Keeping Research Data Safe 2: Final Report

The first Keeping Research Data Safe study funded by JISC made a major contribution to understanding of long-term preservation costs for research data by developing a cost model and indentifying cost variables for preserving research data in UK universities (Beagrie et al, 2008). However it was completed over a very constrained timescale of four months with little opportunity to follow up other major issues or sources of preservation cost information it identified. It noted that digital preservation costs are notoriously difficult to address in part because of the absence of good case studies and longitudinal information for digital preservation costs or cost variables. In January 2009 JISC issued an ITT for a study on the identification of long-lived digital datasets for the purposes of cost analysis. The aim of this work was to provide a larger body of material and evidence against which existing and future data preservation cost modelling exercises could be tested and validated. The proposal for the KRDS2 study was submitted in response by a consortium consisting of 4 partners involved in the original Keeping Research Data Safe study (Universities of Cambridge and Southampton, Charles Beagrie Ltd, and OCLC Research) and 4 new partners with significant data collections and interests in preservation costs (Archaeology Data Service, University of London Computer Centre, University of Oxford, and the UK Data Archive). A range of supplementary materials in support of this main report have been made available on the KRDS2 project website at http://www.beagrie.com/jisc.php. That website will be maintained and continuously updated with future work as a resource for KRDS users

Competencies of project managers in Hong Kong

Thesis (B.Sc)--University of Hong Kong, 2004.published_or_final_versio

Integrative Learning and Interdisciplinary Information Systems Curriculum Development in Accounting Analytics

This paper develops the structure for an integrative model information systems curriculum on Accounting Analytics, which affords students the opportunities to develop domain knowledge along with application of data analytics. As industry experiences rapid technological change, university curricula must remain current in order to be effective. Curriculum content is further advanced and established with input from industry organizations that employ graduates of the programs. The paper output includes a curriculum review of top accounting programs, course curriculum map, accounting data skills matrix, and professional opportunities. The curriculum review utilizes an empirical text analytics methodological approach to extract patterns and develop additional insights for the advancement of accounting information systems research. To minimize curricular disruption, existing courses can be utilized as core curriculum, enhancing key courses to complete undergraduate, graduate, or certificate programs. The Accounting Analytics customized curriculum provides students an opportunity to take advantage of the growing interdisciplinary field and student interest among accounting and analytical career paths. The integrative curriculum is developed to better prepare graduates with the critical knowledge, skills, and abilities to excel in this new-age workforce

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning