Investigation of Non-Academic Data Management Practices to Inform Academic Research Data Management

Tuyl, Steven Van; Whitmire, Amanda L.

doi:10.3897/rio.4.e30829

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…For instance, PERT charts explain the relationships between different components of a project and examples can be found in Fig. 1 of Vanderhoeven et al (2017), in Fig. 2 SWOT analyses highlight strengths and weaknesses of, as well as opportunities for and threats to a project, and examples can be found in Fig.…”

Section: Resources For Projectsmentioning

confidence: 99%

Open science in practice: 300 published research ideas and outcomes illustrate how RIO Journal facilitates engagement with the research process

Mietchen¹,

Penev²,

Georgiev³

et al. 2021

RIO

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Since Research Ideas and Outcomes was launched in late 2015, it has stimulated experimentation around the publication of and engagement with research processes, especially those with a strong open science component. Here, we zoom in on the first 300 RIO articles that have been published and elucidate how they relate to the different stages and variants of the research cycle, how they help address societal challenges and what forms of engagement have evolved around these resources, most of which have a nature and scope that would prevent them from entering the scholarly record via more traditional journals. Building on these observations, we describe some changes we recently introduced in the policies and peer review process at RIO to further facilitate engagement with the research process, including the establishment of an article collections feature that allows us to bring together research ideas and outcomes from within one research cycle or across multiple ones, irrespective of where they have been published.

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Section: Resources For Projectsmentioning

confidence: 99%

Open science in practice: 300 published research ideas and outcomes illustrate how RIO Journal facilitates engagement with the research process

Mietchen¹,

Penev²,

Georgiev³

et al. 2021

RIO

View full text Add to dashboard Cite

show abstract

“…In their supervision of students, faculty acknowledge that students cannot yet manage data well (Carlson et al, 2011. But this is not solved during the course of graduate education, as industrial partners who employ these students do not consider them data fluent as they enter the workforce (Van Tuyl and Whitmire, 2018). Students report that they learn data management skills from peer lab members or through their mentor/ supervisor (Pouchard and Bracke, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge and Practice Changes Following a Student Data-Focused Data Management Education Program

Griffin

2021

Journal of Librarianship and Scholarly Communication

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Introduction It is known that graduate students work with research data more intimately than their faculty mentors. Because of this, much data management education is geared toward this population. However, student learning has predominantly been assessed through measures of satisfaction and attendance rather than through evaluating knowledge and skills acquired. This study attempts to advance assessment efforts by asking students to report their knowledge and practice changes before, immediately after, and six months following education. Methods Graduate students in STEM and Health sciences disciplines self-enrolled in an eight-week data management program that used their research projects as the focus for learning. Three surveys were administered (pre, post, and six months following) to determine changes in students’ knowledge and practices regarding data management skills. The survey consisted of approximately 115 Likert-style questions and covered major aspects of the data life cycle. Results & discussion Overall students increased their data management knowledge and improved their skills in all areas of the data life cycle. Students readily adopted practices for straightforward tasks like determining storage and improving file naming. Students improved but struggled with tasks that were more involved like sharing data and documenting code. For most of these practices, students consistently implemented them through the six month follow up period. Conclusion Impact of data management education lasts significantly beyond immediate instruction. In depth assessment of student knowledge and practices indicates where this education is effective and where it needs further support. It is likely that this effect is due to the program length and focus on implementation.

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Investigation of Non-Academic Data Management Practices to Inform Academic Research Data Management

Cited by 2 publications

References 3 publications

Open science in practice: 300 published research ideas and outcomes illustrate how RIO Journal facilitates engagement with the research process

Open science in practice: 300 published research ideas and outcomes illustrate how RIO Journal facilitates engagement with the research process

Knowledge and Practice Changes Following a Student Data-Focused Data Management Education Program

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