1. The Impact of Training in Research Data Management on Education Doctoral Students
ALA Annual Conference 2017
Amanda Nichols Hess,
Joanna Thielen,
Oakland University Libraries

2. Research data management (RDM) is...
the compilation of small practices that make your data easier to find, easier to understand, less likely to be lost, and more likely to be usable during a project or ten years later.
How can we help education doctoral students integrate these practices into their research?
Joanna
In Chapter 1: The Data Problem in Data Management for Researchers by Kristin Briney

3. Do research data management (RDM) interventions (workshops, training sessions, individual consultations, etc.) by academic librarians affect the RDM practices of doctoral students in education-focused programs?
If so, how do these interventions affect how nascent researchers collect, organize, store, and manage their research data?
Research questions
Amanda

4. Methodology: Longitudinal qualitative case study
Baseline Group recent Ph.D graduates (<12 months)
Semi-structured interviews about RDM practices
Intervention Group SEHS Ph.D students in Ed Leadership, Counseling, Reading, Early Childhood
Provide workshops, in-class instruction, and 1:1 support
Survey participants immediately following interactions
Semi-structured interviews about RDM practices upon dissertation defense
Average age: 42
Most are working, have families, and are returning to school after time away
Topics include: data storage/security, data documentation, data management plans, file naming conventions
Amanda
Source: Oakland University Office of Institutional Research & Assessment  

5. Results (so far): Baseline group
n=5, 4 usable (one interviewee did not meet inclusion criteria)
Commonalities:
All recognized the importance of protecting confidential data
All kept multiple copies of data
Most did not see future uses for their data
Differences:
Varied formats of information in data collection and storage
Only one interviewee had a specific file naming convention

6. Results (so far): Intervention group
n=11*, including one from a faculty member who participated as part of her course
Hard to find commonalities or differences in this small sample size
Different sets of skills, knowledges, and intended research approaches color participants’ experiences
Generally, all attendees found the instructional experiences useful in some way
*represents survey responses, not unique survey respondents

7. Next Steps Baseline group Intervention group Sharing our work
Continue interviews
Intervention group
Expand RDM instruction to all four education doctoral programs (Fall 2017)
Follow up all interactions with survey
Prepare for intervention group interviews - Winter 2018 at the earliest
Sharing our work
Article in process detailing our collaboration
Additional, research-focused articles to follow
footsteps by Grace Reeves from the Noun Project

8. Questions? Amanda Nichols Hess, nichols@oakland.edu
Joanna Thielen,
Oakland University Libraries