Developing a culture which values research data through integrated skills training

Dr Mark Hooper1, Sharron Stapleton1, Katya Henry1, Stephanie Bradbury1

1Queensland University of Technology (QUT), Kelvin Grove, Australia,,



“Research Data” is to be the third in a series of research training events developed by QUT Library and the Office of Research Ethics and Integrity. Its development follows the successful format of previous courses, “Authorship and Publication” and “Journal Peer Review”. It will be a two-and-a-half hour blended learning course, comprised of lightning talks, animations, interviews, and activities, structured around the research data lifecycle.

The poster shares our progress in developing this novel training, and promoting a culture of strong research data management practices at QUT in the context of a new Research Data Management Strategy. This strategy is an institutional response to federal government research agendas, reviews, initiatives and supporting roadmaps [1], [2], [3] [4]. Research data management continues to be part of the multifaceted and changing landscape of eResearch, and we believe it is important that institutions share learnings that contribute towards best practice.


The aim of our forthcoming course “Research Data” is to provide Higher Degree Research (HDR) students and Early Career Researchers (ECR) with a conceptual framework for understanding the complex world of research data management. It will connect researchers with tools, skills, resources, local peer-to-peer support networks, experts and opportunities for further training.

Participants will be invited to adopt a broad view of research data covering the whole research lifecycle, and then to dive in and out of more specific topics – connecting with resources that provide more information, and tools that may be useful for their specific research activities. In this sense, the overall course structure will follow the format of our previous courses that aimed to unite many individual topics into a coherent schema. For example, “Authorship and Publication” represented the relationships between topics as parts of a subway map (see Figure 1)[5]. “Journal Peer Review” represented individual topics as parts of a great industrial machine comprised of various components, cobbled together over time as illustrated in Figure 1 [5]. In this same way, “Research Data” will give participants a feel for how individual topics and discipline differences are part of a system supporting their research.

Figure 1: QUT Library and Office of Research Ethics & Integrity research training formats

These formats have proved popular, as evidenced by our anonymous feedback surveys:

“The presentation map …will be extremely useful for planning. Already have a space on the wall, as it is such a good visual reminder”

“Will certainly recommend it to others, as it gives a great ‘bird’s eye view’ of the whole process.”

“A well organised, succinct morning. The format was great – moved along well and didn’t get bogged down… All speakers were well prepared and their slides were clear and concise.”

“This was a great session. I learnt more about the publishing process this morning than I have in [my] whole time at [university]. I will be recommending [this] session to all early career academics.”

Following the two previous courses, “Research Data” will aim to integrate research skills with good research practices. In other words, it aims to integrate the “how” and the “why”. For example, the course will be based around the F.A.I.R. principles for research outputs: Findable, Accessible, Interoperable, Reusable [6].  But rather than merely explaining these principles in abstract, the course aims to equip researchers with tools that will help them to enact those principles in their various research activities.   Our poster shares some of our working ideas in this respect.


  1. Australian Government., National innovation and science agenda. 2015. Available from:, accessed 31 Aug 2017.
  2. Australian Government, Productivity Commission. Data availability and use, draft report. 2016. Available from:, accessed 31 Aug 2017.
  3. Australian Government, Department of Education and Training. 2016 National research infrastructure roadmap. Available from:, accessed 31 August 2017.
  4. McGagh, J., Marsh, H., Western, M., Thomas, P., Hastings, A., Mihailova, M., and Wenham, M. (ACOLA). 2016. Review of Australia’s Research Training System. Report for the Australian Council of Learned Academies. Available from:, accessed 31 Aug 2017.
  5. Queensland University of Technology. Authorship, publication, and peer review. Available from:, accessed 31 Aug 2017.
  6. FORCE11. Guiding principles for findable, accessible, interoperable and re-usable data publishing version B1.0. Available from, accessed 31 Aug 2017.




Mark Hooper is Education and Cultural Change Coordinator for the Office of Research Integrity at QUT.  He has designed and delivered educational materials and curricula across the academic, professional, government, and industry sectors. His PhD is in the field of philosophy and examined David Hume’s account of cognitive error. 

Sharron Stapleton has over twenty years’ experience in information research and management in corporate, academic and government sectors.  She is currently Research Data Librarian at QUT and supports researchers in managing and publishing their data.

Katya Henry is the Research Support Librarian at QUT Library.  Passionate about the Library and Information Science profession, Katya has experience in academic, school and State libraries, together with tertiary teaching and research roles.

Stephanie Bradbury is the Research Support Manager at QUT Library.  She coordinates a range of activities that support QUT’s research community including: the library’s researcher skills training workshops; research impact reporting, and data management service and scholarly publishing strategies. In the past 20 years, Stephanie has worked in various areas of QUT including Institute of Health and Biomedical Innovation (IHBI) as Information Manager, and the Research Students Centre as Research Training Coordinator.