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Dr Nicky Cashman, Aberystwyth University [email protected] Gregynog, 2010

Dr Nicky Cashman, Aberystwyth University [email protected]@aber.ac.uk Gregynog, 2010

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Page 1: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Dr Nicky Cashman, Aberystwyth University [email protected], 2010

Page 2: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Use of data Formatting Ethical issues Where to start Gathering information Creating the document Surveys and other forms of reporting Conclusion

Page 3: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Descriptive: Statistics that merely describe the group they belong to, e.g. the class did well on its first exam, with a mean (average) score of 89.5%

…and inferential. These are statistics used to draw conclusions about a larger group of people, e.g. our research indicates that only 33% of people like purple cars

Page 4: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 5: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Any statistical investigation produces an output data that needs to be analysed. So, organise it, study it under different circumstances and control the data as required

This data needs to be modified in a presentable form so that further conclusions and inferences can be drawn

Page 6: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 7: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Tables – much easier to read than a block of text. It can help to sort the information/group comparisons etc for both you and your audience

Group A Group B Group C Group D

Mean 10.5 12.3 15.9 21.3

S.D.(standard deviation)

2.1 1.2 1.8 2.5

Page 8: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Pie chart – to give a general indication of percentages/groups etc via each ‘slice’

Page 9: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Bar chart – a way of representing absolute numbers

0

1

2

3

4

5

6

7

8

9

10

Category 1 Category 2 Category 3 Category 4 Category 5 Category 6

Series 1

Page 10: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Histogram – a way of encapsulating data that can be summarised on an interval scale

00.5

11.5

22.5

33.5

44.5

5

January February March April

Page Views

Visits

Items archived

Page 11: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Scatter Plot – to illustrate the degree of correlation (not causation) between two variables

0

1

2

3

4

5

6

7

8

9

10

0 1 2 3 4 5 6 7

Age

of

Child

Time watching Tv

Page 12: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Line graph – to demonstrate a continual stream of data which could indicate growth, decline, peaks and troughs

Early years educationNumber of three and four-year-olds at school triples

Page 13: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 14: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Failure to deal honestly with readers about non-random error (bias)

Inappropriate statistical tests and other statistical procedures

Fragmentation of reports Low statistical power Suppressing, trimming, or

“adjusting” data Selective reporting of findings

www.flickr.com

Page 15: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

The task in all of this is to do the best job possible to assure that the numbers represent the actual population or process. Anything which distorts the true depiction of the original population or process might lead to false conclusions, which is an ethical problem

Page 16: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 17: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Costly waste of resources Difficult statistical analysis Data for which interpretation is

controversial Research which is precise but

which answers the wrong questions

Page 18: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Determine beforehand what sort of information is required

Remember that the order or arrangement of the data does not matter

You have the freedom to organise the subject under study – consider keeping subjective material

Creating a statistical data set is only the first step in research. The interpretation and validity of the inferences drawn from the data is what is most important

www.flickr.com

Page 19: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Who has asked for this report? Who is likely to read this report? What do you think they want to know

about? What do you want to highlight? Do you need to collaborate with colleagues? What is the eventual purpose of the report? Should it be monthly, bi-annual and/or

annual?

http://www.mindwaveglobal.com/Profile.html

Page 20: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 21: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

http://www.google.com/analytics/ with repository statistics [IR Stats with E-Prints]• Top articles• Top theses• Most searched departments• Number of visits/hits & from where in the world

Asking individual academics for comments

Listing past, present & future repository projects & collaborations

Page 22: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 23: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 24: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 25: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

TRY SOME VARIATION…SOME COLOUR…DIFFERENT FORMATS…

Page 26: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

General Overview

JAN FEB MAR APR MAY JUN Total

Items Archived

49 25 41 40 202 96 453

Page views 17,590 20,649 25,787 21,603 26,462 22,616 134,707Visits 4,585 5,349 7,368 7,054 7,307 6,168 37,831

VISITS: JAN-JUNE 09 WORLD-WIDE PERCENTAGE

UK - 13,570 35.87%US - 6,026 15.93%Ind - 1,819 4.81%Can - 1,128 2.98%Aus - 936 2.47%Ger - 916 2.42%Spa - 856 2.26%Chi - 714 1.89%Ita - 563 1.49%Fra - 519 1.37%

TRAFFIC SOURCES OVERVIEW

Search Engines (55.79%)

Referring Sites (33.34%)

Direct Traffic (10.87%)

TOP 10 COUNTRIES

1. UK

2. US

3. India

2. Canada

5. Australia

6. Germany

7. Spain

8. China

9. Italy

10. France

CADAIR: STATISTICAL REPORT – JANUARY - JUNE 2009

Page 27: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Top 3 articles across Aberystwyth University

Top 3 theses Main contributors (departments) Projects Collaborations

Page 28: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Thank you for the invitation to add papers on Cadair. Prof Michael Hambrey, IGES.

That’s all looking very good. Thanks for addressing it so quickly. Prof David Ian Rabey, TFTS

'I have found CADAIR to be a most effective and efficient way of publicising my work’. Prof Nicholas Wheeler, InterPol.

“I think CADAIR is a vital resource for the University, and should be the default used to accurately record and assess research output. My view is that it should record only published outputs: preprints should be discouraged as there are servers available for this purpose elsewhere. It should be used internally for consideration by committees such as Awards and Titles, post-graduate competitions, departmental research monitoring, etc. Externally, it fulfils the role of dissemination of published research now required by the Research Councils. It is easy to use and compares favourably with other repositories. There is no reason why CADAIR should not become mandatory, and act as the definitive source of information on published research output for Aberystwyth”. Prof John Gough, IMAPS

“I think that Cadair represents a very helpful new development in the services provided by the university. The internet is a most powerful research tool – increasingly papers are being accessed first in this way. From my perspective Cadair provides an opportunity to give access to work that is no longer available elsewhere and also links to more recent work which is available in print or internet form”. Prof Howard Williams, Department of International Politics.

Page 29: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

11,885 visits from US cities

New York

Atlanta

Washington

Columbus

Seattle

Chicago

Los Angeles

Houston

Austin

San Francisco

27, 074 visits from UK cities.London

Aberystwyth

Birmingham

Manchester

Cardiff

Glasgow

Bristol

Edinburgh

Sheffield

Leeds

Nottingham

Cambridge

Swansea

Oxford

MOST SEARCHED DEPARTMENTS: Information Studies – 677 timesIBERS – 422 timesComputer Science – 363 timesHistory and Welsh History – 340 timesInternational Politics – 305 times

Page 30: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010
Page 31: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

50 universities and their e-theses mandates were surveyed – questions via email to UKCoRR discussion list + hard copy forms (survey monkey another option)

There are 166 universities in the UK (Universities UK 04/05/2010)

Therefore, this inferential survey shows 30.1% of them all (50÷166x100)

Organise data under appropriate headings Plot information initially on an Excel spreadsheet

if you are comfortable with this format

http://pinoyelections.com/wp-content/uploads/2010/03/survey.jpg

Page 32: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Proposal to AU Research Degree Board to move to an opt-out mandate

Of 50 UK HEIs, 34 have opt-out mandates, 8 opt-in, 8 none at all

Page 33: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Headings included:• What mandate does AU

presently have? • What have been the problems

faced? • What mandates do other UK

HEIs have? • Why choose opt-out?• How can we address potential

issues?• What do we do next?

TOP 5 THESES IN AU Depts. No of hits

Postmodern Nihilism English 3038

Poetics of the Past English 2332

Management Control Systems

SMB 2210

A Library of our Own DIS 1718

Consonantal System of Cornish

Welsh 1626

Page 34: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

For individual academics – how many hits an article has received/where in the repository list

For departments – impact of articles/items submitted to repository/impact of postgraduate theses

To your own department – external visits to the repository etc

Personal portfolio – detailed examples of work achieved/courses attended/presentations given

http://www.aecsoftusa.com/picElements/2TierReporting.jpg

Page 35: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

PRESENTATIONSCONFERENCES & EVENTSINDIVIDUALLY DESIGNED TRAINING & WORKSHOPSINTENAL/REPOSITORY MEETINGSEXTERNAL MEETINGSCOURSES ATTENDEDONE-TO-ONE MEETINGS WITH ACADEMICSI.S. RELATED ACTIVITIESREPOSITORY PROJECTSMEMBERSHIPS/ASSOCIATIONSREPORTS/PUBLICATIONS & ADVOCACY

http://office.microsoft.com/en-us/templates/TC300001821033.aspx?CategoryID=CT101043361033

Page 36: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Were the original questions important? Were the assumptions from which the original

questions emerged valid? Was there adequate precision and planning?Was there the proper degree of generality?Was the research overambitious?Have there been proper control checks?Was there an extension of the purpose of the

research after it was planned, for another function?

Page 37: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Know who the information is for Gather relevant data Decide on appropriate formats Use a variety if possible Ask for opinions Make sure data is correct

Page 38: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Bailar, J. C. (1997) Science, Statistics and Deception, in Research Ethics: A Reader (Deni Elliott and Judy E. Stern, eds., Hanover University Press: of New England, 104.

Brown, J. (n. d.)Literature review of research into attitudes towards electronic theses and dissertations (ETDs). London E-Prints Access Project, http://www.sherpa-leap.ac.uk/

Greig, M. (2005) Implementing electronic theses at the University of Glasgow: cultural challenges. Library Collections, Acquisitions and Technical Services, 29, 326-335.

Nelson, L. A., Crotty, M. (n. d.) The Ethical Use Of Statistics in Research. North Carolina State University. Initial draft.

Pickton, M.J., McKnight, C. (2006) Research students and the Loughborough institutional repository. Journal of Librarianship and Information Science, 38, (4), 203-219.

Office for National Statistics: http://www.statistics.gov.uk/glance/ American Statistical Association: http://www.amstat.org/publications/sadm.cfm International Statistical Institute: http://isi.cbs.nl/ethics.htm

Page 39: Dr Nicky Cashman, Aberystwyth University nnc@aber.ac.uknnc@aber.ac.uk Gregynog, 2010

Unless otherwise referenced, all images from Word Clip Art or my own charts and data.

Nicky Cashman, Gregynog 2010 [email protected]