Sharing Data with Social Scientists at Teaching Universities

研究资助机构现在坚持要求调查人员将在他们的支持下开发的研究数据提供给其他人。目标是鼓励科学的公开性和完整性，确保研究资金的有效使用，并提供培训资源。这个项目通过创建一个现场实验来考察数据共享行为，在这个实验中，共享数据被请求、使用和存档在一个大型的、分散的教学大学。该项目调查了社会科学家在被要求提供数据时是如何回应的，哪些问题(例如，伦理、态度、财务)阻碍了数据共享，以及如何缓解这些问题；以及数据共享对请求和使用数据并参加作为项目一部分的研讨会的学生和教职员工的兴趣、开放性和研究活动有什么影响。该项目将产生关于数据共享和不共享行为的结论，关于数据共享的用途、好处、问题和教学的结论，特别是在主要是教学的大学中，以及大学支持数据共享的模式。项目结果将对寻求提高数据共享有效性的科学政策制定者、希望在教学研究价值和技能中使用共享数据的教职员工以及希望提高教职员工和学生使用数据技能的大学服务和行政人员有用。这项研究源于一个规划阶段的成功完成，该阶段的成果是在1989年的AAAS年会上举行了一次关于数据共享的会议，在IRB和其他地方发表了几篇文章，并收集了一系列正在审查以供出版的论文。联合首席调查员非常合格；机构支助非常好；实地研究计划很好，应该提供关于共享数据的机会和制约因素的丰富信息。结果将广泛传播，并与研究人员和教育政策制定者相关。建议您提供支持。

Research funding agencies are now insisting that investigators make research data developed with their support accessible to others. The goals are to encourage openness and integrity in science, to ensure efficient use of research funds, and to provide training resources. This project examines data sharing behavior by creating a field experiment in which shared data are requested, used, and archived in a large and divrse teaching university. The project investigates how social scientists respond when asked for their data, what problems (e.g., ethical, attitudinal, financial) inhibit data sharing and how these may be mitigated; and what impact data sharing has on the interests, openness, and research activity of students and faculty who request and use data, and attend the workshops that are part of the project. The project will produce findings on data sharing and non-sharing behavior, findings on the uses, benefits, problems and teaching of data-sharing, particularly in primarily teaching universities, and models for university support for data sharing. Project results will be useful to science policy makers who seek to improve the effectiveness of data sharing, to faculty who want to use shared data in teaching research values and skills, and to university service and administrative staff who want to improve faculty and student skills in data use. This study grows out of the successful completion of a planning phase, which resulted in a session on data sharing at the AAAS annual meeting in 1989, in several articles published in IRB and elsewhere, and in a collection of papers under review for publication. Co-principal investigators are very well-qualified; institutional support is very good; the field research plans are good and should provide rich information about opportunities for and constraints on data sharing. Results will be widely disseminated and relevant to both researchers and educational policymakers. Support is recommended.