Then up pops Tom Barnett, the MD of a technology company that specialises in digital publishing, to tell me that ‘Google has a file the size of an encyclopaedia on everyone in this room.’ Hmmm… I start to feel a vague sense of paranoia. Then I think… pull yourself together, Neil! Google really doesn’t care who you are. They just want to put things in your line of sight that are likely to get you to part with your wages!

These were the thoughts that occurred to me during an event called ‘Observing the Web’ organised by the Web Science Trust. The meeting included academics, industry players, technologists, funders, charities and a lawyer. It highlighted the fact that a global network of Web Observatories is emerging that will help drive new research into how people use the internet. The point of this ‘observing’ is not to take account of every little bit of information, but to understand how trends, fashions and changes of behaviour in relation to the internet might illuminate aspects of our society and culture.

This is of great interest to me and is highly relevant to some ongoing work that I am managing in my role as digital preservation programme manager at Jisc. Last year, working with the British Library and the Internet Archive, we created a large digital collection made up from snapshots of UK websites from 1996-2010. This includes all the UK websites that the Internet Archive managed to collect during that period and represents the world’s best (and in some cases the only) historic record of material that was once freely available online. This is, therefore, a valuable resource in its own right but also has a role to play in the global network of Web Observatories.

I am currently working with the British Library, the Oxford Internet Institute and the Institute of Historical Research to explore how this resource can be used for social science research. There is no shortage of ideas about what research might be carried out using the resource. One proposal suggests a study into the recent history of public health in local government, another on changes in the debate around Euro-scepticism. There are also new opportunities for using analytical methods across the archive: links between websites can reveal how online entities, such as governments, interact with other entities, such as the public. But there are also challenges: internet archives are necessarily only periodic snapshots of the web so significant gaps in the records could affect their usefulness for social science research.

It is early days for working out how we might most effectively use internet archives for research, but it certainly fits with the current trend for using big data to support decision-making and research and development. Even less clear is how we can effectively exploit academic analysis of both the historic and contemporary internet using the open, transparent and universally accessible tools and methods proposed by the Web Science Trust. Such methods contrast with the well-resourced, sophisticated and highly developed (but opaque) methods employed by the corporate observers, such as Facebook, Amazon, Google, Microsoft, Yahoo etc. All of whom have partially or entirely built global-scale businesses on the back of gathering intelligence (at gigantic scale) about how we all use the internet.

In my mind the development of an academic global network of Web Observatories begs the following questions:

• How do we enable different observatories to work together (interoperability)?
• How do we get access to data: apart from Twitter, which of the big corporate organisations will let us use their data?
• What about privacy – will people feel spied upon?
• How do we sustain web observatories for the long term?

This is a fascinating and big topic and I can’t wait to see what comes together. I would also be interested to hear other people concerns and viewpoints on this subject.

There will be more discussion at the ACM Web Science Meeting in Paris in early May 2013.

If you would like to find out more you may be interested in some previous work that Jisc funded – Researcher Engagement with Web Archives.

Follow Neil on Twitter: @neilgrindley

I know that many larger universities and colleges, and those who have found themselves in the FOI spotlight, have already invested in their own systems to help them log and track the requests they receive. However, I’m also aware that there are many more universities and colleges out there for whom the business case did not stack up. They were unable to invest in specialist software, but are now finding that their existing, largely manual, processes are struggling to keep pace.

As part of my role at Jisc infoNet I have been working to develop a possible solution to the management of these requests. I’ve helped create the Information Request Register; this is an Excel based tool which has been developed in conjunction with FOI practitioners from a number of universities. The register offers assistance to universities and colleges, allowing them to:

• Centrally coordinate requests received under different access regimes
• Manage requests with limited staff resources, therefore reducing cost
• Automatically calculate the appropriate deadline of a request response
• View ‘at-a-glance’ visual prompts as to the status of each request
• Use readymade reports which enable providers to view the current state of requests or analyse them during a given period
• Customise the system to meet their specific requirements.

Lastly, another benefit of the register is that it provides information for the annual Information Legislation and Management Survey. The survey’s results are widely accepted as the definitive source of data about the impact of information compliance legislation on the sector, but it takes considerable time and resource for people to submit their data each year. The register collects the data needed for the survey as you go. So, rather than representing a significant body of work each January all that is required is for you to copy the relevant worksheets to a new file and email it to us, and the job is done.

Now that’s what I call a win-win situation!

I hope you decide to give the InformationRequest Register a try and do let me or my colleague Teresa Tocewicz know how you get on as any feedback would be appreciated.

Follow Steve’s blog

Tweet Steve: @sjbailey
Tweet Teresa: @TeresaToc

I work at Somerset College as research & library services manager and many of my colleagues may ask – ‘Is it worth creating various interactive tutorials or embedding other media with the use of digital tools for the sake of a one hour session?’

Let’s be honest here, learners rarely master research or referencing skills in a one hour library instruction session. The sheer amount of information all around them in different types and formats may even leave them more overwhelmed. Alongside this, the numerous methods of referencing information sources can turn learners to the web, (sites like Neil’s Toolbox, for example), and without the proper understanding of how citation works in real terms or what it consists of this is not always a good thing.

This has been helped at some colleges by the induction of an integrated study skills module into the curriculum; this means that librarians are delivering library instruction sessions throughout the academic year. Although, this is not the case everywhere and library staff are often heard saying that getting numerous library instruction sessions booked in for learners would ‘eat away’ at precious tutorial time with their lecturers.

I believe that there are two areas where we can teach learners how to use library materials and reference usage correctly:

• Create effective communication to enhance participation
• Support a learner-centred/interactive approach to activities enhanced by the use of technologies.

Here are some thoughts on how we can help make this happen:

• Communication is fundamental and it does create transformation, awareness about libraries and their services gets cascaded to learners via academic staff almost instantaneously.  In my experience most colleges have staff development departments or units, as they are sometimes called, that can help with organising training sessions for academics. How about thinking of a cunning title that will encourage curiosity and ultimately better attendance (we called one of ours ‘Library at Your Fingertips’)
• Another idea…… librarians ‘roving’ around with tablets (iPad, Samsung Galaxy or their equivalents) and mingling amongst learners and staff demonstrating library resources in less traditional learning environments (see University of Huddersfield’s Project 2012: The Roving Librarian)
• As for teaching materials, rather than venturing into the vastness of cyberspace in search of ready-made tutorials, it can be rather satisfying to create your own that can turn a traditional library instruction into an interactive learning experience. Such tutorials, if uploaded onto a virtual learning environment (VLE), can be particularly helpful in reaching a large number of learners 24/7. What’s more – they are also tailored to individual learning needs and their study levels. Creating an envisioned tutorial through the use of freely available Web 2.0 digital technologies can be a huge accomplishment for librarians and learners alike.  Read our full case study for more information
• At Somerset College our latest development with harnessing technologies involves the use of e-clickers. A vital feature of the TV games’ shows such as Who Wants to be a Millionaire and Jeopardy! are now mimicked during the referencing and research teaching sessions. The use of e-clickers helps to engage learners during their library instruction and results in an increased participation and competitiveness with their peers. Instant feedback provided on screen helps librarians assess learners’ understanding of the subject matter during the session.
• Involving learners in creating tutorials could improve their digital literacy development and employability skills. In doing this you could also be enhancing your own technical skills.

College libraries are always on the lookout for new emerging technologies to see how they can be utilised in improving library instruction and the learning experience. JISC RSC South West has been pivotal in helping us with researching and implementing new technologies as well as showcasing best practice in their use across the academic region. The JISC RSC South West has been key in providing that all-round continuity!

• Recommendation 1 – the need to take steps to enhance the transparency of costs of operational activities within higher education in order to help demonstrate where and how value for money is being delivered.

We’ve developed two tools that can help here. Firstly, the JISC IT Service Costing Toolkit that was funded under the JISC Flexible Service Delivery programme is designed to help universities calculate the cost of their current IT infrastructure and future investments. It can also help managers make the case for alternative service models by allowing you to weigh up investments in new infrastructure versus shared services or hosted services. The toolkit is now used by Oxford University Computing Service in order to provide a sound method for costing their legacy IT Service provision

Under the Digital Preservation programme the JISC Impact Calculator was funded and is available at JISC Infonet. This allows HEIs to baseline and forecast the quantitative impact (including costs) of investing in new ICT solutions. Although the impact calculator’s genesis is in information management it can be applied more widely.

• Recommendation 3 – The report also helps to articulate the sophisticated approach that needs to be taken to the adoption of shared services; that is that shared services are more effective if work is done on streamlining processes prior to implementing changes to shared services.

Within a number of shared services that JISC has worked with the sector on, we’ve examined processes to define where these can be better supported and streamlined. For example JISC has worked with SCONUL as a precursor to taking forward a shared electronic resource management support service on the examination of processes within university libraries. After significant prior work JISC Collections is now managing the establishment of a shared service to support the management of electronic library resources in colleges and universities.

If you’re looking for examples of how other universities and colleges have handled changes to their service delivery, JISC’s Flexible Service Delivery Programme supported the production of some “Process and Service Improvement” case studies. These case studies demonstrate how that with mapping and costing legacy service provision, HEIs can plan for change across a range of business and academic areas.

• Recommendation 10: Developing and implementing new ICT systems and facilities can play an important role in reducing energy costs and lowering carbon emissions, with energy savings from more efficient ICT solutions (including outsourcing)

Through our investments in greening ICT JISC has developed a wealth of knowledge in this area, and this agenda is being further explored with European infrastructure partners through the e-Infranet project.

It is pleasing to see the report note that JISC’s work adds value by developing shared practice, and of course in particular by providing shared services. On page 44 of the report the role of JISC Collections, innovation programmes and other services are noted in terms of offering value for money.

As is highlighted on page 55, JISC is working with HEFCE on the development of University Modernisation Fund (UMF) cloud services, for example the development of a shared cloud brokerage service for universities via Janet. Recommendation 11 mentions the need for procurement expertise and JISC Advance is already taking forward plans, also via UMF, to establish a service to help universities procure the best value administrative systems. The businesses cases for these activities clearly show that they will help drive efficiencies in universities.

JISC welcomes the report and UUK’s leadership in undertaking this work. We look forward to seeing UUK’s plans on implementation, and in particular working with UUK on recommendation number 6, where an ‘efficiency hub’ is proposed to promote relevant services to the sector and to share good practice and innovative developments.

Before I go I have to acknowledge that colleagues Craig Wentworth, Alex Hawker, John Chapman, Neil Grindley and others helped provide information to UUK to show examples of how the sector is working on achieving change and efficiency.

This is part two of a two-part series in response to the UUK report – you can read Rachel’s first blog post commenting on the overall direction of the report here.

I think the report gives a really useful overview of the terrain and sets out the evidence that shows how the university sector is already addressing the agenda but also states how the higher education sector might start to better address efficiency into the future. The report’s  findings are set out against a backdrop of the reduction in the amount of public funding directed at the learning and teaching grant in England alongside the drive across the UK for better value for money.

I was fortunate enough to be involved in the Sub Group that UUK established with representatives from relevant sector agencies and organisations. The Sub Group helped to identify issues and highlight relevant activities for the UK Efficiency and Modernisation Task Group, which was chaired by Professor Ian Diamond, and UUK, to take into account in their deliberations and research.  There’s an overview of the task group’s work here (PDF).  When the work began there was, as you’d expect, quite a focus on shared services, but quite quickly a richer picture emerged of activities that needed to be addressed in order for the sector to move further forward.

As the report states the UK university sector is already pretty effective in its contribution to the economy. As calculated a few years ago, it contributes £59 billion of output to the UK economy, and generates £5.3 billion of export earnings annually.  But UUK recognises the need to do more.  The report shone a light on a wealth of good work already underway, which is heartening.  It states that  perhaps the biggest hurdles to overcome in becoming more efficient lies in the fragmentation of good practice and that there is need for more coordination around solutions and sharing of good practice required.  In his foreword Professor Diamond says,“The sector has been remarkably good at hiding this progress… it will be important that [the many good examples of efficiency are] promoted more widely.”

So key issues that the report says need to be addressed include: further transparency around costs; sharing of good practice and solutions; streamlining internal processes prior to any shared service identification and implementation; further coordination of higher education procurement at a national level and improved frameworks for benchmarking so it can be used as way to drive efficiency.

The report places efficiency in a strategic context and a long-term view of a diverse sector. This takes us to that often mentioned tension around collaboration and competition; this is something that I think the sector already handles in a number of areas and I think the recommendations that UUK set out are a good basis for understanding where efficiencies and collaboration can take place in order to allow for difference and competition to flourish where it makes sense.

So in short this is a useful report, one that looks more broadly than JISC’s mission, but shows how JISC can be part of a more effective and efficient sector through partnership with other agencies, UUK and universities.  I look forward in anticipation to the follow up to the report.

On Monday I’ll share with you the specifics of how we believe JISC can help organisations respond to UUK’s recommendations.  We’d be interested to hear what people think of the recommendations and how JISC can respond. 

This is the first post in a two-part series responding to the UUK report on efficiency and effectiveness in higher education. 

Read Rachel’s second blog post commenting on specific recommendations on Monday.

Discuss the issues raised here on the Guardian Higher Education Network online today at 2pm where the topic of discussion is “Do universities need to become more efficient?”

How universities and researchers manage the issues around research data varies massively – and of course will depend on the type of data they hold – whether sound recordings of bird songs, text mining results from Shakespeare’s plays, thousands of measurements provided by space probes, hours of rare film recordings, DNA sequences or qualitative data from psychological research interviews.

JISC is live streaming its conference next Tuesday 13 September around research integrity – specifically on the importance of good research data management.  Our aim is to bring together the current thinking on effective practice and give senior staff and researchers an opportunity to debate the thornier issues, like whose responsibility this is and how to manage freedom of information requests.

We welcome your input: submit your questions via twitter by using #jiscres11 and we’ll put them to our panel.  You can also watch the keynote speakers live on Tuesday, who alongside me include:

• Professor David Baker, deputy chair of JISC
• Professor Dave De Roure, professor of e-research, Oxford University e-Research Centre and national strategic director of Digital Social Research
• Professor Sir Tim O’Shea, principal and vice chancellor of University of Edinburgh and chair of JISC
• Professor Kevin Schürer, pro vice chancellor (Research and Enterprise), University of Leicester

During the conference you will:

• Learn why research data management matters and who should be responsible for research data management in your organisation
• Read recommended reports and resources as they are referred to by the speakers
• Understand from case studies what success might look like
• Watch key experts describe the routes to successful data management
• Participate on Twitter and ask questions of the speakers using #jiscres11

It’s the kind of discussion we think could be helpful to professionals in the UK and internationally so if you know people who you think would be interested I’d really value you sending this information on.

There’s no need to register – simply add a date in your diary for 10am on 13 September 2011 and join us online here.

Watch a video about how JISC can support your research reputation:

Click here to view the embedded video.

Visit JISC’s Youtube channel to watch similar videos on research efficiency and collaboration

We must be careful not to be too stereotyped and simplistic in our views, as this leads only to unhelpful and diversive views. Clearly, there is still an essential need to protect and maintain access to unique primary resources. There is equally a clear need to try to make as many high quality resources as possible available to learners  - including citizen scientists and school children who are just starting out on their educational journey – and to researchers. In times of challenging funding cuts, libraries need to judge carefully who it is that they are trying to support and how they can get most value from their budgets. Libraries have a long and successful history of collaboration and sharing resources, through services such as the inter-library loan system, through regional collaborations such as the M25 group and through shared use of the JISC Collections Company. It now seems urgent that libraries consider how they can achieve even more value for their users through collaboration, including more partnership with public and school libraries, whilst continuing to evolve the specialized support that they provide to their key user communities.