Data Sharing Practices among Researchers at South African Universities

Cross-border data sharing through the lens of research ethics committee members in sub-Saharan Africa

BACKGROUND

Several factors thwart successful data sharing-ambiguous or fragmented regulatory landscapes, conflicting institutional/researcher interests and varying levels of data science-related expertise are among these. Traditional ethics oversight mechanisms and practices may not be well placed to guarantee adequate research oversight given the unique challenges presented by digital technologies and artificial intelligence (AI). Data-intensive research has raised new, contextual ethics and legal challenges that are particularly relevant in an African research setting. Yet, no empirical research has been conducted to explore these challenges.

MATERIALS AND METHODS

We explored REC members' views and experiences on data sharing by conducting 20 semi-structured interviews online between June 2022 and February 2023. Using purposive sampling and snowballing, we recruited representatives across sub-Saharan Africa (SSA). We transcribed verbatim and thematically analysed the data with Atlas.ti V22.

RESULTS

Three dominant themes were identified: (i) experiences in reviewing data sharing protocols, (ii) perceptions of data transfer tools and (iii) ethical, legal and social challenges of data sharing. Several sub-themes emerged as: (i.a) frequency of and approaches used in reviewing data sharing protocols, (i.b) practical/technical challenges, (i.c) training, (ii.a) ideal structure of data transfer tools, (ii.b) key elements of data transfer tools, (ii.c) implementation level, (ii.d) key stakeholders in developing and reviewing a data transfer agreement (DTA), (iii.a) confidentiality and anonymity, (iii.b) consent, (iii.c) regulatory frameworks, and (iii.d) stigmatisation and discrimination.

CONCLUSIONS

Our results indicated variability in REC members' perceptions, suboptimal awareness of the existence of data protection laws and a unanimously expressed need for REC member training. To promote efficient data sharing within and across SSA, guidelines that incorporate ethical, legal and social elements need to be developed in consultation with relevant stakeholders and field experts, along with the training accreditation of REC members in the review of data-intensive protocols.

Teaching research data management courses in higher learning institutions in Tanzania

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Social implications

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.

Originality/value

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.

African researchers do not think differently about Open Data

A key motivation for Open Science is accessibility. For researchers in resource-poor economies, this translates into access to the methods, data and publications that will foster scientific research and discovery in such communities and environments. Attitudes toward Open Science are in flux, and there is a growing awareness of the roles and responsibilities that researchers have to one another in this regard. This paper explores how African researchers approach issues relating to Open Data by reporting on the State of Open Data Report data. Focusing on the attitudes toward Open Data, this paper reports on how African researchers view (i) data sharing, (ii) the use of shared data, and (iii) the Open Data ecosystem. The findings show that, although the attitudes of African researchers have changed over time, they are not very different from those held by their international counterparts. These findings will aid policymakers, as well as academic and research institutions, in highlighting the areas of future growth for Open Data in Africa.

Genomics governance: advancing justice, fairness and equity through the lens of the African communitarian ethic of Ubuntu

There is growing interest for a communitarian approach to the governance of genomics, and for such governance to be grounded in principles of justice, equity and solidarity. However, there is a near absence of conceptual studies on how communitarian-based principles, or values, may inform, support or guide the governance of genomics research. Given that solidarity is a key principle in Ubuntu, an African communitarian ethic and theory of justice, there is emerging interest about the extent to which Ubuntu could offer guidance for the governance of genomics research in Africa. To this effect, we undertook a conceptual analysis of Ubuntu with the goal of identifying principles that could inform equity-oriented governance of genomics research. Solidarity, reciprocity, open sharing, accountability, mutual trust, deliberative decision-making and inclusivity were identified as core principles that speak directly to the different macro-level ethical issues in genomics research in Africa such as: the exploitation of study populations and African researchers, equitable access and use of genomics data, benefit sharing, the possibility of genomics to widen global health inequities and the fair distribution of resources such as intellectual property and patents. We use the identified the principles to develop ethical guidance for genomics governance in Africa.