D ESIGNING D ATA M ANAGEMENT T RAINING R ESOURCES : IDCC 2013 W ORKSHOP Hannah Lloyd-Jones Open Exeter Project, University of Exeter, UK

T HE N EXT 45 M INUTES Talk on Exeter’s approach to RDM training Questions Training exercise Feedback and discussion

T HE U NIVERSITY OF E XETER Top 10 University in UK (since 2009) Russell Group (since 2012) 18,500 students 1,800 members of staff employed in six Colleges over three campuses Multidisciplinary research – Humanities and Social Science Strategy, and Science Strategy

O PEN E XETER P ROJECT Oct 2011 – March 2013 JISC funded RDM at UoE - main work strands: - Follow the Data - Policy development - Repository development - Advocacy - Embedding – training and guidance

Survey Requirements analysis Develop Test Feedback and evaluation Embed Maintain S TAGES IN RDM T RAINING D EVELOPMENT

S URVEY Review of similar surveys by other institutions Adapt to make appropriate to UoE/aims and objectives Adapt language to audience Advocacy/engagement plan Follow-up interviews

R EQUIREMENTS A NALYSIS 1 1. DAF Survey Results – Training: Only 31/284 (11%) respondents to the survey had received data management training 8 of these had received the training outside the University Number of respondents requiring training in each area : DMP planning the most requested training College differences – e.g., nearly 75% of EMS researchers wanted DMP training but only 35% in CEMPS Training AreaNumber How to Develop a Data Management Plan144 Organising Research Material123 Institutional Repositories and Open Access121 Legal and Ethical Issues115 File and Document Management112 Bibliographic Software83

R EQUIREMENTS A NALYSIS 2 Most popular training formats were “Online training materials” and “Training Workshops.” One to one sessions were the least popular training method

R EQUIREMENTS A NALYSIS 3 2. Interviews – in-depth investigation & ongoing engagement: Researchers ECRs PGRs Central support staff: Library, RKT College support staff: College managers & research support, CDOs (Computer Development Officers) 3. Outputs: Report on DAF Findings Case study on DAF advocacy Use of survey results to gain high-level support Use of survey results to drive forward cultural change Training strategy

D EVELOP Identify: - priorities (from requirements analysis) - target audience and aims and format for these audiences - different formats/aims for different stages e.g. Induction talks vs workshops - what able to do given resources Identify and analyse training that already exists externally and internally; collaboration Repurpose training materials e.g. UKDA workshop. Establish relationships with Learning and Development Staff Slot into existing programmes e.g. Researcher Development Programme

T EST AND R EFINE Run and evaluate pilot training e.g. 23 Things, DCC workshops PGR students as focus group; formats, language, length, timing Incentives help! e.g. Coffee and cakes

F EEDBACK & E VALUATION Types of feedback: - Written - Oral - Group - Private - Anonymous Integral part of training events – leave time for reflection Collate and review regularly – keep an open mind. Think about reasons for collecting – act on it! (but not necessarily immediately) Can’t please everyone – e.g. Feedback on discipline- specific vs interdisciplinary training

E MBED Institutional and research group level policy e.g. PGR/Supervisor check Established events/programmes e.g. Research Speed Updating in OA week Pros/cons of new training vs embedding in existing programmes Cultural change Network

M AINTAIN Staffing requirements; train the trainer Budget for promotion/advocacy Update according to changes in technology/policy/needs Observe peers Set up training service in stages Peer-to-peer training RDM champions at research group level Cross-disciplinary group High-level support

S UMMARY O F T RAINING WhatAudience Researcher Development Programme (RDP) - Series of 7 workshops PGRs and ECRs Research Data Management in the Social SciencesSocial Sciences PGRs Discuss, Debate, DisseminatePGRs and ECRs Understanding data management plansCollege managers; DoRs, ADRs Writing a data management plan (DMP)All researchers An introduction to research data management (RDM)New PGRs An introduction to RDMSupport staff Introduction to RDM for doctoral supervisorsDoctoral supervisors Holistic Librarian/23 ThingsSubject Librarians Supporting researchers’ RDM and DMP needsCollege administrators; financial teams; RKT research managers RDM in STEM/MSTEM/M researchers RDM in HASSHASS researchers PCAP Deskside researcher serviceAll researchers Research data management web siteAll UoE staff and students Guides and toolsAll UoE staff and students DMP advisory serviceAll researchers RDM workshop (ASPIRE)ECRs RDM workshop (PCAP)ECRs

T IPS F OR T RAINING M ATERIALS Clear objectives Know your audience Use researchers to create materials Concise Easy to read Jargon free Include glossaries Take-away materials – easy to pin-up Online guidance to complement training

H ELPFUL LINKS Contact us: Open Exeter Project Project outputs Follow us on Twitter Blog UoE Policies Download our research data management survival guide for PGRSsurvival guide

A NY Q UESTIONS ?

T RAINING E XERCISE : S PEED D ATA D ATING 45 minute exercise Aims and Objectives: - To understand and discuss common and different themes, issues and solutions of research data management across disciplines. - These need not be limited to one example of data but could address wider issues – e.g. RDM in your research group, in different stages of research, confidentiality issues, funding bodies’ requirements etc. Instructions: - Each person should have some Post-It notes and a pen. - Get into 2 concentric circles with approximately 14 people in each circle. - Talk to the person opposite you for 3 minutes about the issues, solutions and common themes associated with your research data and materials. These could address issues such as RDM in your research group, in different stages of research, confidentiality issues, funding bodies’ requirements etc. To help you, the themes that we have identified are: Sharing, Ethical Issues, Open Access, Creation, Organisation, Storage and Other. - Write the other person’s issues on a Post-It note – write at least one per conversation. After 3 minutes the whistle will be blown and you will have a new partner for conversation. (25 mins or so – 8 or 9 people total). - Stick the Post-It notes on the most appropriate board (10 mins) - Feedback (10 mins)

T RAINING E XERCISE – RDM S KILLS Aims and Objectives: To understand and discuss the skills that researchers and those that advise researchers on research data management need. Instructions: 1. Make sure you have a pen and a block of Post-It notes. 2. Get into 2 concentric circles (approximately 12 people in each circle). 3. Talk to the person opposite you for 2 minutes about: a) The skills you would like to develop in order to advise researchers on RDM issues b) The skills researchers need to develop in order to manage research data more effectively - Write the other person’s ideas on Post-It notes. 4. When the whistle blows, those on the outside circle will move around one place and you will have a new partner for conversation. (6 mins) 5. At the end of the exercise, stick the Post-It notes on the appropriate board. (2 mins) 6. Feedback. (5 mins)

D ISCUSSION Your institution’s approach to research data management training