Improving Data Management Practices of Researchers by Using
a Behavioural Framework
Malcolm Wolski and Joanna Richardson
http://visual.ly/big-data
THETA: The Higher Education Technology Agenda. Gold Coast, Australia: 11-13 May 2015 2
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Presentation Notes
The context for today’s discussion is research data. The so-called “data tsunami” (volume, variety and velocity) does not refer to just “big data”, principally generated by “big science”.
THETA: The Higher Education Technology Agenda. Gold Coast, Australia: 11-13 May 2015 3
And to share data across multi-disciplinary systems as demonstrated by a major Australian initiative: TERN - Terrestrial Ecosystem Research Network which connects ecosystem scientists and enables them to collect, contribute, store, share and integrate data across disciplines.
THETA: The Higher Education Technology Agenda. Gold Coast, Australia: 11-13 May 2015 8
Risk Management
http://eresearch.uws.edu.au/blog/author/alf/
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Who can afford to lose their ground-breaking drug trial source data? In short, the assumption is that researchers cannot meet mandate requirements and other drivers unless they actually manage their data.
THETA: The Higher Education Technology Agenda. Gold Coast, Australia: 11-13 May 2015 9
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Presentation Notes
Enter librarians! The library and information management literature abounds with content regarding the new role for librarians to assist researchers to manage their data.
THETA: The Higher Education Technology Agenda. Gold Coast, Australia: 11-13 May 2015 10
In mid-2014 Malcom and I were approached by the editor of ALJ to write an article based on our VALA 2014 conference paper regarding new skill sets for librarians in this research support space. The article will be published in August. We worked with Rebecca Brown, a newly-minted data librarian at Griffith University. Her discussion with us regarding some of her challenges in working with researchers specifically on data management was enlightening.
THETA: The Higher Education Technology Agenda. Gold Coast, Australia: 11-13 May 2015 11
http://www.toondoo.com/cartoon/4856032
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Presentation Notes
We quickly realised that it takes two to tango. A lot has been written about (1) upskilling librarians to support researchers with their data and (2) concerns about researchers’ data management practices. However little attempt seems to have been made to date to understand the challenges from a researcher’s perspective.
Why behavioural models RESEARCHERS
Upskilled staff
New Policies and Manuals
New Systems and
Infrastructure
New Funding Agency Terms
New Services
• 60.7% reported a formal data management plan but 39% reported backing up their data monthly or less 1
• Few researchers, especially early career, think about
long-term preservation of their data 2
• Demands of publication output overwhelm long-term
considerations of data curation 2
• Metadata and documentation are of interest only if
they help a researcher complete his or her work 2
• Many researchers expressed concerns surrounding the
ethical reuse of research data 2
• Lack of time to conduct basic organizational tasks, let alone time to research best practices or participate in training sessions 2
• Many sceptical of long term interest in their data 2
1. O’Reilly, K., Johnson, J., & Sanborn, G. (2012). Improving university research value: a case study. SAGE Open, 2(3), 2158244012452576.
2. Jahnke, L., & Asher, A. (2012). The problem of data. Washington, DC: Council of Library and Information Resources.
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We’ve deployed/ing tools We’ve sending out upskilled (data) librarians Why then aren’t researchers then embracing the new world and using services What didn’t our change management plan work Why doesn’t our new policy on data retention make people conform The big problem we saw is that there is no “stick” and researchers do have alternative solutions Therefore where can we look outside the Uni sector to similar instances where you want to make people adopt new practices We thought of public health and “green” initiatives Quite a body of research and practice in these areas using behavioral change models
• Some are targeted to population groups or problems
• Two categories of interest to us o Major Theories of Individual
Behaviour / Change o Major Social and Technological
Theories of Behaviour / Change
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Basically they are methods developed for studying behaviour One way they are applied is for change Some have been developed to target specific groups of the population or problems to be solved eg to prevent chronic disease or improve household recycling rates We found fell into two categories of interest to us 1. Major Theories of Individual Behaviour / Change 2. Major Social and Technological Theories of Behaviour / Change Use next two slides to explain how we went about our analysis of models and tell them to read the paper)
Theory Major Tenets Comment
Theory of Planned Behaviour (TPB)
• Examines the link between intention to act and performing a behaviour.
• Intention is determined by an individual’s attitude (belief and values about the outcome) and subjective norms.
• Behaviour is also determined by an individual’s perceived behavioural control.
Useful for reinforcing the need to present information in a way which helps shape positive attitudes toward behaviours.
Example of Theories of Individual Behaviour / Change
Social Cognitive Theory (SCT)
• Examines how behaviour, personal and environmental factors interact to determine human functioning.
• Major elements which may intervene include self-efficacy, outcome expectations, reinforcements (something that increases / decreases likelihood a behaviour will continue), and observational learning (acquiring behaviours by observing others’ behaviour).
Useful for looking at resources which could raise self-efficacy, determining whether incentives are required, and recognising environmental constraints that might deter behaviour change.
Theory Major Tenets Comment
Example of Social and Technological Theories of Behaviour / Change
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Presentation Notes
Key ElementKey Element Definition Threat A danger or a harmful event of which people may or may not be aware Fear Emotional arousal caused by perceiving a significant and personally relevant threat Response Efficacy Perception that a recommended response will prevent the threat from happening Self-Efficacy An individual’s perception of, or confidence in, their ability to perform a recommended response Barriers Something that would prevent an individual from carrying out a recommended response Benefits Positive consequences of performing a recommended response Subjective Norms What an individual thinks other people think they should do Attitudes An individual’s evaluation or beliefs about a recommended response Intentions An individual’s plans to carry out the recommended response Cues to Action External or internal factors that help individuals make decisions about a response Reactance - When an individual reacts against a recommended response
A-COM-B framework for understanding behaviour adapted from COM-B model
Michie, S., van Stralen, M. M., & West, R. (2011). The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation Science, 6(1), 42.
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Attitude is an individual’s evaluation or belief about something cognitive, emotional and intentional. Cognitive refers to an individual's beliefs about the object towards which they have attitude. Emotional refers to an individual’s feelings, which includes moods and emotions. Intentional reflects an individual's evaluations based on past and future actions, e.g. the researcher needs time to think about new requirements and decide upon what action to take. Capability is the psychological or physical ability to enact the behaviour (Michie et al, 2011, p. 4). This perceived capacity to adopt a behaviour (their self-efficacy) is fundamental to a person taking any action to change their behaviour. Opportunity is defined as “all the factors that lie outside the individual that make the behaviour possible or prompt it” (Michie et al., 2011, p. 4). Motivation is defined as “all those brain processes that energize and direct behaviour, not just goals and conscious decision-making. It includes habitual processes, emotional responding, as well as analytical decision-making” (Michie at al., 2011, p. 4).
Attitude is an individual’s evaluation or belief about something cognitive, emotional and intentional Cognitive refers to an individual's beliefs about the object Emotional refers to an individual’s feelings, which includes moods and emotions Intentional reflects an individual's evaluations based on past and future actions
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Capability is the psychological or physical ability to enact the behaviour (Michie et al, 2011, p. 4). This perceived capacity to adopt a behaviour (their self-efficacy) is fundamental to a person taking any action to change their behaviour
http://en.wikipedia.org/wiki/Common_sense
Michie, S., van Stralen, M. M., & West, R. (2011). The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation Science, 6(1), 42.
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Opportunity is defined as “all the factors that lie outside the individual that make the behaviour possible or prompt it” (Michie et al., 2011, p. 4)
Michie, S., van Stralen, M. M., & West, R. (2011). The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation Science, 6(1), 42.
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Motivation is defined as “all those brain processes that energize and direct behaviour, not just goals and conscious decision-making. It includes habitual processes, emotional responding, as well as analytical decision-making” (Michie at al., 2011, p. 4).
Michie, S., van Stralen, M. M., & West, R. (2011). The behaviour change wheel: a new method for characterising and designing behaviour change interventions. Implementation Science, 6(1), 42.
The two-way arrows what a behaviour is eg washing hands is the behaviour whereas the goal is to reduce spread of infectious diseases
1. Changing behaviours or attitudes?
2. Attitudes and responses change over time
3. Start with the individual – not the service/product
4. Start with the cohort first
5. Where is the opportunity/motivation?
6. Perception of capability is important
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Presentation Notes
Think at the specific individual or cohort level when planning a visit to discuss data management - throw away “the researcher benefits statement” you have prepared and think from the individual perspective - why would I spend precious time to change what I do now Confirm you have solved the attitude issue first Traditional (IT Project) change approach has limitations set time frame whereas behavioural change could be years usually about rolling out a service or product not about the individual a lot of IT projects rollout solutions where the users have no alternatives or can’t avoid using the system. These types of projects and UComms etc don’t work that way Perception of capability might be more important than we thought (e.g. including lack of knowledge about systems or even knowing the library is a source of help
The Importance of a CRM to target cohort-individual
Trial with a small cohort eg a research centre
Target HDRs “Trialling this framework provides an opportunity for our Discipline Librarians to systematically approach and advise researchers of our institutional data storage options and the benefits of tailored storage solutions “