Enabling quantitative data analysis through e-infrastructures

This paper discusses how quantitative data analysis in the social sciences can engage with and exploit an e-Infrastructure. We highlight how a number of activities which are central to quantitative data analysis, referred to as ‘data management’, can benefit from e-infrastructure support. We conclude by discussing how these issues are relevant to the DAMES (Data Management through e-Social Science) research Node, an ongoing project that aims to develop e-Infrastructural resources for quantitative data analysis in the social sciences

Bridging the Gap Between Traditional Metadata and the Requirements of an Academic SDI for Interdisciplinary Research

Metadata has long been understood as a fundamental component of any Spatial Data Infrastructure, providing information relating to discovery, evaluation and use of datasets and describing their quality. Having good metadata about a dataset is fundamental to using it correctly and to understanding the implications of issues such as missing data or incorrect attribution on the results obtained for any analysis carried out. Traditionally, spatial data was created by expert users (e.g. national mapping agencies), who created metadata for the data. Increasingly, however, data used in spatial analysis comes from multiple sources and could be captured or used by nonexpert users – for example academic researchers ‐ many of whom are from non‐GIS disciplinary backgrounds, not familiar with metadata and perhaps working in geographically dispersed teams. This paper examines the applicability of metadata in this academic context, using a multi‐national coastal/environmental project as a case study. The work to date highlights a number of suggestions for good practice, issues and research questions relevant to Academic SDI, particularly given the increased levels of research data sharing and reuse required by UK and EU funders

Sharing Qualitative and Qualitative Longitudinal Data in the UK: Archiving Strategies and Development

Over the past two decades significant developments have occurred in the archiving of qualitative data in the UK. The first national archive for qualitative resources, Qualidata, was established in 1994. Since that time further scientific reviews have supported the expansion of data resources for qualitative and qualitative longitudinal (QL) research in the UK and fuelled the development of a new ethos of data sharing and re-use among qualitative researchers. These have included the Timescapes Study and Archive, an initiative funded from 2007 to scale up QL research and create a specialist resource of QL data for sharing and re-use. These trends are part of a wider movement to enhance the status of research data in all their diverse forms, inculcate an ethos of data sharing, and develop infrastructure to facilitate data discovery and re-use. In this paper we trace the history of these developments and provide an overview of data policy initiatives that have set out to advance data sharing in the UK. The paper reveals a mixed infrastructure for qualitative and QL data resources in the UK, and explores the value of this, along with the implications for managing and co-ordinating resources across a complex network. The paper concludes with some suggestions for developing this mixed infrastructure to further support data sharing and re-use in the UK and beyond

The systematic implementation of an innovative postgraduate online learning model in the middle east

This paper aims at examining the factors contributing to effective implementation of online learning in the Middle East higher education sector, through investigating the success and learning effectiveness of an innovative online learning model offered jointly by three prestigious universities in two different Arab countries. A mixed-method research approach was employed to triangulate data collected from key stakeholders engaged with the programme, namely senior managers and enrolled students, to derive findings that would inform managers, trainers and educators, from a systemic implementation, faculty-development and course-design perspective. Qualitative data gathered from face-to-face, semi-structured interviews with a number of senior managers took place delineated on the necessary enabling conditions to create, design and offer a quality online programme. Quantitative data collected from a student satisfaction survey examined factors contributing to perceived learning and student satisfaction in an online learning context. Following thematic analysis, five major factors were identified as critical for effective online learning implementation, namely: Rationale and Motivating Factors, Technology Infrastructure, E-Learning Pedagogy and Support Infrastructure, Course Design and Delivery and Lessons Learned. Results showed that Course Structure/Organisation, Learner Interaction, Student Engagement and Instructor Presence appeared to be the major factors contributing to high satisfaction and perceived learning. This paper argues that the shift towards blended and online modes of learning is inevitable, advocating the fundamental conception that online education is instrumental in expanding access to tertiary education. If properly designed and implemented, online education has the potential to alleviate academic rigor through improved faculty productivity at reduced tuition costs. Implications for further research and practical recommendations are also discussed

Scorecards and social accountability for improved maternal and newborn health services: a pilot in the Ashanti and Volta regions of Ghana

Background: With the limited availability of quality emergency obstetric and newborn care (EmONC) in Ghana, and a lack of dialogue on the issue at district level, the Evidence for Action (E4A) program (2011-2015) initiated a pilot intervention using a social accountability approach in two regions of Ghana. Objective: Using scorecards to assess and improve maternal and newborn health services, the intervention study evaluated the effectiveness of engaging multiple, health and non-health sector stakeholders at district level to improve the enabling environment for quality EmONC. Methods: The quantitative study component comprised two rounds of assessments in 37 health facilities. The qualitative component is based on an independent prospective policy study. Results: Results show a marked growth in a culture of accountability, with heightened levels of community participation, transparency, and improved clarity of lines of accountability among decision-makers. The breadth and type of quality of care improvements were dependent on the strength of community and government engagement in the process, especially in regard to more complex systemic changes. Conclusion: Engaging a broad network of stakeholders to support MNH services has great potential if implemented in ways that are context-appropriate and that build around full collaboration with government and civil society stakeholders