RDMRose: Research Data Management for LIS Session 3 The Digital Curation Lifecycle Session 3.3 Stakeholders in RDM

Stakeholders in RDM

Session 3.3

Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Commercial Partners and Customers Research Office PVC research Extra-Institutional Stakeholders Institutional Stakeholders Department Research Project The Researcher Other Researchers In the discipline Perspectives on RDM Computing services Data repository manager Researchers In other disciplines Library Other HEIs Human resources Funding councils Records unit and university archive Individual professional perspective The public and wider Society Apr-20

Apr-20

RESEARCH ADMINISTRATORS

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Research administration

• • • • Association of Research Managers and Administrators (ARMA), founded 1991 – 1600 members by 2011 – 75% female – 67% in pre-1992 universities RA professionals have diverse backgrounds; few have PhDs – more often new entrants (Shelley, 2010) Job titles are various The growth of the profession arises from competition for funding Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Research administration roles

• • Research administrators “play an important part in formulating, developing, supporting, monitoring, evaluating and promoting” university research (Hockey & Allen-Collinson, 2009, p. 142) Shelley (2010) found increasingly included formerly academics’ roles: blurring of distinction as “third space professionals” (Whitchurch, 2012) • ARMA (2011) roles – Developing Proposals – – Project Lifetime Translation – – Postgraduate Researchers Policy and Governance – Management Information and Related Functions – Service Organisation and Delivery “I am supposed to be a member of the faculty research committee but I am also the clerk” quoted by Shelley (2010, p. 58) Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

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Research support roles in RDM (RoaDMaP 2012)

“Adopting a cradle to grave perspective re RDM.

Pre-award considerations – undertaking research, data protection Data Management Plans and the writing of the plans Assisting PIs to write plans Asking specific questions i.e. pre-award / referrals to IT Database curation once research is underway as not yet part of mentality or part of their research process.

Post award troubleshooting and helping to sort out problems.

Managing teams of research support who look at compliance.” Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Apr-20 Research administration

ACTIVITY 3.3.1

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Activity 3.3.1 Research administration

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ARMA has published a very detailed professional development framework,

https://www.arma.ac.uk/professional development-framework

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– Spend some time mapping research administration functions to the list of RDM roles listed in Session 1.3, slides 13-14.

– What do you know about your own institution’s research administration?

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Computing services

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Libraries typically work more closely with computing services than research offices; some services have a degree of convergence Naturally the two professions have different, hopefully complementary orientations

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Differing and shared values of the two professions (Creth, 1994)

Computing professional – Technical orientation – Entrepreneurial behaviour – Creativity encouraged • Librarian – Service orientation – Consensus approach – Fiscal responsibility • • • Professional orientation Focus on global information community Concerned with well being of university Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

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Cultural attributes of computing and libraries (Favini, 1997)

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“Computing services

– Technology is the main driver of services offered – Change in organizational structure is frequent – Use of formal project management techniques is common – – Male dominated environment ACS under a Vice President of IT with an emphasis on supporting Administration, Staff and Faculty – – – Salaries vary greatly throughout the industry Staff turn-over relatively high Team oriented focus to accomplish clearly defines goals – Reward system is flexible, based on short term performance – People possessing technical expertise operate "behind the scenes" – Pace of change is fast ”

“Libraries

– Emphasis on contact with people – Technology used primarily to accomplish service goals – Roles of organization members well defined and agreed upon – The major functions of library work do not vary among institutions – Librarians are products of a shared educational experience, MLS – – – Staff turn-over relatively low Female dominated profession Organizational power derived by formal job title – Reward system is comparable across the industry – The acquisition of technology driven by suppliers of information services rather than home grown innovation – Library traditionally under the Academic Provost with an emphasis on supporting Students and Faculty” Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Apr-20 Differing stakeholder perspectives

ACTIVITY 3.3.2

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Activity 3.3.2 Differing stakeholder perspectives

• How might researchers, computing services, research administrators and librarians respond to the drivers for RDM listed below differently?

– Research council/funder mandates – – Institutional policy Publishers’ demands – – Open access agenda Storage and security – “Direct benefits” to researcher: such as better data quality or increased impact Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

Apr-20 Identify key contacts

ACTIVITY 3.3.3

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Activity 3.3.3 Identify key contacts

• • • • First identify which professional services and which departments in these services are relevant. This includes other departments in the Library Who do you already know in these departments?

Look at the websites of the departments you identified. Whom should be on your list of key contacts, or whom could you contact to find out?

How are you going to keep your list of key contacts up-to-date?

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Apr-20

REFERENCES

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References

• • • • ARMA (2011). A Professional Development Framework for Research Managers and Administrators. Retrieved from http://www.arma.ac.uk/pdf/index.xhtml

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Creth, S.D. (1994). Creating a virtual information organization: Collaborative relationships between libraries and computing centers. Journal of Library Administration, 19(3-4), 111-132 Favini,R. (1997). The Library and Academic Computing Center: Cultural Perspectives and Recommendations for Improved Interaction (ACRL whitepaper). Retrieved from http://www.ala.org/acrl/publications/whitepapers/nashville/favini . Hockey, J. & Allen-Collinson, J. (2009). Occupational knowledge and practice among UK University Research Administrators. Higher Education Quarterly, 63(2), 141-159.

Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose

References

• • • RoaDMaP (2012). Breakout 3 Summary – Professional area perspective. Retrieved from http://library.leeds.ac.uk/downloads/file/290/white_rose_rdm_event_bre akout_3_summary .

Shelley, L. (2010). Research managers uncovered: Changing roles and ‘Shifting arenas’ in the Academy. Higher Education Quarterly, 64(1), 41-64.

Whitchurch, C. (2012). Reconstructing Identities in Higher Education: The Rise of Third Space Professionals. London: Routledge.

Apr-20 Learning material produced by RDMRose http://www.sheffield.ac.uk/is/research/projects/rdmrose