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The purpose of this paper is to investigate the differences between scientific disciplines (SDs) in Slovenia in research data literacy (RDL) and research data management (RDM) to form recommendations regarding how to move things forward on the institutional and national level.

Purposive sample of active researchers was used from widest possible range of SD. Data were collected from April 21 to August 7, 2017, using 24-question online survey (5 demographic, 19 content questions (single/multiple choice and Likert scale type). Bivariate (ANOVA) and multivariate methods (clustering) were used.

The authors identified three perception-related and four behavior-related connections; this gave three clusters per area. First, perceptions – skeptical group, mainly social (SocS) and natural sciences (NatS): no clear RDM and ethical issues standpoints, do not agree that every university needs a data management plan (DMP). Careful group, again including mainly SocS and NatS: RDM is problematic and linked to ethical dilemmas, positive toward institutional DMPs. Convinced group, mainly from humanities (HUM), NatS, engineering (ENG) and medicine and health sciences (MedHeS): no problems regarding RDM, agrees this is an ethical question, is positive toward institutional DMP’s. Second, behaviors – sparse group, mainly from MedHeS, NatS and HUM, some agricultural scientists (AgS), and some SocS and ENG: do not tag data sets with metadata, do not use file-naming conventions/standards. Frequent group – many ENG, SocS, moderate numbers of NatS, very few AgS and only a few MedHeS and HUM: often use file-naming conventions/standards, version-control systems, have experience with public-domain data, are reluctant to use metadata with their RD. Slender group, mainly from AgS and NatS, moderate numbers of ENG, SocS and HUM, but no MedHeS: often use public-domain data, other three activities are rare.

Research could be expanded to a wider population, include other stakeholders and use qualitative methods.

Results are useful for international comparisons but also give foundations and recommendations on institutional and national RDM and RDL policies, implementations, and how to bring academic libraries into the picture. Identified differences suggest that different educational, awareness-raising and participatory approaches are needed for each group.

The findings offer valuable insight into RDM and RDL of Slovenian scientists, which have not yet been investigated in Slovenia.

The paper considers the development of the unique fiscal relationship that exists between the government of Fiji and Emperor gold mines. Over a period of 40 years Emperor has not only paid negligible amounts of taxes and royalties it has frequently been directly subsidised by the state. In 1983 the government signed the Vatukoula tax agreement which effectively gave new mines a tax holiday for over 20 years. At the time of writing, Emperor regularly declares a dividend, is profitable in comparison to similar mines and pays no corporate taxes. The tax agreement stands as unique among developing countries in terms of allowing all potential rents from the mine to pass directly to the mine owners and almost nothing to the resource owner.

This column seeks to examine the role of libraries in the description, organization, and accumulation of critical research data.

This is an opinion column, but the literature was briefly examined to understand the trends for this area.

Libraries have an important role in data curation and preservation regarding the research data output of a university.

There is a very important opportunity for libraries to take the lead in the important area of data curation and preservation regarding research data.

Libraries can play a vital role in establishing orderly policies and procedures surrounding the curation, preservation, and organization of important research data, which is an emerging area at research institutions, but is becoming an acute need.

The purpose of this paper is to better understand the data practices, influences and needs of researchers at a major public research institution.

This paper is based on the results of a pre-tested, web-based survey of University of Kansas faculty, staff, researchers and graduate students.

Influences on data practices and data needs vary with the research methodology and academic discipline of the researcher.

Academic libraries may need to adjust the services they offer to meet the varying needs of researchers in differing disciplines using differing methodologies.

This study adds to the developing literature describing research data management.

The study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their research data.

The study triangulated research methods. Postgraduate students were investigated using survey questionnaires to learn about their needs and perceptions of the teaching RDM courses in HLIs. Key informants (academicians, information and communication technologists and library staff) were also investigated using in-depth interviews to explore their experiences and knowledge of teaching RDM courses. SPSS statistical software was used for analysing quantitative data; qualitative data were analysed thematically.

A total of 70 questionnaires were distributed to postgraduate students with a returning rate of 44 (69%). On the other hand, 12 key informants were interviewed. A low level of RDM literacy was revealed among 38 (86%) respondents. Most respondents 40 (91%) reported the need for HLIs to start teaching RDM courses. A lack of skills and knowledge in teaching RDM courses was revealed among key informants. The competency-based, adaptive and constructive teaching techniques were selected for teaching RDM courses, whereas intensive training and online tutorials were revealed as teaching formats.

This study focused on teaching RDM courses in HLIs. The survey questionnaires were distributed to all 2nd year postgraduate students, however, the findings cannot be generalised to all postgraduate students due to the response rate obtained. The findings obtained from key informants can also not be used as a basis for generalization across HLIs.

This study concluded that postgraduate students need to be well equipped with skills and knowledge on RDM and its related concepts; teaching RDM courses should be regarded as a continuous programme for benefit of students, researchers and the community at large.

Appropriate teaching of RDM courses among students not only ensures that students meet the funders’ and publishers’ requirements, but also encourages students to store and share their research among researchers worldwide; thus increasing collaboration and visibility of the datasets and data owners through data citations and acknowledgements.

This is a comprehensive study that provides findings for HLIs to teach RDM courses in HLIs, especially for postgraduate students. The findings revealed the need for teaching RDM courses in HLIs. The study provides the basis for further RDM research in HLIs and research institutions.

I present and evaluate various explanations for why new workers who were sponsored by oldtimers tend to have better job outcomes (better performance, more satisfaction, and less turnover) than do new workers who were not sponsored.

My evaluations involve searching for evidence that fits (or does not fit) each of the explanations.

The two most popular explanations argue that the job benefits of sponsorship arise because (a) sponsored newcomers have more realistic job expectations than do unsponsored newcomers, or (b) the quality of sponsored newcomers is greater than that of unsponsored newcomers. Unfortunately, these explanations have weak empirical support. A third explanation, largely untested as yet, attributes the performance benefits of sponsorship to social pressures that can arise when someone is sponsored for a job. These pressures include efforts by newcomers to repay the people who sponsored them, efforts by sponsors to assist the newcomers they sponsored after those persons have been hired, and stereotypes among coworkers about the kinds of people who get jobs through sponsors. Although limited as yet, the evidence regarding this new explanation seems promising.

More research on this third explanation for sponsorship effects should be done. Suggestions for how to do such research are reviewed and a relevant experiment is presented.

The ideas and evidence presented here could help employers who want to improve the job outcomes of their new workers. Poor outcomes among such persons are a major problem in many settings.

Although some of my ideas have been mentioned by others, they were not been described in much detail, nor were they tested. My hope is that this chapter will promote new theory and research on the performance benefits of sponsorship, a topic that has been largely ignored in recent years.

This study aims to investigate the perceptions of academic librarians regarding research data services (RDS) in academic library environments. This study also examines a range of challenges in RDS from the perspectives of academic librarians.

A nationwide online survey was administered to academic librarians engaged in data services at research universities around the USA. The collected survey responses were analyzed quantitatively using descriptive statistics, hierarchical clustering and multidimensional scaling.

Academic librarians perceived that consultation services would be more valuable to users than technical services in offering RDS. Accordingly, skills associated with consultation services such as instructional skills and data management planning were perceived by participants to be more important. The results revealed that academic libraries would need to seek collaboration opportunities with other units on campus to develop and offer RDS, especially technical services.

This study contributes to the existing body of research on the topic of data services in research universities. The study investigated various types of specific professional competencies and used clustering analysis to identify closely associated groups of service types. In addition, this study comprehensively examined both relevant resources for and barriers to RDS.

This paper aims to identify the diffusion patterns, especially the communication channels, in the diffusion and adoption of research data management services (RDMS) among libraries.

Literature about the RDMS in individual libraries was gathered and analyzed. Data relevant to the research questions were extracted and analyzed.

Early adopters conduct much original research to create RDMS and they often serve as change agents in diffusing their RDMS and related innovations to other libraries. In contrast, late adopters usually learn from early adopters and use their innovations for establishing their own RDMS. Communication channels used in diffusing RDMS deviate slightly from those reported in general diffusion of innovations (DOI) theories.

Gathered literature provides incomplete and uneven information for RDMS adopters. This makes it difficult to identify adopter categories and test many generalizations in DOI theories. To overcome these limitations, surveys and interviews will be conducted in the future.

Findings from this project contribute to general DOI theories because RDMS is unique compared with many other innovations. The diffusion of RDMS is a decentralized process that involves a high-degree of reinvention and it involves the generation and diffusion of many relevant innovations. The project also identified scholarly communication and inter-organization networks as new types of communication channels that are not well accounted for in existing DOI theories.

The significant increase in refugees in Europe and worldwide during 2015 challenges the paradigm of refugee education. For many decades, ‘refugee education’ has been primarily associated with the education of refugees in countries far-away as the majority of the world’s displaced persons and refugees are hosted by countries in the Global South. However, the recent European ‘refugee crisis’, that is, the large influx of refugees and migrants in Europe, has definitely turned refugee education into a European issue. As refugee students from all over the world enter European classrooms, policy makers, educators and researchers need to rethink refugee education ‘at home’ in order to ensure quality and equity. As many refugees in Europe are here to stay, the challenge is how education can contribute to their inclusion in school as well as their integration into the host society. There is a great need for rethinking the education of refugees resettling in Europe and their inclusion in national school systems. How can universal principles of quality and equity for all students be implemented in national education policies, schools and classroom practice? The current challenges are complex and call for an interdisciplinary approach. Findings and perspectives from refugee education research as well as comparative and international education research can advance our understanding of these issues. This chapter argues for a holistic, whole-school approach to refugee education, which includes education policy, school structures, classroom practice, curricula, pedagogy and teaching materials, as well as cultural awareness and refugee competence.