Tag Archives: Training

Plans for scholarly communication professional development

Well now there is a plan. The second meeting of the Scholarly Communication Professional Development Group was held on 9 October in the Jisc offices in London. This followed on from the first meeting in June about which there is a blog. The attendance list is again at the end of this blog.

The group has agreed we need to look at four main areas:

  • Addressing the need for inclusion of scholarly communication in academic library degree courses
  • Mapping scholarly communication competencies against training provision options
  • Creating a self assessment tool to help individuals decide if scholarly communication is for them
  • Costing out ‘on the job training’ as an option

What are the competencies in scholarly communication?

The group discussed the types of people in scholarly communication, noting that scholarly communication is not a traditional research support role either within research administration or in libraries. Working in scholarly communication requires the ability to present ideas and policies that are not always accepted or embraced by the research community.

The group agreed it would be helpful to identify what a successful scholarly communication person looks like – identifying the nature of the role, the types of skill sets and what the successful attributes are. The group has identified several examples of sets of competencies in the broad area of ‘scholarly communication’:

The group agreed it would be useful to review the NASIG Competencies and see if they map to the UK situation and to ask NASIG about how they are rolling it out across the US.

The end game that we are trying to get to is a suite of training products at various levels that as a community is going to make a difference to the roles we are recruiting.  We agreed it would be useful to explore how these frameworks relate to the various existing professional frameworks, such as CILIP, ARMA and Vitae. 

The approach is asking people: ‘Do you have a skills gap?’ rather than: ‘Do you (or your staff) need training?’. It would be helpful then, to develop a self assessment tool to allow people to judge their own competencies against the NASIG or COAR set (or an adaptation of these). The plan is to map the competencies against training provision options. 

Audiences

We have two audiences in terms of professional training in scholarly communication:

  1. New people coming into the profession – the initial training that occurs in library schools.
  2. Those people already in a research support environment who are taking on scholarly communication roles. 

The group also discussed scope. It would be helpful to consider how many people across the UK are affected by the need for support and training.

Another issue is qualifications over skills – there are people who are working in administrative roles who have expanded their skills but don’t necessarily have a qualification. Some libraries are looking at weighting past experience higher over qualifications. 

There needs to be a sense of equity if we were to introduce new requirements. While large research intensive institutions can afford professional development, in some places there is one person who has to do the scholarly communication functions as only part of their job – they are isolated and they don’t have funds for training. An option could be that if a training provision is to be ‘compliant’ with this group then it must allow some kind of free online training.

Initial training in library schools

As was discussed the previous time the group met, there is a problem in that library schools do not seem to be preparing graduates adequately for work in scholarly communication. Even the small number of graduates who have had some teaching in this area are not necessarily ready to hit the ground running and still need further development. The group agreed the sector needs to define how we skill library graduates for this detailed and complex area.

One idea that arose in the discussion was the suggestion we engage with library schools at their own conferences, perhaps asking to have a debate to ask them what they think they are doing to meet this need. 

The next conference of the library schools Association of Library and Information Science Educators is 6-9 February 2018 in Denver. Closer to home, iConference 2018 will be 25-28 March and will be jointly hosted by the UK’s University of Sheffield’s Information School and the iSchool at Northumbria. However, when we considered the conference options it became clear that this would not necessarily work, the focus of these conferences is academic focus, not practitioner or case studies. This might point to the source of some of the challenges we see in this space.

One of the questions was: what is really different now to the way it was 10-20 years ago? We need to survey people who are one or two years out from their qualifications.

Suggestions to address this issue included:

  • Identify which library schools are running a strand on academic librarianship and what their curriculum is
  • We work with those library schools which are trying to address this area, such as Sheffield, Strathclyde and UCL to try and identify examples of good practice of producing graduates who have the competencies we need
  • Integrate their students into ‘real life’, taking students in for a piece of work so they have experience

Professional Development option 1 – Institutional-based training

In the environment where there is little in the way of training options, ‘on the job’ training becomes the default. But is there a perception that on the job training comes without cost While the amount of training that happens in this environment is seen as cost neutral, it could be that sending someone on a paid for course could be more effective.

How much does it cost for us to get someone fully skilled using on the job training? There are time costs of both the new recruit and the loss of work time for the staff member doing the training. There is also the cost of the large amount of time spent recruiting staff because we cannot get people who are anywhere near up to speed. 

One action is to gain an understanding of how much it does actually cost to train a staff member up. 

Professional Development option 2 – Mentoring

There is an issue in scholarly communication with new people coming through continuously who need to be brought up to speed. One way of addressing this issue could be by linking people together. UKCORR are interested in creating some kind of mentoring system. ARMA also has a mentoring network which they are looking to relaunch shortly.

 The group discussed whether mentoring was something that can be brokered by an external group, creating an arrangement where if someone is new they can go and spend some time with someone else who is doing the same job. However, to do this we would need a better way of connecting with people. 

This idea ties into the work on institutional based training and the cost associated with it. We are aware there is a lot of cost in sharing and receiving info done by goodwill at present.

Professional Development option 3 – Community peer support events

Another way of getting people together is community and peer support, which is already part of this environment and could be very valuable. Between members of the group there are several events being held throughout the year. These range from free community events to paid for conferences. For example, Jisc is looking at running two to three community events each year. They recently trialled a webinar format to see if it is an opportunity to get online discussions going.

The group discussed whether we need more events, and what is the best way of supporting each other and what kind of remote methods could be used. There is a need to try and document this activity systematically.

Professional Development option 4 – Courses we can run now

The group agreed that while it might be too early for us to look at presenting courses, it would be useful to have an idea of who is offering what amongst the member organisations of the group and that we can start to glean a picture of what is covered. If we were to then map this to the competencies it helps decision making.

For example, UKSG have webinars on every month that are free which fulfils a need. Is there a topic we can put on for an hour?

 UKSG is planning a course towards the end of next year – a paid seminar face to face, outlining the publication process, particularly from the open access environment. This could be useful to publishers as well. It explains what needs to happen in a sequence of events – why it is important to track submission and acceptance dates. Pitching it to people who are new in the role and at senior managers who are responsible for staffing.

Professional Development option 5 – Private providers

Given the pull on resources for many in this sector we need to consider promoting and creating accessible training for all. So in that context the discussion moved to whether we were prepared to promote private training providers. This is a tricky area because there is such a range under the banner ‘private’ – from freelance trainers, to organisations who train as their primary activity to organisations who offer training as part of their wider suite of activities. Any training provision needs to look at sustainability, it isn’t always possible to rely on the goodwill of volunteers to deliver staff development and training.

For example, UKSG as an organisation is not profit-making — it is a charity and events are run on a non-profit basis. Jisc is looking at revenue on a non-profit basis to feed into Jisc’s support for the sector. ARMA work on a cost recovery basis – ARMA events are always restricted to members. Many of the member groups engage with private providers and pay them to come along and speak for the day.

We agreed that when we look at developing the competencies framework and identify how someone can achieve these skills we should be linking to all training provision, either through a paid course, online webinar or mentoring.  The group agreed we are not excluding private providers from the discussion. We are looking to get the best provision for the sector.

However, the topic came up about our own expertise. Experts working in the field already give talks at many events on work time, which is being paid for by their employer — who are in effect subsidising the cost of running the training or event. Can we use our own knowledge base to share this information amongst the community? Perhaps it is not about what you pay, it is what you provide into the community. 

Opening up the discussion

The group talked about tapping into existing conferences held by member organisations of the group to specifically look at this issue ‘branded’ under the umbrella of the group.  To ensure inclusion it would be good to have a webinar as part of the discussion at each of these conference so people who are not there can attend and contribute. Identified conferences were:

We also need to address other groups involved in the scholarly communication process within institutions, such as research managers, researcher developers and researchers themselves.

Next steps

  • Engaging with library schools to discuss the need for inclusion of scholarly communication in their academic library degree courses, possibly looking at examples of good practice
  • Discussion with NASIG about rolling out their scholarly communication competencies
  • Mapping scholarly communication competencies against current training provision options
  • Creating a self assessment tool to help individuals decide if scholarly communication is for them
  • Costing out ‘on the job training’ to evaluate the impact of this on the existing team

Attendees

  • Helen Blanchett – Jisc
  • Fiona Bradley – RLUK 
  • Sarah Bull – UKSG 
  • Helen Dobson – Manchester University 
  • Anna Grigson representing UKSG
  • Danny Kingsley – Cambridge University
  • Valerie McCutcheon – representing ARMA
  • Ann Rossiter – SCONUL
  • Claire Sewell – Cambridge University
  • Nick Shepherd – representing UKCoRR

 Published 27 November 2017
Written by Dr Danny Kingsley
Creative Commons License

What I wish I’d known at the start – setting up an RDM service

In August, Dr Marta Teperek began her new role at Delft University in the Netherlands. In her usual style of doing things properly and thoroughly, she has contributed this blog reflecting on the lessons learned in the process of setting up Cambridge University’s highly successful Research Data Facility.

On 27-28 June 2017 I attended the Jisc’s Research Data Network meeting at the University of York. I was one of several people invited to talk about experiences of setting up RDM services in a workshop organised by Stephen Grace from London South Bank University and Sarah Jones from the Digital Curation Centre. The purpose of the workshop was to share lessons learned and help those that were just starting to set up research data services within their institutions. Each of the presenters prepared three slides: 1. What went well, 2. What didn’t go so well, 3. What they would do differently. All slides from the session are now publicly available.

For me the session was extremely useful not only because of the exchange of practices and learning opportunity, but also because the whole exercise prompted me to critically reflect on Cambridge Research Data Management (RDM) services. This blog post is a recollection of my thoughts on what went well, what didn’t go so well and what could have been done differently, as inspired by the original workshop’s questions.

What went well

RDM services at Cambridge started in January 2015 – quite late compared to other UK institutions. The late start meant however that we were able to learn from others and to avoid some common mistakes when developing our RDM support. The Jisc’s Research Data Management mailing list was particularly helpful, as it is a place used by professionals working with research data to look for help, ask questions, share reflections and advice. In addition, Research Data Management Fora organised by the Digital Curation Centre proved to be not only an excellent vehicle for knowledge and good practice exchange, but also for building networks with colleagues in similar roles. In addition, Cambridge also joined the Jisc Research Data Shared Service (RDSS) pilot, which aimed to create a joint research repository and related infrastructure. Being part of the RDSS pilot not only helped us to further engage with the community, but also allowed us to better understand the RDM needs at the University of Cambridge by undertaking the Data Asset Framework exercise.

In exchange for all the useful advice received from others, we aimed to be transparent about our work as well. We therefore regularly published blog posts about research data management at Cambridge on the Unlocking Research blog. There were several additional advantages of the transparent approach: it allowed us to reflect on our activities, it provided an archival record of what was done and rationale for this and it also facilitated more networking and comments exchange with the wider RDM community.

Engaging Cambridge community with RDM

Our initial attempts to engage research community at Cambridge with RDM was compliance based: we were telling our researchers that they must manage and share their research data because this was what their funders require. Unsurprisingly however, this approach was rather unsuccessful – researchers were not prepared to devote time to RDM if they did not see the benefits of doing so. We therefore quickly revised the approach and changed the focus of our outreach to (selfish) benefits of good data management and of effective data sharing. This allowed us to build an engaged RDM community, in particular among early career researchers. As a result, we were able to launch two dedicated programmes, further strengthening our community involvement in RDM: the Data Champions programme and also the Open Research Pilot Project. Data Champions are (mostly) researchers, who volunteered their time to act as local experts on research data management and sharing to provide advice and specialised training within their departments.The Open Research Pilot Project is looking at the benefits and barriers to conducting Open Research.

In addition, ensuring that the wide range of stakeholders from across the University were part of the RDM Project Group and had an oversight of development and delivery of RDM services, allowed us to develop our services quite quickly. As a result, services developed were endorsed by wide range of stakeholders at Cambridge and they were also developed in a relatively coherent fashion. As an example, effective collaboration between the Office of Scholarly Communication, the Library, the Research Office and the University Information Services allowed integration between the Cambridge research repository, Apollo, and the research information system, Symplectic Elements.

What didn’t go so well

One of the aspects of our RDM service development that did not go so well was the business case development. We started developing the RDM business case in early 2015. The business case went through numerous iterations, and at the time of writing of this blog post (August 2017), financial sustainability for the RDM services has not yet been achieved.

One of the strongest factors which contributed to the lack of success in business case development was insufficient engagement of senior leadership with RDM. We have invested a substantial amount of time and effort in engaging researchers with RDM and by moving away from compliance arguments, to the extent that we seem to have forgotten that compliance- and research integrity-based advocacy is necessary to ensure the buy in of senior leadership.

In addition, while trying to move quickly with service development, and at the same time trying to gain trust and engagement in RDM service development from the various stakeholder groups at Cambridge, we ended up taking part in various projects and undertakings, which were sometimes loosely connected to RDM. As a result, some of the activities lacked strategic focus and a lot of time was needed to re-define what the RDM service is and what it is not in order to ensure that expectations of the various stakeholders groups could be properly managed.

What could have been done differently

There are a number of things which could have been done differently and more effectively. Firstly, and to address the main problem of insufficient engagement with senior leadership, one could have introduced dedicated, short sessions for principal investigators on ensuring effective research data management and research reproducibility across their research teams. Senior researchers are ultimately those who make decisions at research-intensive institutions, and therefore their buy-in and their awareness of the value of good RDM practice is necessary for achieving financial sustainability of RDM services.

In addition, it would have been valuable to set aside time for strategic thinking and for defining (and re-defining, as necessary) the scope of RDM services. This is also related to the overall branding of the service. In Cambridge a lot of initial harm was done due to negative association between Open Access to publications and RDM. Due to overarching funders’ and government’s requirements for Open Access to publications, many researchers started perceiving Open Access to publications merely as a necessary compliance condition. The advocacy for RDM at Cambridge started as ‘Open Data’ requirements, which led many researchers to believe that RDM is yet another requirement to comply with and that it was only about open sharing of research data. It took us a long time to change the messages and to rebrand the service as one supporting researchers in their day to day research practice and that proper management of research data leads to efficiency savings. Finally, only research data which are management properly from the very start of the research process can be then easily shared at the end of the project.

Finally, and which is also related to the focusing and defining of the service, it would have been useful to decide on a benchmarking strategy from the very beginning of the service creation. What is the goal(s) of the service? Is it to increase the number of shared datasets? Is it to improve day to day data management practice? Is to to ensure that researchers know how to use novel tools for data analysis? And, once the goal(s) is decided, design a strategy to benchmark the progress towards achieving this goal(s). Otherwise it can be challenging to decide which projects and undertakings are worth continuation and which ones are less successful and should be revised or discontinued. In order to address one aspect of benchmarking, Cambridge led the creation of an international group aiming to develop a benchmarking strategy for RDM training programmes, which aims to create tools for improving RDM training provision.

Final reflections

My final reflection is to re-iterate that the questions asked of me by the workshop leaders at the Jisc RDN meeting really inspired me to think more holistically about the work done towards development of RDM services at Cambridge. Looking forward I think asking oneself the very same three questions: what went well, what did not go so well and what you would do differently, might become for a useful regular exercise ensuring that RDM service development is well balanced and on track towards its intended goals.


Published 24 August 2017
Written by Dr Marta Teperek

Creative Commons License

Planning scholarly communication training in the UK

In June 2017 a group of people (see end for attendees) met in London to discuss the issues around scholarly communication training delivery in the UK. Representatives from RLUK, UKSG, SCONUL, UKCoRR, Vitae, Jisc and some universities had a workshop to nut through the problem. Possibly because of the nature of the attendees of the group, the discussion was very library-centric, but this does not preclude the need for training outside the library sector. This blog is a summary of the discussion from that day.

Background

The decision to hold a meeting like this came out of the a library skills workshop run at UKSG recently. In ensuing discussions, it was agreed that it would be a good idea to get stakeholders together for a symposium of some description to try and nut out how we could collaborate and provide training solutions for scholarly communication across the sector. There is plenty of space in this area for multiple offerings but we do want to make sure we are covering the range of areas and the types of delivery modes and levels required. In preparation for the discussion the group created a document listing scholarly communication training on offer currently.

What is scholarly communication?

An informal survey of research libraries in the UK earlier this year showed that while all respondents had some kind of service that supports aspects of scholarly communication, only half actually used the term ‘scholarly communication’ to describe those services.

A discussion around the table concluded that the term scholarly communication encompasses a wide range of definitions. Some libraries take the boundary that it refers to post-publication. Others address the pre-publication aspect and meet the need of Early Career Researchers for advice on publishing. Services can focus on the academic’s profile of themselves and their research, or the research lifecycle. In some cases there is a question about whether research data management is part of the equation.

The failure of library schools to deliver

It is fairly universally acknowledged that it is a challenge to engage with library schools on the issue of scholarly communication, despite repositories being a staple part of research library infrastructure for well over a decade. There are a few exceptions but generally open access or other aspects of scholarly communication are completely absent from the curricula. (Note: any library school that wishes to challenge this statement, or provide information about upcoming plans are welcome to send these through to info@osc.cam.ac.uk)

This raises the question – if library schools are not providing, how do we recruit and train the staff we need? Indeed, who are we actually recruiting? Is it essential for staff to have a library degree, or experience in an academic library? Or are our requirements more functional such as the ability to manipulate large data sets, or experience working with academics, or an understanding of the Higher Education environment?

While libraries are starting to employ post-graduate researchers because they can lend skills to the library, library culture is a consideration. Employing researchers who are not librarians has the benefit of bringing in expertise from outside, but there are challenges to integrate their work into the library culture. We need to look at competencies in terms of the structure and size of the organisation, both for current staff and staff of the future.

In the absence of scholarly communication instruction within the basic qualification, skills training in this space would appear to need to be addressed at the profession level.

One possible route to prepare the next generation is offering some modular approach of on the job learning with very practical experience. An option could be to work with people who have come from outside the library space. Given libraries seem to be starting to bring skill sets in, we need to consider how this sits with the existing profession.

Audiences and their training needs

The goal of the meeting was to resolve what kinds of training the sector needs, for whom and how it is delivered. For example, with many general library staff there is a basic need to understand the issues with scholarly communication. The number one question is ‘what is scholarly communication’? The possibly it is enough for these people to just be familiar with the terminology.

It is possible we need lots of short courses on the general topic of: this is what OA is, basics of RDM etc (that could potentially be delivered online), but probably fewer more complex courses on issues like analysing publisher and funder policies. There are also debates and higher order areas which require face to face debate.

  • Front facing staff
    • Need an overview so the language is familiar and they can refer queries on
  • People working in scholarly communication
    • Day to day practicalities of funder open access compliance
  • Specialist roles in scholarly communication
    • Specific areas
  • Senior managers
    • Very much need a refresher so they can help their staff.
    • Similar overview training, leadership is around the advocacy
    • Need conceptual framework for scholarly communication – how do the technical parts sit together for the infrastructure and governance of institutions
    • Stakeholder management skills.

Skill sets in scholarly communication

It was agreed that budgetary, presentation and negotiation skills are needed in this area as general skills. When it comes to specialist skills these include:

  • Research Integrity
  • Bibliometrics
    • Involved in providing specialist advice on metrics within a school discussion
    • Providing advice on impact
  • Pushing the open research agenda
  • Academic reward structure
  • Technical and infrastructure eg: integrating ORCIDS etc

Considerations – Lack of perceived need?

There appears to be a problem with a lack of perceived need for training in this space. We are encountering issues where people in libraries are saying ‘I don’t think this is our job’. This points to what should we be presenting librarianship as – what kind of people do we want in the profession? A ‘traditional librarian’ of 20 years ago is not the same job now, the skills are different. Today much of an academic librarian’s job is about winning over people who don’t want to hear the message. It is possible there does need to be a different sort of person who is pushing an open access agenda.

There have been other innovations in library work that required engaging different behaviours and tasks in the past. For example, is this move towards a scholarly communication future different from when the discovery search was introduced? The eResources experience is similar in terms of new competencies required in the profession. However the difference in the scholarly communication environment is there is an external driver – we need to understand the politics of how open access can move forward in the UK.

Considerations – budgets

There is a mismatch between what people would love to have, what can be designed and what people can afford. Anecdotally the group heard that training budgets are really squeezed so priority and focus might be heavily influenced by this, with geography and travelling costs being central to decisions.

The group discussed the need to make training accessible to all. Even free events can be prohibitive in terms of travel, and hosting them in off-peak periods can be helpful with costs. The blockage is not just money, it includes time – in terms of loss of a team member while they are away. This is particularly problematic if scholarly communication is only a part of their job. Most of the need comes from really small institutions where the work is part of a bigger role, however that is where there is little money. This also raises challenges for the time available for those people to self educate.

UKSG run events in London which is expensive for organisations north of London to attend. To increase participation UKSG are now trying to put regional events on, and have shifted their training to a webinar programme rather than face to face.

SCONUL has done basic copyright training and this has thrown up price sensitivity. One solution is trying to keep it local, and members can volunteer staff in kind.

One option could be online training where participants log on at a certain time once a week for 10 weeks. Many of the people in scholarly communication work in universities, and have distance education software available to them. An alternative is having courses done in house – that could part of a modular package (but how do you link this?). The course content needs to be agnostic enough to be useful (not discussing DSpace or PURE for example) before delving into institutional specifics. Make it modular with core principles and then have options.

There was a suggestion that we create a nonprofit making shared collaborative service. The costs to developing this type of deliverable include the development of the training materials, infrastructure costs, room hire, catering etc. Can we make it all online and available? This could work if it were modular.

Next steps

We have not yet bottomed out the need yet – perception of needs at the practitioner level and senior management might be different. Cost is an issue here. Universities need to work out how much it costs to do in-house training – what is the opportunity cost to employ a staff member without experience or training and then get them up to speed?

It would be useful to have an understanding of what training is happening within institutions. What subjects/topics are being taught, who is doing it, what language is being used, is there a dedicated staff member. Where else do people get information and support?

The general plan is to reconvene in September.

Useful Resources

Skill sets analyses

Here are links to work that has already been done on the required skill sets:

Organisations providing or coordinating training

Organisations are running similar events and then participants have to choose what to focus on. If we divvy it up across the sector it might help the situation.

The Society for College, National and University Libraries (SCONUL) does basic copyright training. There is more focus on the leadership end of the equation. The Collaboration Strategy Group is considering a shared service. People come from non traditional groups and this reflects a broader skills sets required in libraries than traditional library courses give you. SCONUL are about to scope out where those services might be and try to identify needs into the future. There are challenges are in recruiting people given the slightly moralistic nature of library culture and whether they are welcoming of people from different background. How do we promote, retain and incentivise people who may not come from this area?

Research Libraries UK (RLUK) don’t do direct training, but they do have programmes of works and networks around these issues. The RLUK board recently had a meeting to look at a new strategy – updating the existing 2014-2017 RLUK Strategy. They are looking at the bigger picture for scholarly communication – the infrastructure challenges, the bigger picture related to licensing and costs and how to leverage members in the consortia. Their role is very much supporting and helping out.

UK Serials Group (UKSG) runs a conference programme. One day events are a mix of standing repeated courses and one off sessions. In conferences often the breakout sessions are the things that people find really valuable. These include soft skills like mindfulness in leadership. The audience tends to be practitioners, people in their mid-career. Traditional areas such as library have been focused around collection management because that is where publishers are. But it is not just about traditional publishing. They are our members and that is moving our agenda to meet those needs. UKSG cannot get anywhere in contributing to university publishing courses. Libraries are starting to employ people who have publishing backgrounds.

The Association of Research Managers and Administrators (ARMA) has special interest groups in open access. (Note: ARMA were invited to this meeting but unfortunately couldn’t attend.)

The Chartered Institute for Library and Information Professionals (CILIP) conducts training at a local level. It was agreed we can’t have the conversation without having CILIP in the room – they are wanting to offer more support for academic libraries and seem to be recognising that the library schools program for CILIP is not the be-all and end-all any more. This is partly why they have developed a recognised trainer programme. (Note: CILIP were invited to this meeting but unfortunately couldn’t attend.)

Representatives attending the discussion

  • Helen Dobson – Manchester University
  • Danny Kingsley – Cambridge University
  • Claire Sewell – Cambridge University
  • Anna Grigson representing UKSG
  • Fiona Bradley – RLUK
  • Ann Rossiter – SCONUL
  • Katie Wheat – Vitae
  • Sarah Bull – UKSG
  • Stephanie Meece -UKCoRR
  • Frank Manista – Jisc
  • Helen Blanchett – Jisc (a member of the group coordinating the meeting, but was unable to attend on the day)

ARMA and CILIP were also invited but were not able to send a representative.

Published 15 August 2017
Written by Dr Danny Kingsley