2. Context
• Describe the processes that lead to the
development of GSAs Research Data Management
Policy
• Engagement in the Kaptur Project
• Raising awareness amongst staff of the importance
of research data management – teaching and
training
• Sharing lessons learnt and recommendations
• Describing the A-Z of arts research data
3. Background - GSA
• A creative hothouse
• At the heart of one of Europe’s
most influential creative artistic
communities
• Producers of mature and
confident graduates in fine art,
design and architecture
• Researchers that influence world
culture and generate new
knowledge
4. Background – Cont.
• No existing RDM policy or
infrastructure in place at GSA
• Some policies present such as Ethics
• Determined that involvement in
KAPTUR would come from the
research office and Learning
Resources
• Research outputs are varied and
complex in the visual arts
• Little is known about the state of
research data in the visual arts
• None of the specialist arts institutions
have research data management
policies or infrastructure
• Very beneficial for GSA
5. KAPTUR
• To investigate the nature of research data in the visual arts
• To consider the application of technology to support
collection, discoverability, usage, and preservation of
research data in the arts
• To review appropriate policies, procedures and systems
• To develop case studies and showcase good practice to a
wider audience
6. Expectations
• To develop and implement the RDM
policy throughout the school
• Raise awareness of staff
• Understand what research data is
• Understand further what funders are
expecting of HEIs
7. Process
• Environmental
Assessment
• User
Requirements,
systems evaluation
and piloting
• Policy formation
• Capacity building
• Sustainability
• Dissemination
8. Environmental Assessment
• Discover, Create and pilot • 4 researchers from each institute
a sectoral model of best chosen, from a broad range of
practice in the disciplines
management of research • Areas discussed
data in the arts - Terminology
• What is research data in - Role of the visual arts researcher
the arts?
- Creation of visual arts research
• How can visual arts data data
be managed appropriately
- Use/re-use of visual arts data
- Visual arts data in the longer term
9. Interview Findings
• The term ‘research data’ was not helpful
• Researchers undertake multiple roles
• Creation of data altered
• Awareness of use and re-use present
• Importance of archiving raised
• Little consensus in the visual arts on what research data is
• Described as tangible, intangible, digital, and physical
• Visual arts data is heterogeneous and infinite,
complex and complicated
10. Quote from a researcher:
“… I am not sure what constitutes research
data… What is data? I mean, I talk to you about
my data as a researcher, but for the institution,
what does it consider data? Would it be
conference proceedings, would a performance
be data even if it was not recorded, sometimes I
don’t record my performances…”
11. Definition
“Research data means data in the form of facts, observations, images,
computer program results, recordings, measurement or experiences on
which a research output is based. Data maybe numerical, descriptive,
visual or tactile. It may be raw, cleaned or processed, and may be held
in any format or media. Research data in the arts mirrors the complexity
of the outputs, taking many forms including logbooks, journals,
workbooks, sample libraries, sketchbooks, sets of images, video
recordings, trials, prototypes, ceramic glaze recipes, found objects, and
correspondence. Provenance information about the data might also be
included: the how, when, where it was collected and with what. This
metadata facilitates later interpretation and re-use of data"
12.
13.
14.
15.
16.
17.
18. Additional Outputs
• DCC Roadshows
• International Open Repository Conference
• http://www.youtube.com/watch?v=tbG1Tg9_0l8
19. Teaching and Training
Methods, Methodologies
and Techniques
MRes students and early
career researchers
20. Teaching and Training
Being Boring By Wendy Cope
If you ask me ‘What’s new?’, I have nothing to say
Except that the garden is growing
I had a slight cold but it’s better today
I’m content with the way things are going
Yes, he is the same as he usually is
Still eating and sleeping and snoring
I get on with my work. He gets on with his
I know this is all very boring...
22. Why Manage Research Data?
• What are the drivers and incentives for
management of research data?
• Who benefits?
• Funder Requirements
• Institutional Requirements
• Good practice in research
23. Funder Requirements
• EPSRC • AHRC
• Policies required to • Technical Summary
secure funding by • “We expect all or research projects
to have some form of documentation
1st May 2015 of the research process, which
• Road map usually takes the form of textual
analysis or explanation to support
development and the research’s position and to
data management demonstrate critical reflection”
plans
24. Policy Development
• Involvement of Kaptur and Support from project
partners
• Liaison with outside sources – e.g. the DCC
• Attendance at events – Conference in Leeds
• Involvement of interested parties at GSA – IT,
Information Services and the Library, Research
Office, Researchers
• Existing policies and procedures and plans
25. Approach
• Context • Iterative process
• Definition of research data • Discussions held
• Policy statements • Obtaining feedback
• Implementation methods • Sign off and agreement
26. The Policy
Roles and Preservation
Responsibilities
• The Glasgow School of • Data curation/retention
Art • Presentation and
• Individual Researchers showcasing work
• IT • Selection process
• Information Services • FOI
• The Research Office • Institutional policies and
guidelines/strategies
27. Data Management,
Methods
Research Repository Other Software
• DCC tools
• DMP Online
• https://dmponline.dcc.ac.uk/
• Free data management
planning tool
• Includes AHRC technical
plan and others
• Can be customised
28. Comments
Challenges: Lessons Learnt:
• Building the support • Identify the correct people
network at GSA to engage with
• Extensive focus on the • Formulate an action plan
REF process for development
• Changes in management • Communicate
• Expressing the • Obtain by-in early on
importance of policies
• EPSRC letter
• RDM Understanding
29. Next Steps and
Key Points
1. Engage early with interested
departments
2. Engage with end users
3. Engage with external bodies
4. Research data in the arts is not
simple
5. Be aware of the varying nature of
arts research data
6. Ensure suitable processes are in
place for policy development
7. Be aware of requirements from
• Further approval of the policy funders
8. Provide adequate teaching and
• Implementation of Policy within training
the ethos of research at GSA 9. Ensure suitable institutional
infrastructure is in place
• Support from Learning 10. Be aware of the views of the
Resources and Research individual
Office
30. Acknowledgements
• The project officers from partner institutes
• VADS
• JISC for sponsoring the project
• DCC
• Artwork images – By Burgess&Bear
• (http://www.facebook.com/BurgessBear)
THANKYOU!
http://www.vads.ac.uk/kaptur/
