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)

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. The nature of research has changed
Photo by Henry Be on Unsplash
Photo by Markus Spiske on Unsplash

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. So researchers have new knowledge needs
https://healthlawmatters.squarespace.com/home/2019/4/27/open-science-removing-barriers-to-knowledge

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. Researcher Development Framework
https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf/view

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. 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. 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. 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. 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. 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. 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. Good models are emerging
https://www.ukrn.org/event/carqi-launch/
https://www.bihealth.org/en/research/quest-center/mission-approaches

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