Sharing Data with Social Scientists at Teaching Universities

研究资助机构现在坚持要求研究人员 在他们的支持下开发的研究数据可供他人使用。 其目标是鼓励科学的开放性和完整性， 确保有效使用研究资金，并提供培训 资源 该项目通过创建 一个现场实验，其中共享数据被请求，使用， 存档在一个大型和divrse教学大学。 项目 调查了社会科学家在被问及他们的 数据，什么问题（例如，道德的、态度的、经济的）抑制 数据共享以及如何缓解这些问题;以及哪些影响数据 分享对利益，开放性和研究活动的影响 学生和教师谁要求和使用数据，并参加 研讨会是该项目的一部分。 该项目将生产 关于数据共享和非共享行为的调查结果， 数据共享的用途、好处、问题和教学， 在以教学为主的大学中， 支持数据共享。 项目成果将有助于 寻求提高数据有效性的科学决策者 分享，给那些想在教学中使用共享数据的教师 研究价值观和技能，以及大学服务和 希望提高教师和学生技能的行政人员 数据使用。 本研究源于一项规划的成功完成 这一阶段的成果是在美国科学促进会上举行了一次关于数据共享的会议 在1989年的年度会议上，在IRB发表的几篇文章中， 在其他地方，并在收集的文件正在审查， 出版物 共同主要研究者非常合格; 机构支持非常好;实地研究计划是 良好的，并应提供丰富的信息，机会， 和数据共享的限制。 结果将广泛 传播和相关的研究人员和教育 政策制定者。 建议提供支持。

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.