Purpose – The aim of this paper is to assess information needs and information seeking behaviour of parents and caregivers of children with mental illness at the Kilimanjaro Christian Medical Centre (KCMC) in Tanzania. The study mainly assessed the information needs of parents and caregivers of children with mental illness, their preferable sources of health information, and their constraints on information seeking. Design/methodology/approach – This study used a case study research design, where 168 structured questionnaires were distributed to parents and caregivers of children with mental illness at the Neurological Pediatrics Outpatient Clinic of KCMC. The rate of response was 89.3 per cent. Findings – The study found that health information needs of parents and caregivers were mainly associated with health care (for example, nutrition, treatment) and health education. Parents and caregivers of children with mental illness used the internet as the main source of information about their children's health, which was followed by printed books and television. Health information seeking behaviour appeared similar across gender categories, but there were differences on the use of print and electronic information sources according to age and level of education. The main factors that hindered access to health information included low level of education, lack of funds and health information illiteracy. Practical implications – The paper provides useful suggestions that would facilitate information seeking and use among parents and caregivers of children with mental illness in Tanzania and other countries with similar conditions. Originality/value – Previous studies on the topic are scanty and, therefore, the paper provides important insights into the information needs and information seeking behaviour of parents and caregivers of children with mental illness in a developing country setting.

PurposeThe study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their research data.Design/methodology/approachThe study triangulated research methods. Postgraduate students were investigated using survey questionnaires to learn about their needs and perceptions of the teaching RDM courses in HLIs. Key informants (academicians, information and communication technologists and library staff) were also investigated using in-depth interviews to explore their experiences and knowledge of teaching RDM courses. SPSS statistical software was used for analysing quantitative data; qualitative data were analysed thematically.FindingsA total of 70 questionnaires were distributed to postgraduate students with a returning rate of 44 (69%). On the other hand, 12 key informants were interviewed. A low level of RDM literacy was revealed among 38 (86%) respondents. Most respondents 40 (91%) reported the need for HLIs to start teaching RDM courses. A lack of skills and knowledge in teaching RDM courses was revealed among key informants. The competency-based, adaptive and constructive teaching techniques were selected for teaching RDM courses, whereas intensive training and online tutorials were revealed as teaching formats.Research limitations/implicationsThis study focused on teaching RDM courses in HLIs. The survey questionnaires were distributed to all 2nd year postgraduate students, however, the findings cannot be generalised to all postgraduate students due to the response rate obtained. The findings obtained from key informants can also not be used as a basis for generalization across HLIs.Practical implicationsThis study concluded that postgraduate students need to be well equipped with skills and knowledge on RDM and its related concepts; teaching RDM courses should be regarded as a continuous programme for benefit of students, researchers and the community at large.Social implicationsAppropriate teaching of RDM courses among students not only ensures that students meet the funders’ and publishers’ requirements, but also encourages students to store and share their research among researchers worldwide; thus increasing collaboration and visibility of the datasets and data owners through data citations and acknowledgements.Originality/valueThis is a comprehensive study that provides findings for HLIs to teach RDM courses in HLIs, especially for postgraduate students. The findings revealed the need for teaching RDM courses in HLIs. The study provides the basis for further RDM research in HLIs and research institutions.

Purpose -This paper aims to investigate the level of HIV/AIDS information among undergraduate students at two university colleges in Tanzania, and its role in changing risky sexual behaviour. Design/methodology/approach -In total, 151 undergraduate students from Kilimanjaro Christian Medical College and Moshi University College of Cooperative and Business Studies were surveyed by means of a questionnaire. Findings -Of respondents 86 per cent were aware of the pandemic and its modes of transmission. The main sources of information were books, journals, magazines, television, internet, DVD/CD, radio and research reports. A total of 32 per cent reported having tested for HIV/AIDS; 40 per cent use condoms during sexual intercourse. Among condom users 63 per cent used them consistently. Factors hindering the use of HIV/AIDS information include the time spent on studies, the unavailability of the information, and the religious, cultural and family background of respondents. Research limitations/implications -In a country with over 30 university and university colleges, generalization is not possible on the basis of research restricted to a small number. Practical implications -Universities should establish partnerships and networks with various stakeholders to ensure access to HIV/AIDS information and to share experiences. Originality/value -The level of HIV/AIDS information among Tanzanian undergraduates is under-investigated. This paper helps to fill some of the gaps in the research.

Advancement in information and communication technologies has made it easier for researchers to capture and store myriad data at a higher level of granularity. Higher education institutions (HEIs) worldwide are incorporating research data management (RDM) services to enable researchers to work with their data properly. This chapter focuses on creating awareness amongst researchers on how researchers and HEIs can form strategies, design and restrict data management plan (DMP), integrate research data life cycle, and ensure quality data sharing, as well as integrate with developed RDM policies and guidelines to curb challenges prohibiting the practice of RDM in HEIs.

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