Tag Archives: Research Support

Opening Up the Research Support Ambassadors

This Open Access Week sees the launch of the fully open version of our popular Research Support Ambassador programme. This initiative has been running in Cambridge libraries since 2015 and has seen over one hundred staff from across the library network enhance their knowledge of scholarly communication. It has also been through several different versions, transitioning from a taught face-to-face programme to an internal online course. The time is now right to open up this content to a wider audience and launch the programme as a resource for anyone who wants to make use of it. You can watch an online trailer for the programme on our OSC YouTube channel.

Research Support Ambassador logo
Research Support Ambassador logo

The Ambassador programme offers interested library staff the chance to learn about the fundamentals of scholarly communication and research support from data management and open access to copyright and assessing impact. It was first conceived in 2015 as part of the initial phase of training offered by the newly established Office of Scholarly Communication (OSC) which was tasked with improving the support offered to researchers by the library network. The OSC quickly realised that Cambridge library staff were keen to get more involved but perhaps that they needed a thorough grounding in the basics in order to improve their confidence levels. The Research Ambassadors were launched as a way to get people up to speed at the same time as producing an output which could be shared with the wider community. As with all new initiatives, it was not without its problems and these are highlighted in the case study that I wrote about the programme a couple of years ago. When I took over the programme in late 2015 I listened to the feedback from participants and began to evolve i into its current form as an educational programme. Initially this was delivered in a series of face-to-face workshops with participants being asked to work on a project like an online resource as an outcome that they could point to but it soon became obvious that this was too much for many busy library staff to commit to and so the project element was dropped and we focused on developing key knowledge. The next run of the programme used a blended learning approach with a mixture of in-person and online training but even this proved difficult for many staff to complete and so the programme was moved completely online in 2018. Feedback indicated that participants found both the content and the format useful, especially as they had the flexibility to learn around their other commitments and could dip back into the content as needed to refresh their knowledge. At the same time the OSC were starting to get a lot of enquiries from people outside Cambridge wanting to know if the content was available for everyone and so we have decided to open it up to anyone who wants to see it. As the programme was Cambridge focused this was not just a case of transferring the content so I took the opportunity to update and refresh all of the content.

The programme is now a resource and this terminology is deliberate. I didn’t want to call it a course as this comes with the expectation that people need to complete everything in order to get the best out of it. Learners can of course go through all of the units in turn and build their knowledge that way but they can also dip into content as needed as a refresher. The resource has six units which loosely follow the research lifecycle:

  • an introduction to scholarly communication 
  • research data management 
  • open access 
  • publishing research 
  • copyright
  • metrics and impact   

Each unit comes with a suggested completion time and learning outcomes but these are there to offer learners some guidance before they invest their time. The six units offer a brief introduction to the topic using a mixture of content from text and videos to podcasts and activities so it there should be something for everyone. Although of this content is optional, it helps to increase the flexibility of the resource so that it becomes truly open to more people. 

Research Support Ambassador screen shot showing part of the website
Research Support Ambassador screen shot

Turning an in-house programme into an open educational resource was not without other challenges. Obviously the original programme had a defined audience of Cambridge librarians who have a shared history and terminology. In the process of making the resource open I had to make sure that it was more accessible to a wider audience so I removed anything that was ‘Cambridge specific’ and gathered wider examples that I could use to illustrate the points I was making. I also had to make sure that I considered accessibility including making sure that images were labelled with alt-text and providing transcripts for videos. This was a good learning experience for me and something especially useful ahead of new government accessibility guidelines being introduced. However, this was very much a solo project and there will inevitably be something I have missed so we are launching the Ambassadors as a Beta resource with an option for people to offer feedback. I very much hope people will take us up on this and offer suggestions for inclusions and improvements. The resource is largely being released under a CC-BY-NC-SA 4.0 licence which means that others are free to adapt and build on the content. If anyone does this I would be really interested to learn about it! You can also find a ready-made information leaflet and a cartoon abstract of the case study which can be downloaded and shared if you want to promote the resource to a group of people.

On a more personal note, the launch of the online Research Support Ambassador resource marks the end of my time working in the Office of Scholarly Communication. I will still be involved in projects to educate the library community in research support including some future plans for the Ambassador programme but day to day I am moving to be a research support librarian within the wider university. I’ve enjoyed educating librarians in research support so much and I really hope that people will find the online Ambassador resource useful. The main message I want librarians to take away is that they have a lot to offer in this area. The theme of Open Access Week 2019 is ‘open for whom’ and I really hope that by collating what I have learnt in the last four years I can help make research support and scholarly communication open for the wider library community.

Published 24 October 2019

Claire Sewell (Research Support Skills Coordinator turned Research Support Librarian, Cambridge University Libraries) @ces43

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Open Research at the University of Cambridge: What have we done so far?

At the start of 2019 the University of Cambridge announced its Position Statement on Open Research. This blog looks at what has been happening since then and the current plans for making research at Cambridge more open.

Our Position

In February 2019, the University of Cambridge set out its position on open research to support and encourage open practices throughout the research lifecycle for all research outputs. The Position Statement made clear that both the University and researchers have responsibility in this space and that there would be no one size fits all approach to how to be open. As part of forming a position on open research, the University also created the Open Research Steering Committee to oversee the open research agenda of the University. This Committee is currently looking at three key areas –training, infrastructure and Plan S.

Training

In 2018, we ran a survey on open research [available to Cambridge University only] which highlighted our research community’s desire for more training on open research practices and tools. In order to delve into this further, a pilot was run with the Faculty of Education who submitted a disproportionately high number of responses to the survey, suggesting a strong interest in open research. The pilot, run earlier this year, encompassed six face-to-face training sessions on topics around open research, such as managing digital information, copyright, and publishing. These sessions were well received by both PhD students and postdocs.

In tandem to this, work is also being carried out to make the provision of open research related training more strategic, sustainable and efficient. For example, some of the courses the Office of Scholarly Communication run have already been embedded into existing PhD programmes, such as Doctoral Training Centres or the centrally run Researcher Development Programme but we could still increase the opportunities to work more closely with other parts of the University. With so many other pressures on time, it is essential we work together with all stakeholders involved to ensure we get the balance of training offered correct, so that we maximise the time benefits/costs of both the trainer and the student.

Finally, the question of sustainability for open research training is also being investigated. How can we ensure open research training reaches the 9,000 or so academics and postgraduate students we have at Cambridge? One answer to this question is online training. We are currently developing a digital course which will introduce the basics of open research, complementary to the soon-to-be-launched online research integrity training. However, we know that researchers value face-to-face sessions too, and intend to continue to develop our face-to-face offer, where we can provide deeper knowledge and discuss issues in more detail. Within the libraries at Cambridge we are also starting to work more closely with research support librarians and others in department libraries who can offer expertise and guidance that is tailored to the discipline.

Infrastructure

The University Position Statement on Open Research says “University support is important to make Open Research simple, effective and appropriate” and a key part of that support is in the form of infrastructure. This is a complicated area because it involves a number of service providers at the University who all have different priorities as well as the large body of researchers, who have a huge variety of needs and technical abilities. Finding common solutions or tools will always be difficult in a large, research intensive institution like Cambridge, which has Schools spread across the spectrum of arts, humanities, social sciences and STEMM subjects.

The Open Research Steering Committee is made up of representatives from across the University both from different academic Schools and University services. This is key to ensure that the drive towards open research infrastructure is holistic and proportional in the context of other University agendas. A landscape review of the services already provided has been carried out as has a ‘wish list’ of IT infrastructure that researchers would like. Whilst the ‘wish list’ has been carried out in a context wider than open research, it is really heartening to see many ‘wishes’ relate to systems that would improve open research practices.

There is also work underway to look at how research notebooks (or electronic lab notebooks if you prefer) are being used across the University. A trial of notebooks run in 2017 resulted in the decision not to provide an institution-wide research notebook platform, but guidance instead. This new work under the auspices of the Open Research Steering Committee aims to build on this work by extending the guidelines to include principles around data security, data export and procurement.

Plan S

Plan S looms large on our horizon and will present a challenge when it comes into force in 2021. Whilst we are waiting to see to what extent UKRI’s updated open access policy will reflect Plan S principles, we are busy contributing to the Transparent Pricing Working Group. This group was convened by the Wellcome Trust in partnership with UKRI and on behalf of cOAlition S to bring together publishers, funders and universities to develop a framework to guide publishers on how to communicate about the price of the services in a practical and transparent manner. The University is also looking into how we can implement the principles of DORA, which are supported by cOAlition S. This work is being led by Professor Steve Russell, an academic advocate for open research, and the work will very much be done in consultation with our academic community.

Summary

Cambridge is showing its commitment to enabling open research by taking seriously its role in providing infrastructure, training and the right culture for our academics. These areas need to be tackled holistically and the oversight of the Open Research Steering Committee should allow this to happen. It is important that we are collaborative with our research community and we hope that we have got that balance right with the inclusion of academics in the main Committee and working groups. Ensuring open research is embedded in everyday practice at the University will, of course, take time but we think we are making a good start.

Published 22nd October 2019

Written by Dr Lauren Cadwallader

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Having Information to Hand: Research Support Handy Guides

If there is one thing I’ve learnt over the last few years of training library staff it’s that they really love a handout! Whether it contains extra information or a copy of the slides, in print or as a digital document, they really want something tangible to take away from a training session and refer back to. However I’m also a realist and I know that many of these handouts end their lives in a desk drawer never to be seen again so I wanted to create something that would be both attention grabbing and useful. Our series of Research Support Handy Guides were born as a result.

These short, four page guides are designed to be used as mini-booklets which summarise complex topics related to scholarly communication in an accessible way. They all follow a fairly consistent format with an eye-catching cover, a short synopsis of the topic, a list of factors to consider and links to further information. Having a page limit means that only the most important information can be included and this forces me to think about what people really need to know about a topic. It also means that I need to use clear language rather than lots of text which really helps me to distill a topic to its most important point. Although the guides are aimed at library staff we have discovered that they have other uses. All of the guides are made available under a CC-BY 4.0 licence on our website so that people can adapt the information as needed and we have added downloadable versions upon popular demand. Library staff are able to print these out or add them to their own websites as resources for researchers which saves them time having to come up with similar content from scratch and reinventing the wheel. The guides are also available via the online publication tool ISSUU which opens them up to a wider audience and makes them interactive. It doesn’t hurt that all of this provides a bit of stealth advocacy for the OSC either! I designed the guides using Canva. If you have never come across this site before I thoroughly recommend checking it out as it makes designing good looking materials really easy. I often have an idea in my head of how I want something to look but I can never quite seem to translate that to the (digital) page. Canva provides lots of support, graphics and importantly templates to help you create really engaging materials. I simple chose an appropriate template, uploaded some (CC0) images, edited the colours to reflect our palette and added the text.

So far there are eight guides in the series covering topics from data management plans to peer review. The guides are often created in direct response to a need identified by our library community – something that often happens when someone starts a sentence with the phrase “I wish I knew more about…” Some guides are created to tie in with an event such as Open Access Week or the recent Fair Use Week. One topic which is particularly suited to this format is copyright and there are currently three guides where it features heavily: Academic Social Networks, Anatomy of a Creative Commons License and the Fair Dealing Fact Sheet. This last title covers a topic that often causes confusion for both researchers and librarians and has been particularly useful to produce in our recent information sessions on copyright Based on the positive reaction I have received both in person and online I think more copyright related titles will definitely be added to the series!

If anyone else is thinking of using something similar I would definitely say give it a try. The guides have proved popular with both the Cambridge library community and those further afield and there have been over 3000 hits across all titles so far plus it’s always useful to have something ready to hand out at events or to point to when asked a question. Although much of the information has been adapted from existing information on our webpages the guides offer a much more accessible and visually appealing format that reading pages of dense text. There are lots of different design tools available to help and of course you might just have more talent than me! Creating something that looks professional is surprisingly easy and can really help to engage users in complex topics and potentially be used as a way to start a longer conversation – and you never know where that might lead.

Published 19 March 2019
Written by Claire Sewell
Creative Commons License

This blog was originally published on UK Copyright Literacy, 15 March 2019

Text and data mining services: an update

Text and Data Mining (TDM) is the process of digitally querying large collections of machine-readable material, extracting specific information and, by analysis, discovering new information about a topic.

In February 2017, a group University of Cambridge staff met to discuss “Text and Data Mining Services: What can Cambridge libraries offer?”  It was agreed that a future library Text and Data Mining (TDM) support service could include:

  • Access to data from our own collections
  • Advice on legal issues, what publishers allow, what data sets and tools are available
  • Registers on data provided for mining and TDM projects
  • Fostering agreements with publishers.

This blog reports on some of the activities, events and initiatives, involving libraries at the University of Cambridge, that have taken place or are in progress since this meeting (also summarised in these slides).  Raising awareness, educating, and teasing out the issues around the low uptake of this research process have been the main drivers for these activities.

March 2017: RLUK 2017 Conference Workshop

The Office of Scholarly Communication (OSC) and Jisc ran a workshop at the Research Libraries UK 2017 conference to discuss Research Libraries and TDM.  Issues raised included licencing, copyright, data management, perceived lack of demand, where to go for advice within an institution or publisher, policy and procedural development for handling TDM-related requests (and scaling this up across an institution) and the risk of lock-out from publishers’ content, as well as the time it can take for a TDM contract to be finalised between an institution and publisher.  The group concluded that it is important to build mechanisms into TDM-specific licencing agreements between institutions and publishers where certain behaviours are expected.  For example, if suspicious activity is detected by a publisher’s website, it would be better not to automatically block the originating institution from accessing content, but investigate this first (although this may depend on systems in place), or if lock-out happens and the activity is legal, participants suggested that institutions should explore compensation for the time that access is lost if significant.

July 2017: University of Cambridge Text and Data Mining Libguide

Developed by the eResources Team, this LibGuide explains about Text and Data Mining (TDM): what it is, what the legal issues are, what you can do and what you should not try to do. It also provides a list of online journals under license for TDM at the University of Cambridge and a list of digital archives for text mining that can be supplied to the University researchers on a disc copy. Any questions our researchers may have about a TDM project, not answered through the LibGuide, can be submitted to the eResources Team via an enquiry form.

July 2017: TDM Symposium

The OSC hosted this symposium to provide as much information as possible to the attendees regarding TDM.  Internal and external speakers, experienced in the field, spoke about what TDM is and what the issues are; research projects in which TDM was used; TDM tools; how a particular publisher supports TDM; and how librarians can support TDM.

At the end of the day a whole-group discussion drew out issues around why more TDM is not happening in the UK and it was agreed that there was a need for more visibility on what TDM looks like (e.g. a need for some hands-on sessions) and increased stakeholder communication: i.e. between publishers, librarians and researchers.

November 2017: Stakeholder communication and the TDM Test Kitchen

This pilot project involves a publisher, librarians and researchers. It is providing practical insight into the issues arising for each of the stakeholders: e.g. researchers providing training on TDM methods and analysis tools, library support managing content accessibility and funding for this, and content licencing and agreements for the publisher. We’ll take a more in-depth look at this pilot in an upcoming blog on TDM – watch this space.

January 2018: Cambridge University Library Deputy Director visits Yale

The Yale University Library Digital Humanities Laboratory provides physical space, resources and a community within the Library for Yale researchers who are working with digital methods for humanities research and teaching. In January this year Dr Danny Kingsley visited the facility to discuss approaches to providing TDM services to help planning here. The Yale DH Lab staff help out with projects in a variety of ways, one example being to help researchers get to grips with digital tools and methods.  Researchers wanting to carry out TDM on particular collections can visit the lab to do their TDM: off-line discs containing published material for mining can be used in-situ. In 2018, the libraries at Cambridge have begun building up a collection of offline discs of specific collections for the same purpose.

June 2018: Text and Data Mining online course

The OSC collaborated with the EU OpenMinTeD project on this Foster online course: Introduction to Text and Data Mining.  The course helps a learner understand the key concepts around TDM, explores how Research Support staff can help with TDM and there are some practical activities that even allow those with non-technical skills try out some mining concepts for themselves.  By following these activities, you can find out a bit more about sentence segmentation, tokenization, stemming and other processing techniques.

October 2018: Gale Digital Scholar Lab

The University of Cambridge has trial access to this platform until the end of December: it provides TDM tools at a front end to digital archives from Gale Cengage.  You can find out more about this trial in this ejournals@cambridge blog.

In summary…

Following the initial meeting to discuss research support services for TDM, there have been efforts and achievements to raise awareness of TDM and the possibilities it can bring to the research process as well as to explore the issues around the low usage of TDM in the research community at large.  This is an on-going task, with the goal of increased researcher engagement with TDM.

Published 23 October 2018
Written by Dr Debbie Hansen
Creative Commons License

Electronic lab notebooks – a report from a SLA meeting

In preparation for our the “Electronic Lab Notebooks: Solutions for Paperless Research” we decided to re-blog this post* on the subject written by Niamh Tumelty, Head of STEM Libraries at the University of Cambridge.

Roundtable on Electronic Laboratory Notebooks

A significant part of my role involves research support, but so far I have not been involved with lab notebooks, electronic or otherwise. I registered for this session at the Special Libraries Association meeting in 2014 mainly out of curiosity, hoping to find out more about what products others are using, how they’re finding them and whether or not they would be of interest to my Department.

What is an ELN?

Simon Coles set the scene with an overview of the development of electronic lab notebooks (ELNs) to date and frank assessment of their value in different contexts.  Simon has been working on developing ELNs since 1996 and has been with for Amphora for 11 years.   Amphora identified three problems to solve: capturing information from busy scientists, preserving data in complex contexts and being able to provide evidence in court, for example to prove the origin of an idea. They work with a wide range of customers with some of the largest and smallest implementations of electronic lab notebooks.

There is no single definition of ELN so we look carefully at what we need. We need to be wary of what exactly was meant by other case studies, since what they implemented may not be relevant or comparable at all.  Researchers naturally expect that lab notebooks would be tailored to their research workflows, and since there are very different workflows in different areas of science it is unlikely that one solution will be appropriate for an entire organisation.

Another key point is that an ELN doesn’t have to be a complex purchased product.  MS Word and WordPress have been successfully used and there is a real danger of finding yourself in ‘consulting heaven’ with some of the commercial products, with costly ongoing support turning out to be essential. If introducing an ELN we need to consider a number of questions:

  • Do we want it to be about record-keeping and collaboration or is it about doing bits of science?
  • Does it need to enforce certain processes?
  • Is it something specific to a group of scientists or generic (bearing in mind that even the same scientist’s needs will change over time)?
  • How large and diverse is your user base?

The university view

Daureen Nesdill is Data Curation Librarian at the University of Utah and has been involved with the USTAR project. They conducted a study on campus to see what was already happening in terms of ELNs and found that they were already being used in some areas (including in the Humanities) and one person already had a standalone implementation of CambridgeSoft.  Daureen set up a Libguide on ELNs to share information about them.

A working group was set up to look more closely at the options but they haven’t implemented a solution campus-wide because no one tool will work for the whole campus.  Other barriers include the expense of acquiring an ELN (purchasing software, local hosting and support or cloud hosting), the question of who pays for this and the amount of time it takes to roll out (a few months for a lab of 50 people!)  There are also concerns about security, import-export loss and if using a cloud solution, awareness of where your data is being stored.

Daureen outlined a number of requirements for an ELN in a University:

  • ability to control access at an individual level;
  • recording of provenance (all needs to be documented in case there is any future question of who did the work) and this information needs to be included in data exports;
  • Both cloud and client-based with syncing
  • Compatible with any platform
  • No chemistry stuff as standard features, instead templates available for all subject areas – let researcher select tools for their research!
  • Education pricing for classroom use
  • Assistance with addressing complex research protocols
  • Integration with mouse colony management system
  • Connectors – get data from any equipment used to flow easily into the ELN and out of it into the institutional repository
  • Messaging system to allow quick communication between collaborators
  • Reminders for PIs to check work of team
  • Integrated domain-specific metadata

 Corporate perspective

Denise Callihan from PPG Industries provided the corporate perspective. Her company has looked at options for ELNs every five years since the 1980s because their researchers were finding paper lab notebooks were time-consuming and inconvenient. They needed to be able to provide research support for patent purposes to make sure researchers were following the procedures required.

A committee was formed to identify the requirements of three disparate groups: IT and records management, legal and IP, and researchers. A pilot started in 2005 with ten research scientists using Amphora PatentSafe, some in favour of the introduction of ELNs and some against. PPG Industries were early adopters of Amphora PatentSafe so the vendor was very responsive to issues that were arising. The roll-out was managed by researchers, department by department, with the library providing support and administration.  Adoption was initially voluntary, then encouraged and is now mandatory for all researchers.

The implementation has been successful and researchers have found that the ELN is easy to use and works with their existing workflows.  Amphora PatentSafe uses a virtual printer driver to create searchable notebook pages – anything that can be printed can be imported into the ELN.  Email alerting helps them keep track of when they need to sign or witness documents, speeding up this part of the process. The ELN simplifies information sharing and collaboration and eliminates size constraints on documents. It is set up for long-term storage and reduces risks associated with researchers managing this individually.  Data visualisation and reporting are built in so it’s easy to see how research is progressing and to check document submission rates when necessary.

PPG Industries found that researchers need to be looking for an ELN solution rather than feeling that one is being imposed on them. Strong support was required from leadership, along with a clear understanding of what drives the need for the ELN.  The product they’ve selected focuses on providing an electronic version of the print notebook, but the raw data still needs to be kept separately for future use.

Wrap up

Overall I found this session extremely useful and I now feel much better informed about electronic lab notebooks.  I really appreciated the fact that this session, like others at SLA, presented a balanced view of the issues around electronic lab notebooks, with speakers representing vendors, corporate librarians and academic librarians.  I now plan to investigate some of the ELN options further so that I am in a position to support possible future implementations of ELNs, but I will wait until the researchers express their need for one rather than suggesting that the Department considers rolling on out across the board.

*Originally published in 2014 at Sci-Tech News, 68(3), 26–28

Published on 12 January 2017
Written by Niamh Tumelty
Creative Commons License

Show me the money – the path to a sustainable Research Data Facility

Like many institutions in the UK, Cambridge University has responded to research funders’ requirements for data management and  sharing with a concerted effort to support our research community in good data management and sharing practice through our Research Data Facility. We have written a few times on this blog and presented to describe our services. This blog is a description of the process we have undertaken to support these services in the long term.

Funders expect  that researchers make the data underpinning their research available and provide a link to this data in the paper itself. The EPSRC started checking compliance with their data sharing requirement on 1 May 2015. When we first created the Research Data Facility we spoke to many researchers across the institution and two things became very clear. One was that there was considerable confusion about what actually counts as data, and the second was that sharing data on publication is not something that can be easily done as an afterthought if the data was not properly managed in the first place.

We have approached these issues separately. To try and determine what is actually required from funders beyond the written policies we have invited representatives from our funders to come to discussions and forums with our researchers to work out the details. So far we have hosted Ben Ryan from the EPSRC, Michael Ball from the BBSRC and most recently David Carr and Jamie Enoch from the Wellcome Trust and CRUK respectively.

Dealing with the need for awareness of research data management has been more complex. To raise awareness of good practice in data management and sharing we embarked on an intense advocacy programme and in the past 15 months have organised 71 information sessions about data sharing (speaking with over 1,700 researchers). But we also needed to ensure the research community was managing its data from the beginning of the research process. To assist this we have developed workshops on various aspects of data management (hosting 32 workshops in the past year), a comprehensive website, a service to support researchers with their development of their research data management plans and a data management consultancy service.

So far, so good. We have had a huge response to our work, and while we encourage researchers to use the data repository that best suits their material, we do offer our institutional repository Apollo as an option. We are as of today, hosting 499 datasets in the repository. The message is clearly getting through.

Sustainability

The word sustainability (particularly in the scholarly communication world) is code for ‘money’. And money has become quite a sticking point in the area of data management. The way Cambridge started the Research Data Facility was by employing a single person, Dr Marta Teperek for one year, supported by the remnants of the RCUK Transition Fund. It became quickly obvious that we needed more staff to manage the workload and now the Facility employs half an Events and Outreach Coordinator and half a Repository Manager plus a Research Data Adviser who looks after the bulk of the uploading of data sets into the repository.

Clearly there was a need to work out the longer term support for staffing the Facility – a service for which there are no signs of demand slowing. Early last year we started scouting around for options.  In April 2013 the RCUK released some guidance that said it was permissible to recover costs from grants through direct charges or overheads – but noted institutions could not charge twice. This guidance also mentioned that it was permissible for institutions to recover costs of RDM Facilities as other Small Research Facilities, “provided that such facilities are transparently charged to all projects that use them”.

Transparency

On the basis of that advice we established a Research Data Facility as a Small Research Facility according to the Transparent Approach to Costing (TRAC) methodology. Our proposal was that Facility’s costs will be recovered from grants as directly allocated costs. We chose this option rather than overheads because of the advantage of transparency to the funder of our activities. By charging grants this way it meant a bigger advocacy and education role for the Facility. But the advantage is that it would make researchers aware that they need to consider research data management seriously, that this involves both time and money, and that it is an integral part of a grant proposal.

Dr Danny Kingsley has argued before (for example in a paper ‘Paying for publication: issues and challenges for research support services‘) that by centralising payments for article processing charges, the researchers remain ignorant of the true economics of the open access system in the way that they are generally unaware of the amounts spent on subscriptions. If we charged the costs of the Facility into overheads, it becomes yet another hidden cost and another service that ‘magically’ happens behind the scenes from the researcher’s point of view.

In terms of the actual numbers, direct costs of the Research Data Facility included salaries for 3.2 FTEs (a Research Data Facility Manager, Research Data Adviser, 0.5 Outreach and Engagement Coordinator, 0.5 Repository Manager, 0.2 Senior Management time), hardware and hardware maintenance costs, software licences, costs of organising events as well as the costs of staff training and conference attendance. The total direct annual cost of our Facility was less than £200,000. These are the people cost of the Facility and are not to be confused with the repository costs (for which we do charge directly).

Determining how much to charge

Throughout this process we have explored many options for trying to assess a way of graduating the costing in relation to what support might be required. Ideally, we would want to ensure that the Facility costs can be accurately measured based on what the applicant indicated in their data management plan. However, not all funders require data management plans. Additionally, while data management plans provide some indication of the quantity of data (storage) to be generated, they do not allow a direct estimate of the amount of data management assistance required during the lifetime of the grant. Because we could not assess the level of support required for a particular research project from a data management plan, we looked at an alternative charging strategy.

We investigated charging according to the number of people on a team, given that the training component of the Facility is measurable by attendees to workshops. However, after investigation we were unable to easily extract that type of information about grants and this also created a problem for charging for collaborative grants. We then looked at charging a small flat charge on every grant requiring the assistance of the Facility and at charging proportionally to the size (percentage of value) of the grant. Since we did not have any compelling evidence that bigger grants require more Facility assistance, we proposed a model of flat charging on all grants, which require Facility assistance. This model was also the most cost-effective from an administrative point of view.

As an indicator of the amount of work involved in the development of the Business Case, and the level of work and input that we have received relating to it, the document is now up to version 18 – each version representing a recalculation of the costings.

Collaborative process

A proposal such as we were suggesting – that we charge the costs of the Facility as a direct charge against grants – is reasonably radical. It was important that we ensure the charges would be seen as fair and reasonable by the research community and the funders. To that end we have spent the best part of a year in conversation with both communities.

Within the University we had useful feedback from the Open Access Project Board (OAPB) when we first discussed the option in July last year. We are also grateful to the members of our community who subsequently met with us in one on one meetings to discuss the merits of the Facility and the options for supporting it. At the November 2015 OAPB meeting, we presented a mature Business Case. We have also had to clear the Business Case through meetings of the Resource Management Committee (RMC).

Clearly we needed to ensure that our funders were prepared to support our proposal. Once we were in a position to share a Business Case with the funders we started a series of meetings and conversations with them.

The Wellcome Trust was immediate in its response – they would not allow direct charging to grants as they consider this to be an overhead cost, which they do not pay. We met with Cancer Research UK (CRUK) in January 2016 and there was a positive response about our transparent approach to costing and the comprehensiveness of services that the Facility provides to researchers at Cambridge. These issues are now being discussed with senior management at CRUK and discussions with CRUK are still ongoing at the time of writing this report (May 2016). [Update 24 May: CRUK agreed to consider research data management costs as direct costs on grant applications on a case by case basis, if justified appropriately in the context of the proposed research].

We encourage open dialogue with the RCUK funders about data management. In May 2015 we invited Ben Ryan to come to the University to talk about the EPSRC expectations on data management and how Cambridge meets these requirements. In August 2015 Michael Ball from the BBSRC came to talk to our community. We had an indication from the RCUK that our proposal was reasonable in principle. Once we were in a position to show our Business Case to the RCUK we invited Mark Thorley to discuss the issue and he has been in discussion with the individual councils for their input to give us a final answer.

Administrative issues

Timing in a decision like this is challenging because of the large number of systems within the institution that would be affected if a change were to occur. In anticipation of a positive response we started the process of ensuring our management and financial systems were prepared and able to manage the costing into grants – to ensure that if a green light were given we would be prepared.  To that end we have held many discussions with the Research Office on the practicalities of building the costing into our systems to make sure the charge is easy to add in our grant costing tool. We also had numerous discussions on how to embed these procedures in their workflows for validating whether the Facility services are needed and what to do if researchers forget to add them. The development has now been done.

A second consideration is the necessity to ensure all of the administrative staff involved in managing research grants (at Cambridge this is a  group of over 100 people) are aware of the change and how to manage both the change to the grant management system and also manage the questions from their research community. Simultaneously we were also involved in numerous discussions with our invaluable TRAC team at the Finance Division at the University who helped us validate all the Facility costs (to ensure that none of the costs are charged twice) and establishing costs centres and workflows for recovering money from grants.

Meanwhile we have had to keep our Facility staff on temporary contracts until we are in a position to advertise the roles. There is a huge opportunity cost in training people up in this area.

Conclusion

As it happened, the RCUK has come back to us to say that we can charge this cost to grants but as an overhead rather than direct cost. Having this decision means we can advertise the positions and secure our staffing situation. But we won’t be needing the administrative amendments to the system, nor the advocacy programme.

It has been a long process given we began preparing the Business Case in March 2015. The consultation throughout the University and the engagement of our community (both research and funder) has given us an opportunity to discuss the issues of research data management more widely. It is a shame – from our perspective – that we will not be able to be transparent about the costs of managing data effectively.

The funders and the University are all working towards a shared goal – we are wanting a culture change towards more open research, including the sharing of research data. To achieve this we need a more aware and engaged research community on these matters.  There is much advocacy to do.

Published 8 May 2016
Written by Dr Danny Kingsley and Dr Marta Teperek
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Research Support Ambassadors – an insider’s view

In 2015 the Office of Scholarly Communication (OSC) started two related programmes. The Supporting Researchers in the 21st century programme is an ongoing series of talks, events and training sessions for the library staff in Cambridge. Some of these we have blogged to share the insights with the wider community – see: Openness, integrity & supporting researchersTips for preparing and presenting online learningEvolution of Library Ethnography Studies – notes from talkLibraries of the future – insights from a talk by Lorcan DempseySoftware Licensing and Open AccessOpen Data – moving science forward or a waste of money & time as a few examples.

The second programme is the Research Support Ambassadors. This began as an idea for people, gathered from across the diverse community in over 200 libraries in Cambridge, to be trained up and develop resources for our research community. As with all nebulous ideas what we began with and where we are now are different, but the programme is taking good shape and after consolidation in Lent Term 2016 will be launched across the University.

This blog is an insider’s view of the Ambassador programme from Claire Sewell, a  member of the first group to sign up to the programme. Claire has recently taken on a new role in the OSC as Research Skills Coordinator and will have responsibility for driving the future direction of the Ambassador Programme.

An insider’s view

Joining the rapidly moving world of Scholarly Communication can be daunting for even the most qualified information professional. Library staff must absorb a wealth of information at the same time as trying to educate users on the latest developments and it can be difficult to know where to start. The Research Ambassador Programme at Cambridge University provides one approach by upskilling library staff at the same time as creating experienced trainers.

Who are the Research Ambassadors?

The Programme was launched over the summer with a view to implementation during theSerious Group photo Michaelmas term. Ambassadors would be given training and support to develop and deliver a range of training products in areas covering the Scholarly Communications remit. Staff from a range of backgrounds across Cambridge were quick to sign up and the first cohort began its preparations. For me the Programme came along at exactly the right time and fulfilled a number of needs as I was able to improve both my subject knowledge and more practical aspects such as teaching skills. The Programme also gave me a chance to work with colleagues I might not ordinarily get a chance to interact with which helped to broaden my perceptions.

Library staff at all levels were encouraged to get involved in a variety of roles from administrative duties to content delivery. This inclusive approach has been one of the key strengths of the Programme as it helps to encourage those who may not normally sign up. There is no pressure to take on a particular task so participants are able to stay within their comfort zone. I knew from the start that there were areas I could work on easily and areas where I would challenge myself and decided to focus on the latter as for me that is what makes a learning experience.

Getting started

The first stage of the Programme involved observing an existing teaching session delivered by colleagues in the Office of Scholarly Communication. I found the observation sessions really interesting as they gave me a chance to reflect on the different ways people approached similar tasks. Our observations were guided using a prompt sheet which covered everything from setting up the room upon arrival to how well the content was explained by the presenter. Watching a session with a critical eye like this is a great way to improve your own practice as a trainer and something I will be looking to do more of in the future.

It was then time to turn our attention to our own training needs by attending two intensive training sessions. The first session looked at knowing your audience, how to deliver a presentation on a practical level and how to avoid basic mistakes. Next we looked at the actual content of the session we would be delivering in more depth. The biggest decision to make was which aspects of such a huge area as Scholarly Communications we would cover in our final information products.

Topic selection

With the needs of our users and ourselves in mind we selected the following areas:

  • the research lifecycle
  • research support services across the University
  • managing your online presence
  • Open Access to theses

We felt this was a good mixture of the topics we felt confident teaching and those we wanted to know more about. We divided into groups looking at individual areas and I chose to go with something I was less familiar with (research support services across the University) in order to broaden by knowledge. As the Programme progresses there will be a chance to explore working in other groups.

The groups then got together to discuss what sort of product they would produce. The results ranged from formal presentations to interactive websites and the variety of products showcased the diverse range of talents participating in the Programme. At the end of this process we presented our ideas to the wider library community and received some valuable feedback which we can use to adapt and improve our products before releasing them into the wild. See ‘Research Support Ambassadors – a Project Update‘  for a discussion of the presentation.

Where do we go from here?

Overall the Programme has been a real professional highlight of 2015 for me. As well as developing new skills, meeting new people and learning about a developing area of librarianship I gained a new role when I became Research Skills Coordinator with the Office of Scholarly Communication! As part of this role I will be helping to lead the Research Ambassadors Programme forward to its next stage and possible future runs. I am very much looking forward to seeing where it can take us!

Published 14 December 2015
Written by Claire Sewell with introduction by Dr Danny Kingsley
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Research Support Ambassadors – a progress update

On Thursday 19th November the participants of the Research Support Ambassadors programme presented their work to date. This blog from Yvonne Creba, a member of the Research Data Facility team in the Office of Scholarly Communication, summarises these presentations of their progress so far.

A good start

Attending the Research Support Ambassadors programme presentation I can only say how impressed I was with the amount of time and effort contributed by the participants of each group. This is even more notable considering that the following was achieved outside of their normal working hours. Each of the groups produced an informative and interesting session on each of the topics.

What is the Ambassadors programme? It’s an opportunity for interested library staff to receive specialised training, to allow them to become the local ‘go to’ person on some scholarly communication issues. The programme is intended to develop a team of Ambassadors who feel confident and able to assist researchers with queries about publishing processes, data management, open access/open data policies and research sharing options, to name but a few.

The Ambassadors programme aims to provide ‘what the researchers want, where & when they want it’.  To start, the Ambassadors have embarked on development of training and information materials on the following four topics: Research Lifecycle, Research Support Services, Managing your Online Presence and Open Access to theses. Below are some of the highlights from their presentations.

Open Access to theses

The Ambassadors team assigned to this project – Matthais Ammon, Phillipa Grimstone, Charlotte Hoare, and Stephanie Palek – aimed to develop guidance materials on how to make PhD theses Open Access.

There is a need for a one-stop webpage for PhD students to answer basic questions about making their theses Open Access and the need for thesis submission to the institutional repository (now called Apollo) to be clarified in terms of Open Access.

The team  have already developed an impressive amount of resources and collated information about Open Access to theses and the advantages for PhD students, challenges with Open Access to theses and (traditional) publishing, copyright concerns and patenting & sensitive data. They referred to some of the material they have found in their research such as ‘Benefits of making theses available online’.

The team is now trying to answer how theses fit into the Open Access research landscape, the potential impact of making theses available online, fulfilment of funder requirements.

Managing your Online Presence

This team, consisting of Andrew Alexander, Céline Carty, Kasia Drabek, Agnieszka Drabek-Prime, Agnieszka Kurzeja and Brendan King, initially discussed and brainstormed this subject, as it is a large area and they wanted to define the scope of support to be offered.  The team’s strategy was focused on creating a potential outline for a session that the Ambassadors could run.

The group presented a demonstration on the creation of an ORCiD ID. ORCiD stands for “Open Researcher & Contributor ID” and it is a free, unique, individual, global, permanent identifier ideal for researchers and scholars to help them keep track of their research outputs. The group proposed some ideas on how to attractively present ORCiD to researchers.

The group thought that those who attend the session will be asked to bring along their laptops, so that after a short demonstration on how to create an ORCiD each participant will actually create their own. This will provide a tangible output of the session.

Research Support Services across the University

The idea for this topic was to provide clear signposts to the range of help on offer, rather than reinventing the wheel by creating something new. The group working on this topic are Colin Clarkson, Lindsay Jones, Mary Kattuman and Claire Sewell. There is a great deal of support available for researchers, both within the University and outside but there’s no one place where everything is listed in an accessible format.

The research doughnut available on the Office of Scholarly Communications (OSC) website has a nice, intuitive graphical display, hence the idea to use this format to present the services of the research lifecycle. The group hopes to make keywords within the cycle into clickable links, which will thus allow users to find related information and resources.

One of the sources that were highlighted in the directory was the LibrarySearch. Rather than just including a link to the static LibrarySearch interface, the group thought it would be a good idea to create a predefined search on various stages of the research process. That way the researcher can just click on a link and go straight to the required search results.

The group suggested promotional activities including a pop-up presentation of a maximum of ten minutes which could be included at the start or finish of other taught sessions. Something that will briefly introduce the concept of the site and showcase what it contains. This could be delivered by any Research Ambassador and would be a ‘presentation-in-a-box’ that people could just pick up and deliver.

One of the first things the group intends to do is to improve the general look and feel of the site and they intend to do some user testing with researchers to see how they use the site and get their feedback about the content.

Research Lifecycle

This is intended to be a web resource using the Research Lifecycle with links out to information about each of the points in the cycle – presented by Clemens Gresser, Jo Milton, Veronica Phillips, Meg Westbury.

This team reviewed the Research Lifecycle from the perspective of a researcher. They have looked at existing websites to see what information is already available and reviewed the graphical displays used by different universities – to look for content which is accessible in a user-friendly manner.

Ideas provided by the group on reaching the required audience were to plug into orientation sessions, advertisements by faculty librarians and plugging into sessions on managing an online presence.

The group also suggested that having a glossary of various terms related to the Research Lifecycle would be useful. The group is still reviewing what type of information to put up for the cycle and which format would be the most fit for purpose to best suit researchers in Cambridge.

Published 14 December 2015
Written by Yvonne Creba and Dr Danny Kingsley
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