be alert (Kirzner, 1973) to the signal from the markets. The alertness of managers to take advantage of new opportunities and to meet changing market conditions through discovery may be considerably reduced if firms do not change their dominant logic (Prahalad and Bettis, 1986) in order to develop novel strategies. Firms that conducted business for years in a closed economy without much pressure to innovate and to reduce costs, face insurmountable pressures to reinvent themselves. They cannot remain indifferent because their customers will be more demanding, their supply sources will be evolving as well as the competition becoming less forgiving. (continuará en la próxima edición de Letras Internacionales)*Dr. Christian Keen, Coordinador Académico de Finanzas FACS, Universidad ORT Uruguay

La Universidad es el espacio social y educativo donde las confluencias entre el conocimiento y la sociedad establecen relaciones y asimetrías que permiten a los ciudadanos que atraviesan sus espacios abrir una puerta al futuro social, laboral y ciudadano. En los últimos años hemos visto como la universalización y la socialización de la Universidad ha posibilitado el acceso numerosos estudiantes y, razonablemente, de graduados, de forma que la Organización para la Cooperación y el Desarrollo Económicos (OCDE ) establece unos ratios recomendados por niveles educativos. La Universidad española está alcanzando esos ratios de graduados universitarios, especialmente entre las mujeres, que hace tiempo son más numerosas en las aulas universitarias. El alumnado se enf renta a una presión permanente por parte del mercado laboral acuciado por los ataques a lo público desde posicionamientos neoliberales, especialmente en los últimos 35 años, y que exige a la Universidad española excelencia en los ránkings internacionales, competencia con Universidades en todo el mundo con presupuestos exiguos, con problemas laborales entre el personal docente e investigador y administraciones enfrentadas a la Universidad pública como institución histórica y de futuro. La digitalización de l a Universidad está posibilitando el acceso a Internet a través de tecnología wifi, permite el acceso a gran velocidad a más recursos y más conocimientos a través de la tecnología móvil como smartphones, el ordenador portátil o tablets que ya están presente s en todas las aulas universitarias. A pesar de esta facilidad de acceso a Internet, la Universidad pública española es mayoritariamente presencial y la Universidad andaluza, de la que el 30% es objeto de este estudio, no es una excepción a pesar de haber desarrollado leyes y programas necesarios para realizar una transición económica y tecnológica hacia una sociedad que le exige ser motor de cambio en la sociedad global. Este trabajo se enclava dentro de la investigación social en el que el método apropiad o para conocer opiniones es la encuesta, por tanto al alumnado de las Universidades objeto de estudio se les invitó a responder a una encuesta virtual. Además, con el fin de lograr un discurso por parte de los docentes implicados en el proceso de apropiaci ón de las Tecnologías de la Información y la Comunicación (TIC) en el aula, se desarrolló un focus group en cada Universidad objeto de estudio, en la que participaron 20 docentes. Para el análisis de este estudio se cerró la triangulación con entrevistas e structuradas a informantes claves para la identificación de las habilidades del docente necesarias para esta transición educativa. Con estas herramientas metodológicas para la encuesta con una muestra n=537 se obtuvo una alfa de Cronbach por separado de la utilización de las TIC de .812 (n=13) y para las metodologías colaborativas de .890 (n=13) que permite asegurar la buena construcción del cuestionario. En los resultados de la encuesta se observa que el alumnado de las Universidades objeto de estudio uti lizan con más frecuencia las TIC que la sociedad española, que las utilizan para enviar correo electrónico, pero con una gran diferencia con el resto de la sociedad para participar en las redes sociales. El alumnado del estudio crean más y con mayor frecue ncia en la Web o blogs y en el uso de YouTube que la sociedad española en general. Mientras el alumnado utilizan las redes sociales de forma habitual, las redes sociales no han impactado en el aula universitaria, donde apenas se utilizan y las pocas que se utilizan no son las mayoritarias. Lo poco que se utilizan las redes sociales es para hacer trabajos de clase o intercambiar documentación, mientras las aulas prefieren utilizarlas para escuchar música y ver vídeos. Las metodologías colaborativas en la Uni versidad están muy bien consideradas entre el alumnado pero no se utilizan y a penas se utilizan a través de las herramientas de la Web 2.0, es necesario que la Universidad andaluza aborde el impacto de las redes sociales y las TIC en las aulas. Las metodo logías en el aula, según los docentes, tienen que cambiar hacia otras formas como el trabajo por proyectos, por problemas, clases invertidas e ir incorporando estrategias que resitúen al alumnado en la dimensión que requiere la oposición radical que realiz an los estudiantes universitarios ante la jerarquía y a las formas más tradicionales de impartir las clases. ; The University is a social and educative space where knowledge and society converge and establish relations and asymmetries which allow citizens within that environment to open a door to the future on a social, labor and citizenship level. During the last years we have seen how universalization and soc ialization of University has granted access to numerous students and graduates, which has led to the Organization for Economic Cooperation and Development (OECD) to establish a recommended ratio on the educative levels. Spanish Universities are reaching th ose required ratios of university graduates, especially between women, whose presence is ever increasing in university lecture rooms. Students are suffering continual pressure from the labor market, driven by attacks to public domain from neoliberal positi ons especially in the last 35 years. There is also the demand for excellency on Spanish Universities, within international rankings and a need to compete with Universities all over the world but with low budgets, labor problems between the teachers and res earchers and conflicts between the administrations, with the University as an historic and future institution. Digitization of Universities is allowing internet access through wifi technology and high speed access to knowledge and more resources through mobile technology such as smartphones, laptops or tablets which are currently present in all the university lecture rooms. In spite of this easy access to internet, the public Spanish Universities are mainly based on face - to - face learning and the Andalusia n University, of which 30% accounts for the subject of this study, is not an exception despite having developed legislation and programs aimed at implementing an economic and technological transition towards a society that requires it to be a driving force for change within global society. This research is social research and so the most appropriate method to discover different opinions is through surveys which the students from Universities that are the subject of this study, were invited to respond via a virtual survey. Furthermore, in order to obtain the feedback from the teachers involved in the process of spreading Communication and Information Technologies (ICT) in the classroom, a focus Group was created in each university object of this study, in whi ch 20 teachers participated. To complete the analysis of this study, different structured interviews took place with relevant persons to identify the necessary teaching skills to carry out this educative transaction. Using these methodological tools for th e survey with a sample n=537 it was obtained an alfa of Cronbach of the use to ICT of .812 (n=13) and for the cooperative methodologies of .890 (N=13) which secures a valid construction of the questionnaire. Survey results show that the students of the Un iversities object of this study use the CIT more frequently than Spanish society in general, using them to send e - mails, while the rest of the society uses them to participate in the social networks. Compared to the Spanish society in general, the students object of this study create more, and participate with more frequency, in the web or blogs and make more use of YouTube. Whilst students use the social networks on a daily basis, social networks have not entered into the university lecture room, where the y are hardly used at all, and the few that are used are not the most popular ones. They are mainly used to prepare school work or to exchange documents, while the classroom prefers to use them to listen to music and watch videos. The collaborative methodol ogies within the University are very well considered among the students but they are hardly used and when used, it is through the tools of the 2.0 web, therefore it is necessary that the Andalusian University covers the impact of the social network and the ICT in the classrooms. Methodologies in the classroom, according to the teachers, have to change towards other forms such as work by projects, by problems, inverted classes and to incorporate other strategies that reallocate students in the real dimension , that requires the radical opposition that students present to hierarchy and the more traditional forms of teaching

Como se había mencionado en la editorial anterior (López-López, 2015), el libro de Suber (2015) es una contribución significativa para aclarar los límites y alcances del acceso abierto (OA) y permite decantar confusiones e impresiones que prevalecen en nuestras comunidades que no están preparadas para los cambios tan acelerados que las nuevas dinámicas de producción y comunicación académica están generando (Gallegos, Berra, Benito, & López-López, 2014). Suber (2015) plantea como el acceso abierto surge bajo un conjunto de motivaciones que influyeron en su desarrollo. Estas motivaciones son: 1. El incremento desmedido de los precios de las revistas científicas con lo cual se ha dificultado el acceso al conocimiento, generando mayor inequidad y profundizando además paradojas perversas como que en países pobres se produce conocimiento al que luego no puede accederse por no poder pagar las revistas donde se publica. Este punto es crítico para las sociedades o las bibliotecas que cuentan con presupuestos limitados para acceso a bases de datos o países que en consorcio buscan comprar colecciones relevantes para sus infraestructuras de conocimiento; las brechas generadas por los costos afectan a todos los investigadores y más a los que tiene mayores restricciones económicas ampliando la inequidad y brechas, disminuyendo la posibilidad de construir redes de colaboración por las asimetrías generadas. Es bueno anotar que el incremento de precios suele ser mayor en forma considerable que los indicadores de inflación y los presupuestos de las instituciones. 2. Las grandes editoriales suelen vender paquetes de revistas (Big deals) de múltiples calidades impidiendo así que se negocie en relación con las revistas que son necesarias estratégicamente por una institución y se suele castigar con un precio las cancelaciones a títulos que son de baja circulación o calidad. Y peor aún, las casas editoriales suelen suscribir cláusulas de confidencialidad en relación con los precios y las condiciones de negocio lo que impide tener negociaciones con más transparencia sobre la compra de los mencionados paquetes incluso con instituciones cercanas. 3. Las restricciones por precio generan limitaciones de acceso pues se impide la reproducción de los contenidos a todos los niveles, desde la formación terminando en la investigación propiamente dicha. Además ni siquiera hoy las bibliotecas pueden ser dueñas de lo que han pagado en el pasado, hoy estas solo pueden "arrendar" la información y se impide la migración de contenidos anteriores así se haya pagado por ellos. 4. Un agravante adicional es que en el mundo entero los investigadores ceden los derechos de publicación a las editoriales y estas se quedan con la propiedad de los contenidos. Éstos deben ser adquiridos por altos costos por los propios investigadores, sus instituciones y bibliotecas e incluso por los organismos financiadores. La mayor parte de la financiación de la investigación se genera de entidades estatales con dinero público, incluso, en universidades privadas aunque éstas los financien con dinero privado es absurdo que ellas mismas no puedan pagar de nuevo las cifras desproporcionadas que cobran algunas de estas editoriales. 5. Estas empresas de intermediación de conocimiento provocan además escasez artificial al restringir los accesos debido a los costos. Es así como los modelos de acceso abierto evidentemente pueden disminuir los costos o por lo menos tratar de tenerlos bajo la inflación o bajo los costos reales razonables, incluida la utilidad de producción. Pero es claro como se dijo antes que, en cualquier forma, la investigación que se financia con recursos públicos debe tener una condición de acceso como bien público y es por esta intervención directa que no es razonable pretender que el acceso abierto opere "interfiriendo el libre mercado". 6. Las revistas de acceso abierto están compitiendo en primer lugar por autores y artículos de la mejor calidad y en segundo lugar están interesadas en que esta calidad se refleje en diversos usos y no pretende competir o interferir en los mercados de las revistas de pago. Es por esto que el OA busca en forma prioritaria que la evaluación por pares garantice la calidad de los contenidos. Incluso muchas revistas de pago pueden incrementar sus márgenes de ganancia con el incremento de las tasas de rechazo. 7. La falta de conocimiento sobre lo que es el acceso abierto e incluso los proceso de comunicación y circulación del conocimiento por parte de investigadores, bibliotecarios y diversos actores de las cadenas de producción y circulación de conocimiento, suele ser usado por algunas de estas empresas para incrementar costos e incluso en incurrir en asuntos éticos. 8. Todas las estimaciones de crecimiento de la producción científica muestran que al parecer el negocio de las editoriales y revistas privadas seguirá creciendo con la consecuente imposibilidad de acceder al contenido bajo los modelos de negocio y no solo es necesario sino conveniente que el acceso abierto se desarrolle y crezca. 9. Desde el 2004, anota Suber (2015), Thomson Scientific identificó que es sus diferentes temáticas entre las revistas de más impacto hay buen crecimiento constante de revistas de Acceso Abierto lo cual es muy relevante por cuanto estás apenas están arrancando y deben competir con revistas de muy larga trayectoria. Por último, es necesario diferenciar los repositorios de acceso abierto de las revistas y documentos que pasaron por revisión de pares. Es necesario aclarar que hoy los repositorios incluyen todo tipo de contenidos y algunos han denominado "depósitos oscuros" que no exigen la evaluación de pares. Debido a esto se puede diferenciar en OA oro y OA verde. El primero se refiere al acceso abierto de las revistas sin tener en cuenta el modelo de negocio y el OA verde al que es facilitado por los repositorios y se entiende como un "auto archivo a la práctica de depositar un trabajo propio en un repositorio de OA". Estos términos permiten diferenciar el tipo de acceso abierto y las consecuencias de cada uno y es probable que se introduzcan nuevos términos que permitan diferenciar y aclarar más el acceso abierto. En definitiva el libro de Suber (2015) será un recurso obligado de consulta para quienes sigamos comprometidos con el acceso abierto, porque entendemos las implicaciones políticas y económicas de inclusión y democratización de acceso al conocimiento que tienen en especial países como el nuestro en el que la inversión en ciencia y educación es escaso. ; As mentioned in the previous editorial (López-López, 2015), Suber's (2015) book is a significant contribution that we can use to clarify the limits and the scope of Open Access (OA), and it is also helpful in explaining confusions and inaccuracies that are widespread in our communities, which are not quite ready to face the accelerated changes that are being generated by the new dynamics of scientific output and communication (Gallegos, Berra, Benito, & López-López, 2014). Suber (2015) states that OA emerges in the context of motivating circumstances. These are: 1) The overwhelming increase in the fees of scientific journals, which has made access to knowledge more difficult. This has created more inequality and has deepened perverse paradoxes, such as the fact that poor countries produce knowledge that they cannot later access due to the inability to pay those exorbitant fees. This issue is critical for societies or libraries that have limited budgets to pay for access to databases, or countries looking to purchase relevant collections for their knowledge infrastructures, in association. The gaps created by high costs have an effect on the whole research community, and more so on those with worse economic restrictions. The resulting asymmetries make it harder to build collaboration networks. It is worth noting that the increase in those fees is often (much) higher than inflation indicators and the corresponding increases in institutional budgets. 2) The main publishing houses often sell journal packages (Big deals), consisting of journals of varying quality. This prevents negotiation of the journals that are strategically necessary for an institution, and cancelling subscriptions to low quality or low circulation journals is often punished with a premium. Even worse, publishers often subscribe confidentiality clauses with regards to prices and business conditions, which fosters a lack of transparency in the purchase of the aforementioned packages. 3) Price restrictions create access limitations, because the reproduction of contents is forbidden at every level – from basic training all the way to research proper. Besides, nowadays not even libraries own what they have paid for in the past. They can only "rent" the information, and migration of previous content is prevented, even if it has been purchased in the past. 4) An additional problem is that researchers transfer their publication rights to the publishing houses and these keep property rights over the contents. These contents must then be purchased by researchers, their institutions, libraries and even supporting entities, at a high cost. Most funding for research is provided by government/state institutions with public monies, and sometimes not even private universities are able to afford the disproportionate fees charged by some of these publishers. 5) These middlemen companies also create artificial scarcity by restricting access due to costs. As such, OA models can reduce those fees or at least they can try to keep them under inflation or real reasonable costs, including profit. But clearly, as said before, it should be possible to access research funded with public resources in the same way other public goods are accessed. For this reason, it is not reasonable to say that OA operates by "interfering with the free market". 6) OA journals are competing for top quality authors and papers, and they are interested in getting this quality to reflect on different usages – they do not intend to compete or interfere with the paid journal market. Therefore, OA seeks that peer-review processes can guarantee the quality of its content. Many paid journals can actually increase their profit margins by increasing rejection rates. 7) A lack of knowledge of OA and even communication and circulation processes on the part of researchers, librarians and other actors in the production and circulation chains is often used by some of these companies to increase costs and even to engage in unethical practices. 8) All estimations of scientific output growth seem to show that the publishing business will continue to grow, with the corresponding impossibility of accessing contents under the current business model. It is therefore convenient and necessary that OA continues to develop and grow. 9) Since 2004, according to Suber (2015), Thomson Scientific identified a continued growth of OA journals in terms of impact, which is relevant since they are still young and must compete with journals with longer lifespans. Finally, we need to differentiate OA and peer-reviewed document repositories. Nowadays, repositories cover all sorts of content, and some which do not require peer review are called "dark repositories". Gold OA, therefore, is Open Access with no regard for the business model, and Green OA is a self-archiving practice of placing one's work into an OA repository. These terms enable us to differentiate the types of OA and their associated consequences – more such terms may be introduced in the future to clarify different models. In summary, Suber's (2015) book will be a mandatory resource for those who are still committed to OA, because we understand the political and economical implications of inclusion and democratization of access to knowledge, especially in countries such as ours, where investment in science and education is scarce.