Transcript RDMRose: Research Data Management for LIS Session 8 Institutional case study and Conclusions Session 8.2 Institutional case study Institutional case study Session 8.2 Nov-15 Learning material.

RDMRose: Research Data Management for LIS
Session 8 Institutional case study and Conclusions
Session 8.2 Institutional case study
Institutional case study
Session 8.2
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose
Learning outcomes
• At the end of this session you will be able to:
– Analyse the perspectives of different institutional
stakeholders in RDM
– Discuss differing responses to the various
arguments for RDM
Nov-15
Learning material produced by RDMRose
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Session overview
• Examining a case study
• Exploring the viewpoints of different
stakeholders
Nov-15
Learning material produced by RDMRose
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Extra-Institutional
Stakeholders
Institutional
Stakeholders
PVC
research
Department
Perspectives on RDM
Other
Researchers
In the discipline
Computing
services
Researchers
In other
disciplines
Research Project
Commercial
Partners
and
Customers
The
Researcher
Research
Office
Data
repository
manager
Library
Other
HEIs
Human
resources
Records unit
and university archive
Funding
councils
Nov-15
The public and wider
Learning
Society material produced by RDMRose
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Individual
professional
perspective
Institutional case study
•
•
•
•
A fictional University of Poppleton
Five-page scenario
Some acronyms may need to be looked up
The “perspectives on RDM” target diagram
may be a useful reference
Nov-15
Learning material produced by RDMRose
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The cast of characters
1. PVC Research, Professor Gold
2. Director of Research, Faculty Medicine and Life Sciences, Professor
Albus
3. DoR, Faculty of Science and Engineering, Professor Gelb
4. DoR, Faculty of Arts and Humanities, Professor Argent
5. Faculty of Social Sciences and Economics, Professor Gris
6. Director of the Computing Service, ComITs, Mr Rosso
7. Library Director, Mrs Brun
8. Director of Research and Knowledge Commercialisation, Dr Zwart
9. Head of Human Resources, Ms Glas
10. Records Unit Manager and University Archivist, Mr Oren
Nov-15
Learning material produced by RDMRose
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Stakeholders’ point of view
ACTIVITY 8.2.1
Nov-15
Learning material produced by RDMRose
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Activity 8.2.1 Stakeholders’ point of
view
• Considering the point of view of one of the
institutional stakeholders, research an answer to
the following questions:
– What are the stakeholder’s main goals and interests?
How much power and influence do they have?
– How do they view others on the list?
– Which, if any, arguments for RDM do you think the
stakeholder would consider most compelling?
– Draw or choose a graphical image that represents key
aspects of the stakeholder’s viewpoint on RDM.
– What resources will the stakeholder wish to commit
(or avoid committing) to RDM initiatives?
Nov-15
Learning material produced by RDMRose
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Resources
• You might wish to do some research online
investigating people like your stakeholder
from their personal or service’s web page.
• Review arguments for RDM summarised in
Session 1.2.
• Look at some of the useful guides to
stakeholder analysis are to be found at
http://www.jiscinfonet.ac.uk/infokits/projectmanagement/stakeholder-management/.
Nov-15
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PhD training programme
ACTIVITY 8.2.2
Nov-15
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Activity 8.2.2 PhD training programme
• It is proposed to update the PhD training
programme to include RDM as a topic.
1. From the point of view of the stakeholder you
have researched, who should take a lead on this
initiative?
2. Which aspects of RDM should be emphasised?
3. Should the initiative be provided on a universitywide level, or on an individual faculty basis?
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose
Culture change initiative
ACTIVITY 8.2.3
Nov-15
Learning material produced by RDMRose
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Activity 8.2.3 Culture change initiative
• The PVC research has proposed a major culture change
initiative, which he thinks should have a focus on open
access to data and which he therefore proposes to call
SESAME.
1. Through desk research and reflection decide on the likely
view of the institutional stakeholder you have
researched on the initiative
2. Think about the different target audiences for such a
culture change initiative. Draw up a communication plan
which identifies the key messages for each audience and
the channels that could be used to reach them.
3. How should the initiative be resourced?
4. How should it be evaluated?
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose
Resources
• Introductory notes on communications planning
can be found at
http://www.jiscinfonet.ac.uk/infokits/projectmanagement/communication-collaboration/.
• Communication plan templates can easily be
found through Google.
• Examples of promotional material can be found
for a number of HEIs, e.g. Cambridge University
(http://www.lib.cam.ac.uk/dataman/).
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Communication plans
•
•
•
•
•
What are the different audiences?
What do they each need to know?
Who should tell them?
When should they tell them?
What channels can be used to reach them?
Nov-15
Learning material produced by RDMRose
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Institutional data repository
ACTIVITY 8.2.4
Nov-15
Learning material produced by RDMRose
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Activity 8.2.4 Institutional data
repository
• As part of the plan to build a technical
infrastructure for an institutional data repository,
discussion has been initiated on a collection
policy. What is your stakeholder’s point of view
on the following questions:
1. Which unit should lead the initiative, and why?
2. What should be the scope of the collection in terms
of subjects, types of data, status of the research
data, versions, and data formats?
3. How will deposit be encouraged? Should deposit of
data be mandated?
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose
Joint RDM committee
ACTIVITY 8.2.5
Nov-15
Learning material produced by RDMRose
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Activity 8.2.5 Joint RDM committee
• The professional services departments form a
joint RDM committee.
1. Who should be on the committee and what
would the terms of reference be?
2. Who should lead the committee?
3. It is proposed to create a web site to provide
guidance for researchers. What should it contain
and who should be responsible for which
section?
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose
New Library team
ACTIVITY 8.2.6
Nov-15
Learning material produced by RDMRose
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Activity 8.2.6 New Library team
• The chief librarian is thinking about setting up a
new team in her Library: Research services.
1. Write a mission statement for the new Research
services team.
2. Which roles in RDM would you advocate and why?
3. Do these roles have any other implications for how
the library is organised?
4. One member of staff suggests charging for some
RDM services: is this a viable option? If yes, then
which services should be chargeable, and why?
Nov-15
Learning material produced by RDMRose
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Resources
• RDMRose Session 1.3 outlines a range of roles
for libraries in Research and then in RDM.
Nov-15
Learning material produced by RDMRose
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Differences from Poppleton
ACTIVITY 8.2.7
Nov-15
Learning material produced by RDMRose
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Activity 8.2.7 Differences from
Poppleton
• How does the institution you work for differ from
Poppleton?
• Which of these differences might significantly
impact the outcome of the case study?
• How do the issues play out differently if:
1. Poppleton were a post-1992 university (with a
greater stress on teaching than research)
2. The university had a converged computing/library
service
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose
Resources
• “Maturity” of different approaches can be evaluated against the
JISC Managing Research Data Project Maturity Model,
http://www2.uwe.ac.uk/services/library/using_the_library/Services
%20for%20researchers/maturity-model-v.1.1.pdf
• Although focussed on knowledge transfer NESTA (2007) is a good
starting point for understanding the fundamentally different drivers
between the university types
http://www.nesta.org.uk/library/documents/Doing_the_business.p
df
• A recent review of trends in convergence can be found in Joint, N.
(2011). New perspectives on the convergence of academic libraries
and campus information technology departments. Library Review,
60(8), 637-644. doi:10.1108/00242531111166674
Nov-15
Learning material produced by RDMRose
http://www.sheffield.ac.uk/is/research/projects/rdmrose