Qualitative data sharing and re-use for socio-environmental systems research: A synthesis of opportunities, challenges, resources and approaches

Jones, Kristal; Alexander, Steven M.; Bennett, Nathan; Bishop, Libby; Budden, Amber E.; Cox, Michael; Crosas, Mercè; Game, Edward T.; Geary, Janis; Hahn, Charlie; Hardy, Dean; Johnson, Jay T.; Karcher, Sebastian; LaFevor, Matt; Motzer, Nicole; Silva, Patricia Pinto da; Pittman, Jeremy; Randell, Heather; Silva, Julie A.; Smith, Joseph; Smorul, Mike; Strasser, Carly; Strawhacker, Colleen; Stuhl, Andrew; Weber, Nicholas; Winslow, Deborah

doi:10.13016/m2wh2dg59

Cited by 13 publications

(8 citation statements)

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“…Correspondingly, the FAIR principles (Findable, Accessible, Interoperable, Reusable) refer to '(meta)data', and illustrate that while metadata may be readily available, access to the underlying data may be restricted (Wilkinson et al, 2016). Elsewhere, Jones and Alexander (2018) and the UK Data Service talk of 'levels' of access (n.d.-a), which vary along a bipolar dimension from (Ashdown et al, 2018). The issues for qualitative researchers are as complex and nuanced as the qualitative methods used, thus the issues raised (including privacy, consent and anonymity) are rightly deserving of careful review.…”

Section: Implementation Considerationsmentioning

confidence: 99%

Three Steps to Open Science for Qualitative Research in Psychology

Branney,

Brooks,

Kilby

et al. 2022

Preprint

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Principles and applications of open science (also referred to as open research or open scholarship) in psychology have emerged in response to growing concerns about the replicability, transparency, reproducibility, and robustness of psychological research alongside global moves to open science in many fields. Our objective in this paper is to inform ways of collectively constructing open science practices and systems that are appropriate to, and get the best out of, the full range of qualitative and mixed-method approaches used in psychology. We achieve this by describing three areas of open research practice (contributorship, pre-registration, and open data) and explore how and why qualitative researchers might consider engaging with these in ways that are compatible with a qualitative research paradigm. We argue it is crucial that open research practices do not (even inadvertently) exclude qualitative research, and that qualitative researchers reflect on how we can meaningfully engage with open science in psychology.

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Section: Implementation Considerationsmentioning

confidence: 99%

Three Steps to Open Science for Qualitative Research in Psychology

Branney,

Brooks,

Kilby

et al. 2022

Preprint

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“…Academic institutions must support researchers' ethical and legal obligations of ensuring the security and protection of participants. Ideally, they would guide the researcher in making decisions regarding the level of access and the level of data processing depending on the unique nature and context of the data (Jones et al, 2018). In addition, academic institutions can provide researchers with the environment and resources for best practices on data stewardship.…”

Section: Moving Forwardmentioning

confidence: 99%

“…Researchers using qualitative data repositories need to balance the complex issues relating to demand for access to data, level of processing of the data, and ethical and legal obligations to the participants. The Jones et al's (2018) framework can be useful to researchers in order to determine the level of access, from open to closed considering the nature of the data. Obviously, potentially identifiable information needs to be restricted to protect the privacy and confidentiality of the participants.…”

Section: Moving Forwardmentioning

confidence: 99%

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Open Data in Qualitative Research

Chauvette

Schick‐Makaroff

Molzahn

2019

International Journal of Qualitative Methods

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There is a growing movement for research data to be accessed, used, and shared by multiple stakeholders for various purposes. The changing technological landscape makes it possible to digitally store data, creating opportunity to both share and reuse data anywhere in the world for later use. This movement is growing rapidly and becoming widely accepted as publicly funded agencies are mandating that researchers open their research data for sharing and reuse. While there are numerous advantages to use of open data, such as facilitating accountability and transparency, not all data are created equally. Accordingly, reusing data in qualitative research present some epistemological, methodological, legal, and ethical issues that must be addressed in the movement toward open data. We examine some of these challenges and make a case that some qualitative research data should not be reused in secondary analysis.

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“…Specific issues concerning qualitative data reuse include the positionality of the data producer and the research participants, the sensitivity of the data, and the tension between anonymizing the data and losing evidence. However, recent developments in qualitative data reuse suggest that it is becoming more accepted and feasible (Karcher and Weber, 2019; Jones, et al , 2018; Karcher et al , 2016). This shift poses a major challenge to repositories in documenting and transferring the necessary contextual information to reusers.…”

Section: Introductionmentioning

confidence: 99%

Reusing qualitative video data: matching reuse goals and criteria for selection

Kim¹,

Suzuka

Yakel

2020

AJIM

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PurposeThis research investigated the reuse of Video Records of Practice (VRPs) – i.e. a type of qualitative data documenting teaching and learning in educational settings. It studied how reusers' purposes and experience-level with VRP reuse influence the importance of various VRP selection criteria and how these differ depending on whether the main goal for reuse was research or teaching. It also examined whether two different dimensions of qualitative research – reflexivity and context – were factors in VRP reuse.Design/methodology/approachThe study reports on surveys of reusers at four VRP repositories. Questions were based on the literature and interviews with VRP reusers. The response rate was 20.6% (180 of 872 distributed surveys). This paper focused on 126 respondents who affirmatively responded they reused VRPs from a repository.FindingsResearchers using VRPs were primarily interested in examining a broad range of processes in education and studying/improving ways to measure differences and growth in education. Reusers with teaching goals were commonly interested in VRPs to engage learners in showing examples/exemplars of – and reflecting on – teaching and learning. These differences between research and teaching led to varied expectations about VRPs, such as the amount of content needed and necessary contextual information to support reuse.Research limitations/implicationsWhile repositories focus on exposing content, understanding and communicating certain qualities of that content can help reusers identify VRPs and align goals with selection decisions.Originality/valueAlthough qualitative data are increasingly reused, research has rarely focused on identifying how qualitative data reusers employ selection criteria. This study focused on VRPs as one type of qualitative data and identified the attributes of VRPs that reusers perceived to be important during selection. These will help VRP repositories determine which metadata and documentation meet reusers' goals.

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Qualitative data sharing and re-use for socio-environmental systems research: A synthesis of opportunities, challenges, resources and approaches

Cited by 13 publications

References 0 publications

Three Steps to Open Science for Qualitative Research in Psychology

Three Steps to Open Science for Qualitative Research in Psychology

Open Data in Qualitative Research

Reusing qualitative video data: matching reuse goals and criteria for selection

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