Robin burgess

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Robin burgess

  1. 1. Arts Research Data:It’s as easy as 1 2 3 or is that A B C Dr Robin Burgess 6th March 2013
  2. 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. 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. 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. 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. 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. 7. Process • Environmental Assessment • User Requirements, systems evaluation and piloting • Policy formation • Capacity building • Sustainability • Dissemination
  8. 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. 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. 10. Quote from a researcher:“… I am not sure what constitutes researchdata… What is data? I mean, I talk to you aboutmy data as a researcher, but for the institution,what does it consider data? Would it beconference proceedings, would a performancebe data even if it was not recorded, sometimes Idon’t record my performances…”
  11. 11. Definition“Research data means data in the form of facts, observations, images,computer program results, recordings, measurement or experiences onwhich a research output is based. Data maybe numerical, descriptive,visual or tactile. It may be raw, cleaned or processed, and may be heldin any format or media. Research data in the arts mirrors the complexityof the outputs, taking many forms including logbooks, journals,workbooks, sample libraries, sketchbooks, sets of images, videorecordings, trials, prototypes, ceramic glaze recipes, found objects, andcorrespondence. Provenance information about the data might also beincluded: the how, when, where it was collected and with what. Thismetadata facilitates later interpretation and re-use of data"
  12. 12. Additional Outputs • DCC Roadshows • International Open Repository Conference • http://www.youtube.com/watch?v=tbG1Tg9_0l8
  13. 13. Teaching and Training Methods, Methodologies and Techniques MRes students and early career researchers
  14. 14. 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...
  15. 15. Teaching and Training
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. Approach• Context • Iterative process• Definition of research data • Discussions held• Policy statements • Obtaining feedback• Implementation methods • Sign off and agreement
  20. 20. 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
  21. 21. 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
  22. 22. CommentsChallenges: 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
  23. 23. Next Steps andKey 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
  24. 24. 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/

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