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Embedding open in the research training process

Abstract: Some institutions offer graduate training that sits alongside the master/apprentice system. But many rely on models such as the Vitae Researcher Development Framework that do not encompass many (or any) open concepts. This means the training of researchers in many of these spaces falls to library staff. From the academic side, grassroots organisations such as AIMOS or ANZORN offer a community for the interested. There are multiple sets of competencies developed for scholarly communication librarians, but these are not represented in any university library course in Australia. So those teaching the research community are relying on gathered skills and working without a standardised set of agreed
learnings for their target community. The result is haphazard and highly reliant on the skills of individuals at specific institutions. We are in need of some robust frameworks and standards. What are the minimum skills and knowledge we would expect of a graduate researcher in Australia when it comes to open? We are not starting from scratch, there are many organisations in Australia that have done work on some aspects of open training or skills. It is time for this to be brought into a cohesive and agreed standard we can all work towards.

This was a lightning talk given online to AIMOS2020 (https://aimos.community/2020-program-schedule)

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Embedding open in the research training process

  1. 1. Embedding open in the research training process AIMOS Conference 2020 3/4 December 2020 (online) #AIMOS2020 Dr Danny Kingsley Visiting Fellow, Australian National Centre for the Public Awareness of Science @dannykay68
  2. 2. The nature of research has changed Photo by Henry Be on Unsplash Photo by Markus Spiske on Unsplash
  3. 3. The ‘business’ of research has changed too https://theconversation.com/universities-have-gone-from-being-a-place-of- privilege-to-a-competitive-market-what-will-they-be-after-coronavirus-137877 https://www.aph.gov.au/About_Parliament/ Parliamentary_Departments/Parliamentary_ Library/pubs/rp/rp1819/Quick_Guides/Over seasStudents https://dataportal.arc.gov.au/ERA/NationalReport/2018/ https://future-students.uq.edu.au/why-choose-uq https://www.afr.com/work-and-careers/education/university- vice-chancellor-salaries-are-ridiculous-20201115-p56ep8
  4. 4. So researchers have new knowledge needs https://healthlawmatters.squarespace.com/home/2019/4/27/open-science-removing-barriers-to-knowledge
  5. 5. Academia cannot be run as a guild any more Pharmacy: Master & Apprentice – Wellcome Collection Same institution, Nov 2020: “Research practice is learned from the mentoring process” Institute Director “When some of the participants come to the course they have not connected with their supervisor for years” Facilitator - Early Career Academic Development Program https://theconversation.com/ten-types-of-phd- supervisor-relationships-which-is-yours-52967
  6. 6. Researcher Development Framework https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf/view
  7. 7. It’s light on research ‘practice’* But things have moved on since 2011 … … the Framework is about to be reviewed * Not the ideal name for this but still trying to work out what to call it. Language matters.
  8. 8. Lots of focus on L&T but not research https://services.anu.edu.au/business- units/centre-for-learning-teaching https://www.oclc.org/content/dam/research/public ations/2020/oclcresearch-social-interoperability- research-support-a4.pdf https://itali.uq.edu.au/
  9. 9. This training is often met by library staff https://osc.hul.harvard.edu/ https://osc.cam.ac.uk/ https://www.kent.ac.uk/osc/ https://www.brunel.ac.uk/life/library/SCO https://www.sheffield.ac.uk/library/libstaff/scholarlycomms https://web.library.uq.edu.au/about-us/organisational-structure/learning- and-research-services/scholarly-communication-and-repository-services https://www.lib.uts.edu.au/ab out-us/staff-profiles/scholarly- communication https://qutvirtual4.qut.edu.au/we b/qut/service- directory?action=view&id=1252
  10. 10. Disconnect https://www.coar-repositories.org/files/Competencies-for- ScholComm-and-OA_June-2016.pdf https://www.nasig.org/Competencies- Scholarly-Communication https://www.alia.org.au/foundation-knowledge-skills-and- attributes-relevant-information-professionals-working- archives Under (much needed) review And possibly redundant soon https://www.alia.org.au/sites/default/files/Consulta tion_Draft_Professional_Pathways%20301120.pdf
  11. 11. Who is training the trainer? https://unlockingresearch-blog.lib.cam.ac.uk/?p=1313 https://cpas.anu.edu.au/research/research-projects/scholarly- communication-knowledge-and-skills-australasian-research https://www.ukcorr.org/partnerships/sc3-scholarly- communication-competencies-coalition/
  12. 12. It’s time to elucidate and embed this • We need to move beyond the provision of researcher scholarly communication training being dependent on the local skills of the library community • We need an agreed framework/skeleton for this area that standardizes the teaching of ‘research practice’ • This will assist the development of courses but also define the skills and knowledge of the people delivering the material. • We started with engagement, then moved to enablement. Now we need to elucidate and embed this practice in the research process.
  13. 13. Multiple attempts exist https://t.co/PVwr33o3YX?amp=1If we can’t agree what open science/research/scholarship/knowledge is, then how can we define the skills required? Thanks to Eva Mendez (CC-BY)
  14. 14. Good models are emerging https://www.ukrn.org/event/carqi-launch/ https://www.bihealth.org/en/research/quest-center/mission-approaches
  15. 15. Thanks!! • Dr Danny Kingsley • Scholarly Communication Consultant & Visiting Fellow CPAS, ANU • Twitter - @dannykay68 • ORCID - https://orcid.org/0000-0002-3636-5939 • Publications - https://www.force11.org/node/6222

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