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Available. Open Access. Open Access
Article
Publication date: 31 October 2023

Neema Florence Mosha and Patrick Ngulube

The study aims to investigate the utilisation of open research data repositories (RDRs) for storing and sharing research data in higher learning institutions (HLIs) in Tanzania.

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Abstract

Purpose

The study aims to investigate the utilisation of open research data repositories (RDRs) for storing and sharing research data in higher learning institutions (HLIs) in Tanzania.

Design/methodology/approach

A survey research design was employed to collect data from postgraduate students at the Nelson Mandela African Institution of Science and Technology (NM-AIST) in Arusha, Tanzania. The data were collected and analysed quantitatively and qualitatively. A census sampling technique was employed to select the sample size for this study. The quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), whilst the qualitative data were analysed thematically.

Findings

Less than half of the respondents were aware of and were using open RDRs, including Zenodo, DataVerse, Dryad, OMERO, GitHub and Mendeley data repositories. More than half of the respondents were not willing to share research data and cited a lack of ownership after storing their research data in most of the open RDRs and data security. HILs need to conduct training on using trusted repositories and motivate postgraduate students to utilise open repositories (ORs). The challenges for underutilisation of open RDRs were a lack of policies governing the storage and sharing of research data and grant constraints.

Originality/value

Research data storage and sharing are of great interest to researchers in HILs to inform them to implement open RDRs to support these researchers. Open RDRs increase visibility within HILs and reduce research data loss, and research works will be cited and used publicly. This paper identifies the potential for additional studies focussed on this area.

Available. Open Access. Open Access
Article
Publication date: 24 August 2022

Neema Florence Mosha and Patrick Ngulube

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

1518

Abstract

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.

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Article
Publication date: 26 December 2024

Neema Florence Vincent Mosha and Patrick Ngulube

This study aims to explore the strategies for implementing research data management (RDM) services in Tanzania’s higher education institutions (HEIs).

23

Abstract

Purpose

This study aims to explore the strategies for implementing research data management (RDM) services in Tanzania’s higher education institutions (HEIs).

Design/methodology/approach

The study drew upon the technology, organization, people and environment (TOPE) framework. Using a qualitative case study approach, data was collected through semistructured interviews with librarians, lecturers, information and communication technologies (ICT) and research and innovation staff. Data was thematically analyzed.

Findings

Numerous participants recognized the importance of RDM services, such as creating data management plans, enhancing the retrieval and reuse of research data and offering support for data curation and preservation. The study also identified organizational support, including developing policies and guidelines, providing financial assistance and ensuring data security. Furthermore, the study highlighted the importance of ICT infrastructure, including servers, software and hardware. A lack of ICT infrastructure and limited skills and knowledge among those responsible for implementing RDM services were among the challenges identified.

Research limitations/implications

This study used the TOPE framework, along with relevant literature, to guide the formulation of research objectives and questions. While the TOPE framework offers a comprehensive view through its four dimensions, there is a need to integrate additional models, such as data curation, to achieve a more holistic understanding.

Practical implications

This study provides valuable insights into strategies for implementing RDM services in HEIs. It highlights the importance of professional development for stakeholders, enabling them to develop and enforce effective strategies supporting a data-driven research agenda.

Originality/value

This study contributes original insights by outlining the necessary strategies for HEIs to consider when implementing RDM services. The study adds value to understanding effective RDM implementation requirements in an academic setting by identifying various strategies for developing RDM activities.

Details

Collection and Curation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9326

Keywords

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Article
Publication date: 28 January 2025

Neema Florence Mosha

This study examined the role of artificial intelligence (AI) tools in facilitating the accessibility and usability of electronic resources (e-resources) in academic libraries.

56

Abstract

Purpose

This study examined the role of artificial intelligence (AI) tools in facilitating the accessibility and usability of electronic resources (e-resources) in academic libraries.

Design/methodology/approach

This study employed a quantitative descriptive survey to collect data from library users. The population targeted was sampled using a purposive sampling technique. A total of 427 (58%) participated in this study.

Findings

Most respondents preferred electronic journals (e-journals) among the e-resources stored in academic libraries. Chatbots were identified as preferred AI tools for accessing and enhancing the usability of these resources. Strategies mentioned included the potential for integrating AI tools across various e-resources. However, among the challenges reported was the inability to integrate AI tools with the existing library management systems. Improving e-resource discovery and access can significantly enhance the effectiveness of AI tools in academic libraries.

Originality/value

Originality in the context of AI applications in academic libraries refers to the unique approaches, innovative tools and creative solutions that enhance the accessibility and usability of electronic resources. By focusing on unique solutions that enhance the accessibility and usability of e-resources, these libraries can better serve their diverse user populations and adapt to the evolving landscape of information needs.

Details

Library Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0143-5124

Keywords

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Article
Publication date: 14 September 2012

Neema Florence Mosha and Paul Manda

This paper aims to investigate the level of HIV/AIDS information among undergraduate students at two university colleges in Tanzania, and its role in changing risky sexual…

980

Abstract

Purpose

This paper aims to investigate the level of HIV/AIDS information among undergraduate students at two university colleges in Tanzania, and its role in changing risky sexual behaviour.

Design/methodology/approach

In total, 151 undergraduate students from Kilimanjaro Christian Medical College and Moshi University College of Cooperative and Business Studies were surveyed by means of a questionnaire.

Findings

Of respondents 86 per cent were aware of the pandemic and its modes of transmission. The main sources of information were books, journals, magazines, television, internet, DVD/CD, radio and research reports. A total of 32 per cent reported having tested for HIV/AIDS; 40 per cent use condoms during sexual intercourse. Among condom users 63 per cent used them consistently. Factors hindering the use of HIV/AIDS information include the time spent on studies, the unavailability of the information, and the religious, cultural and family background of respondents.

Research limitations/implications

In a country with over 30 university and university colleges, generalization is not possible on the basis of research restricted to a small number.

Practical implications

Universities should establish partnerships and networks with various stakeholders to ensure access to HIV/AIDS information and to share experiences.

Originality/value

The level of HIV/AIDS information among Tanzanian undergraduates is under‐investigated. This paper helps to fill some of the gaps in the research.

Details

Aslib Proceedings, vol. 64 no. 5
Type: Research Article
ISSN: 0001-253X

Keywords

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Article
Publication date: 25 November 2013

Edda Tandi Lwoga and Neema Florence Mosha

The aim of this paper is to assess information needs and information seeking behaviour of parents and caregivers of children with mental illness at the Kilimanjaro Christian…

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Abstract

Purpose

The aim of this paper is to assess information needs and information seeking behaviour of parents and caregivers of children with mental illness at the Kilimanjaro Christian Medical Centre (KCMC) in Tanzania. The study mainly assessed the information needs of parents and caregivers of children with mental illness, their preferable sources of health information, and their constraints on information seeking.

Design/methodology/approach

This study used a case study research design, where 168 structured questionnaires were distributed to parents and caregivers of children with mental illness at the Neurological Pediatrics Outpatient Clinic of KCMC. The rate of response was 89.3 per cent.

Findings

The study found that health information needs of parents and caregivers were mainly associated with health care (for example, nutrition, treatment) and health education. Parents and caregivers of children with mental illness used the internet as the main source of information about their children's health, which was followed by printed books and television. Health information seeking behaviour appeared similar across gender categories, but there were differences on the use of print and electronic information sources according to age and level of education. The main factors that hindered access to health information included low level of education, lack of funds and health information illiteracy.

Practical implications

The paper provides useful suggestions that would facilitate information seeking and use among parents and caregivers of children with mental illness in Tanzania and other countries with similar conditions.

Originality/value

Previous studies on the topic are scanty and, therefore, the paper provides important insights into the information needs and information seeking behaviour of parents and caregivers of children with mental illness in a developing country setting.

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Book part
Publication date: 15 May 2023

Neema Florence Vincent Mosha and Edith Talina Luhanga

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world…

Abstract

In 2020, the Covid-19 pandemic resulted in full or partial lockdowns of higher education institutions (HEIs) in most countries worldwide. On the other hand, HEIs around the world were faced with the difficult questions of how to continue to provide training, learning and research activities to students during outbreaks, epidemics and pandemics. Online and blended learnings are relatively new modes of teaching and learning activities which enable HEIs to offer either online only or a combination of online and physical-based programs of study respectively. Adoption of such learning practices helped ensure continued HEIs operations during outbreaks, epidemics and pandemics. However, there are HEIs which still have no or limited investment in online and blended learning. This chapter outlines the different models of online and blended learning that HEIs can adopt, demystify the benefits, values and challenges posed by these models, necessary infrastructure including information and communication technologies (ICTs) as well as required staff and student support services to ensure effective and efficient uptake and usage. It further shows that with a deliberate initial investment in the necessary infrastructure, staff and student support services, the resources of and potential for online and blended programs can be enormous. It also outlines remote learning models that HEIs can adopt, how to support students’ readiness for online and blended learning, the benefits and challenges posed by employing online and blended learning in HEIs and the necessary infrastructure and support services.

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Keywords

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Book part
Publication date: 15 May 2023

Abstract

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

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Book part
Publication date: 15 May 2023

Enakshi Sengupta

What started as an apparently benign virus in a remote district of China suddenly had the entire world under its grip, with thousands dying every day in all parts of the world…

Abstract

What started as an apparently benign virus in a remote district of China suddenly had the entire world under its grip, with thousands dying every day in all parts of the world. World Health Organization declared it a pandemic and requested every country and every institution to minimize human contact and maintain spatial distance. The pandemic was there to stay and while the world tried to find its antidote months and years passed before a solution was found, or nearly so. Educational institution was affected with the entire economy of every country. Future of our next generation and the continuity of education were at stake. The only possible solution was to teach and learn from the safe corner of one’s home. It meant a transition of the entire education system to an online mode, which was unprecedented. Institutions grappled with technology, trying to find the right approach of imparting education, with added expenses and training the academicians to find a level of comfort teaching online. This book explores the theory that evolved around online teaching and cites evidence that has been gathered toward self-regulation and resiliency, highlighting the power and privilege and the best practices for implementing techniques to support students. COVID-–19 meant a paradigm shift toward teaching–learning methods and soon became the “new norm” in designing curricula so that students can continue with their journey toward acquiring high-standard quality education without any disruption in the future.

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Keywords

Available. Content available
Book part
Publication date: 15 May 2023

Free Access. Free Access

Abstract

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

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