Vol. 27, no. 1 (2017) 23–44 | e-ISSN: 2213-056X
This wo k is licensed unde a C ea i e Commons A ibu ion 4.0 In e na ional License
Uopen Jou nals | h p://libe qua e ly.eu/ | DOI: 10.18352/lq.10180
Libe Qua e ly Volume 27 Issue 1 2017 23
Resea ch Da a Se ices in Eu opean Academic
Resea ch Lib a ies
Ca ol Tenopi
Uni e si y o Tennessee
[email p o ec ed], o cid.o g/0000-0002-9056-8251
Sanna Talja
Uni e si y o Tampe e
Sanna.K.T[email p o ec ed]
Wol am Ho s mann
Uni e si y o Go ingen
[email p o ec ed]
Elina La e
Uni e si y o Tampe e
[email p o ec ed]
Dane Hughes
Uni e si y o Tennessee
[email p o ec ed]
Danielle Pollock
Uni e si y o Tennessee
[email p o ec ed], o cid.o g/0000-0003-3542-149X
Resea ch Da a Se ices in Eu opean Academic Resea ch Lib a ies
24 Libe Qua e ly Volume 27 Issue 1 2017
Bi gi Schmid
Uni e si y o Go ingen
[email p o ec ed], o cid.o g/0000-0001-8036-5859
Lynn Bai d
Uni e si y o Idaho
lbai [email p o ec ed]
Robe J. Sandusky
Uni e si y o Illinois a Chicago
[email p o ec ed], o cid.o g/0000-0002-2917-6822
Suzie Alla d
Uni e si y o Tennessee
salla [email p o ec ed], o cid.o g/0000-0001-9421-3848
Abs ac
Resea ch da a is an essen ial pa o he schola ly eco d, and managemen
o esea ch da a is inc easingly seen as an impo an ole o academic
lib a ies. This a icle p esen s he esul s o a su ey o di ec o s o he Asso-
cia ion o Eu opean Resea ch Lib a ies (LIBER) academic membe lib a ies
o disco e wha ypes o esea ch da a se ices (RDS) a e being o e ed by
Eu opean academic esea ch lib a ies and wha se ices a e planned o he
u u e. O e all, he su ey ound ha lib a y di ec o s s ongly ag ee on
he impo ance o RDS. As was ound in ea lie s udies o academic lib a -
ies in No h Ame ica, mo e Eu opean lib a ies a e cu en ly o e ing o a e
planning o o e consul a i e o e e ence RDS han echnical o hands-on
RDS. The majo i y o lib a ies p o ide suppo o aining in skills ela ed
o RDS o hei s a membe s. Almos all lib a ies collabo a e wi h o he
o ganiza ions inside hei ins i u ions o wi h ou side ins i u ions in o de
Ca ol Tenopi e al.
Libe Qua e ly Volume 27 Issue 1 2017 25
o o e o de elop policy ela ed o RDS. We discuss he implica ions o
he cu en s a e o RDS in Eu opean academic esea ch lib a ies, and o e
di ec ions o u u e esea ch.
Key Wo ds: esea ch da a se ices; da a managemen ; academic lib a ies
1. In oduc ion
Ad ances in echnology now allow o he collec ion, s o age, analysis, and
communica ion o inc easing amoun s o scien i ic da a on a global scale (Hey,
Tansley, & Tolle, 2009; Open Da a Cha e , 2015; Royal Socie y, 2012). In his
en i onmen , good esea ch da a managemen becomes essen ial o ensu e
anspa ency o scien i ic esea ch, p ese e da a, enable euse and eanal-
ysis o da a, and ad ance knowledge (Bo gman, 2015; Kim, 2013; Resea ch
Councils U.K., 2015). In addi ion, go e nmen s, unding agencies, and pub-
lishe s a ound he wo ld a e equi ing esea che s o de elop da a manage-
men plans and, in many cases, o make he da a esul ing om hei esea ch
openly a ailable (Coa es, 2015; Digi al Cu a ion Cen e , n.d; Na ional Science
Founda ion, n.d.; Eu opean Commission, 2016a,b; O ice o Science and
Technology Policy, 2013; Shea e , 2015; Wellcome T us , 2010). As a esul o
all o hese o ces, esea ch da a is inc easingly seen as an essen ial pa o
he schola ly eco d. Because academic lib a ies adi ionally ha e a ole in
p o iding access o he schola ly eco d in many o ms, i is no su p ising
ha he managemen o esea ch da a is a global issue o academic lib a -
ies (B own, Wolski, & Richa dson, 2015; Chiwa e & Ma he, 2015; Co all,
Kennan, & A zal, 2013; Cox & Pin ield, 2014; Diekema, Wesolek, & Wal e s,
2014; Kim, 2013; Si, Xing, Zhuang, Hua, & Zhou, 2015; Tenopi , Bi ch, &
Alla d, 2012; Tenopi e al., 2015b).
Managemen o esea ch da a can ake many o ms, and he e a e a wide
ange o possible esea ch da a se ices ha lib a ies o e , om me ely help-
ing esea che s loca e esou ces abou da a managemen planning o me a-
da a s anda ds in hei disciplines o he c ea ion and main enance o ull
digi al da a eposi o ies. To disco e wha ypes o esea ch da a se ices
(RDS) a e being o e ed by Eu opean academic esea ch lib a ies and wha
se ices a e planned o he u u e, an in e na ional esea ch eam unded by
LIBER (Ligue des Biblio hèques Eu opéennes de Reche che—Associa ion o
Resea ch Da a Se ices in Eu opean Academic Resea ch Lib a ies
26 Libe Qua e ly Volume 27 Issue 1 2017
Eu opean Resea ch Lib a ies) and Da aONE (Da a Obse a ion Ne wo k o
Ea h) conduc ed a su ey o LIBER academic membe s in he sp ing o 2016.
The LIBER-Da aONE su ey, epo ed he e, builds on ea lie Da aONE
su eys o academic lib a ies in he Uni ed S a es and Canada (he eina e
e e ed o as No h Ame ican) ha a e membe s o he Associa ion o College
& Resea ch Lib a ies (ACRL) (Tenopi e al., 2012, 2015b). The 2011 baseline
su ey ound ha mos lib a ies in he sample did no ye o e RDS, bu
mo e we e planning on doing so in he u u e (Tenopi e al., 2012; Tenopi ,
Bi ch, & Alla d, 2017). The ollow-up su ey conduc ed in 2014 wi h his
same popula ion ound e y li le change in he pe cen age o lib a ies o e -
ing RDS (Tenopi e al., 2015b, 2016), despi e he ac s ha many mo e had
planned o o e se ices and ha a majo i y o su ey esponden s ag eed
ha losing da a jeopa dizes he u u e o schola ship and lib a ians should be
s ewa ds o all ypes o schola ship, including da a se s.
Follow-up in e iews wi h lib a y di ec o s who pa icipa ed in he 2014 su -
ey sugges ha many ac o s may con ibu e o he le el o lib a y in ol e-
men in RDS emaining s a ic, including lack o ime, sho age o ained
pe sonnel, and absence o op-le el ins i u ional suppo o hese ac i i ies
(Tenopi e al., 2015b). Bo h No h Ame ican su eys ound ha a g ea e pe -
cen age o la ge ins i u ions, de ined by s uden en ollmen , o e ed a ious
ypes o RDS. Among hose ins i u ions ha o e ed any RDS, in o ma ional
and consul a i e se ices, such as p o iding suppo o inding and ci ing
da a, we e mo e commonly o e ed han echnical se ices, such as p epa ing
da a o deposi in o a eposi o y (Tenopi e al., 2012, 2015b). While he No h
Ame ican su ey esul s canno be di ec ly compa ed o he esul s o he
p esen s udy due o he passage o ime and due o di e ences in he ypes
o academic lib a ies included in he su ey popula ions, hose s udies did
in o m he su ey ins umen and esea ch ques ions o he cu en s udy.
Because many o he Eu opean coun ies ha e been among he i s o
equi e da a managemen plans and p o ision o open da a, we can expec
ha Eu opean lib a ies will be leade s in RDS. This su ey examines cu en
p ac ice and u u e plans o p o iding RDS in Eu opean academic esea ch
lib a ies. Resea ch ques ions ha d o e his s udy we e:
• A e in o ma ional/consul a i e RDS o e ed by mo e Eu opean
lib a ies han echnological RDS, as in No h Ame ican lib a ies?
Ca ol Tenopi e al.
Libe Qua e ly Volume 27 Issue 1 2017 27
• A e mo e Eu opean lib a ies planning o o e RDS in he u u e han
cu en ly o e ing RDS, as in No h Ame ican lib a ies?
• A e he e di e ences in RDS o e ed by lib a ies in di e en egions
wi hin Eu ope?
• How a e Eu opean lib a ies de eloping s a capaci y o RDS?
• Wha ypes o da a a e suppo ed by Eu opean lib a ies which o e
RDS?
Who a e Eu opean lib a ies collabo a ing wi h on RDS? Wha a e he a i-
udes owa ds RDS among Eu opean lib a y di ec o s?
2. Rela ed Wo k
In e na ional su eys o esea che s ha e ound ha e en i esea che s a e
willing o sha e da a, many lack he ime, expe ise, and esou ces o ully
comply wi h ins i u ional o unde s’ manda es o deposi ing da a. They
may equi e assis ance wi h ac i i ies such as c ea ing me ada a, loca -
ing da ase s, and inding app op ia e places o s o e hei da a (Aydinoglu,
Suomela, & Malone, 2014; Enke e al., 2012; K a z & S asse , 2015; Schmid ,
Gemeinholze , & T eloa , 2016; Spech e al., 2015; Tenopi e al., 2011, 2015a).
Ea lie su eys o esea che s sugges oles o esea ch lib a ies in p o iding
suppo o esea ch da a managemen , an ex ension o he lib a y’s adi-
ional ole in p o iding esea ch and e e ence se ices (Si e al., 2015; Tenopi
e al., 2012, 2015b; Vlaeminck, 2013).
Resea ch da a se ices (RDS) p o ided by lib a ies a y and may include: c e-
a ion and managemen o ins i u ional da a eposi o ies, p o iding ools o
da a mining and isualiza ion, aining o esea che s on da a managemen
ac i i ies, guidance on ins i u ional policies, help wi h c ea ing da a manage-
men plans and me ada a o da a se s, and assis ance wi h in ellec ual p op-
e y and p i acy issues su ounding esea ch da a, and o he se ices (Flo es,
B odeu , Daniels, Nichalls, & Tu na o , 2015; Kol ay, 2016; Linde, Noo man,
Wessels, & S einsdo i , 2014; Tenopi e al., 2012, 2015b; Vlaeminck, 2013).
P o iding RDS in lib a ies akes skilled p o essionals as well as esou ces and
ime. Lib a ies a y in how well hey a e able o suppo RDS and wha ange
o se ices hey o e (Co all, Kennan, & A zal, 2013; Cox & Pin ield, 2014;
Si e al., 2015). Ri el and Webe (1973) coined he e m “wicked p oblem” o

Resea ch Da a Se ices in Eu opean Academic Resea ch Lib a ies
28 Libe Qua e ly Volume 27 Issue 1 2017
desc ibe a complex socie al p oblem ha is di icul o sol e due o a num-
be o ac o s. These ac o s include he unde s anding ha such p oblems
a e unique; he e is no “s opping ule” o c i e ia o de e mine whe he he
p oblem has been sol ed; and he e is nei he a de ini i e o mula ion o he
p oblem i sel no a de ini i e lis o possible solu ions, meaning ha a i-
ous s akeholde s may ha e di e en iews on each o hese. The p oblem o
esea ch da a managemen has been cha ac e ized as a “wicked” one, due
o he shee scale and complexi y o bo h da a and da a managemen ac i i-
ies, he numbe o s akeholde s, he e ogenei y o da a ypes o be managed,
and lack o cla i y on app op ia e oles o s akeholde s, including lib a ies,
as well as wha suppo se ices o o e (Aw e e al., 2015; Cox, Pin ield, &
Smi h, 2016).
3. Me hodology
Wi h assis ance om he LIBER Boa d o Di ec o s, he su ey ins umen
om ea lie Da aONE su eys o academic lib a ies was e ised and pilo
es ed by se e al Eu opean academic lib a y di ec o s. Based on eedback,
he demog aphic sec ion was sho ened o be e i he Eu opean con ex
and ques ions we e added abou ype o da a and subjec disciplines se ed.
Ques ions include demog aphics (size o s uden body popula ion and coun-
y); RDS cu en ly o e ed; RDS planned; s a ing conside a ions; policies
and p ocedu es; disciplines se ed and ypes o da a p ocessed; collabo a-
ions; and opinions. The uni o analysis is he academic lib a y; pa icipan s
we e asked o espond on behal o hei ins i u ion, wi h only one esponse
pe lib a y. The su ey ins umen and ull da a se can be downloaded
om he LIBER Qua e ly Da a e se a h p://dx.doi.o g/10.7910/DVN/
SKNGGW.
The esea ch p o ocol was app o ed by he Uni e si y o Tennessee
Ins i u ional Re iew Boa d (IRB) o Human Subjec s wi h a le e o suppo
om he Uni e si y o Tampe e. The su ey ins umen was buil using he
Qual ics so wa e and was hos ed by he Uni e si y o Tennessee. All analy-
sis was done using Excel, SPSS, o R so wa e a he Uni e si y o Tennessee,
Uni e si y o Tampe e, and Uni e si y o Gö ingen. The su ey ins umen
was dis ibu ed ia email by LIBER o i s membe ins i u ions in Feb ua y
2016. A ollow-up eminde was sen wo weeks a e he ini ial email and
Ca ol Tenopi e al.
Libe Qua e ly Volume 27 Issue 1 2017 29
he su ey was open o app oxima ely 6 weeks. A o al o 333 o he LIBER
membe s we e iden i ied as Eu opean uni e si y lib a ies; 119 esponded o
a leas one ques ion beyond he demog aphic ques ions, o a esponse a e
o 35.7%. Responses a e ep esen a i e o he popula ion (See Figu e 1).
Limi a ions include ha lib a ies o e ing RDS o planning o do so may
be mo e likely o ha e esponded o he su ey. Also, in acco dance wi h
IRB egula ions, esponden s we e allowed o skip any ques ion and lea e
he su ey a any ime, so each ques ion may ha e a di e en numbe o
esponses and only a ew ques ions ha e he o al o 119 esponden s. The
su ey ins umen was only in English, pe haps limi ing esponses in some
coun ies.
In o al, lib a ies om 22 coun ies pa icipa ed o he su ey. Da a does no
include esponses om Eu opean LIBER membe lib a ies om C oa ia,
Cyp us, F ance, Hunga y, Luxembou g, Mal a, Po ugal, Romania, Se bia,
Slo akia, and Tu key. Coun ies we e ca ego ized in o ou egions; Wes ,
Eas , No h, and Sou h in o de o s udy egional di e ences in RDS p o i-
sion. Ca ego iza ion is based on egions used in he OpenAIRE p ojec 1 ha
aims o p omo e open schola ship by imp o ing disco e abili y and eusabil-
i y o esea ch publica ions and da a. Eas and No h egions a e somewha
o e ep esen ed in ou da a. Wes and Sou h egions a e unde ep esen ed,
no ably due o he lack o esponses om F ance (See Figu e 1).
Fig. 1: Response a e ca ego ized by geog aphic egion.
14.7%
15.6%
16.5%
53.2%
19.3%
16.5%
12.8%
51.4%
0% 10% 20% 30% 40% 50%
60%
No h
Eas
Sou h
Wes
Response a e by geog aphic egion
Responden s (n
=
109) Popula ion (n
=
333)
Resea ch Da a Se ices in Eu opean Academic Resea ch Lib a ies
30 Libe Qua e ly Volume 27 Issue 1 2017
4. Resul s
4.1. Types o Se ices O e ed and Planned
As was ound in p e ious su eys conduc ed wi h lib a ies in No h Ame ica,
Eu opean academic esea ch lib a ies (hence o h e e ed o as “lib a ies”)
a e mo e likely o o e consul a i e- ype RDS se ices han hands-on/
echnological se ices. Consul a i e se ices equen ly in ol e a pe sonal
clien -lib a ian ela ionship and in o m he clien (o en a s uden o acul y
membe ) abou such hings as how o ind in o ma ion on da a managemen
plans, me ada a s anda ds, o da a ci a ion p ac ices. These in o ma ional se -
ices align wi h adi ional e e ence o ins uc ional se ices long o e ed by
lib a ies. Consul a i e se ices can also include collabo a ion wi h o he s on
planning, p ojec s, o aining (See Figu e 2).
Fig. 2: Consul a i e RDS (labels no shown o alues o <5%).
31.9%
35%
36.6%
43%
43.8%
45.8%
53.7%
66.3%
76.8%
11.7%
31%
24.8%
23.4%
25.7%
24.3%
24.2%
16.8%
12.6%
12.8%
10%
14.9%
9.3%
12.4%
11.2%
7.4%
7.4%
8%
8.9%
8.4%
7.5%
36.2%
16%
14.9%
15.9%
14.3%
11.2%
12.6%
8.4%
8.4%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
Di ec pa icipa ion wi h
esea che s on a p ojec (n=94)
C ea ing web guides (n=100)
P o iding e e ence suppo o
inding and ci ing da a/se s (n=101)
Ou each & collabo a ion wi h
o he RDS p o ide s (n=107)
Consul ing wi h s a o s uden s
on me ada a s ds. (n=105)
Consul ing wi h s a o s uden s
on da a mg . plans (n=107)
T aining colleagues on RDS (n=95)
In ol ed in policy de elopmen /
planning ela ed o RDS (n=95)
Discuss RDS wi h o he s on campus
(n=95)
Consul a i e esea ch da a se ices (RDS)
Yes Wi hin 12 m. Wi hin 13–24 m. Mo e han 24 mon hs No
Ca ol Tenopi e al.
Libe Qua e ly Volume 27 Issue 1 2017 31
The ac i i ies cu en ly conduc ed by he g ea es numbe o lib a ies (76.8%)
a e “discussing RDS wi h o he s on campus” and in ol emen in “policy
de elopmen /planning ela ed o RDS” (66.3%), which may indica e ha
many lib a ies a e s ill in he planning s ages o ha RDS equi es in ense
ongoing discussion and policy-making. Howe e , less han hal (40.9%) o
lib a ies say hey cu en ly ha e policies ela ing o RDS. A majo i y o lib a -
ies (53.7%) also answe ed ha hey p o ide aining o colleagues on RDS.
Fo all bu h ee se ices—c ea ing web guides, di ec pa icipa ion wi h
esea che s on a p ojec , and p o iding e e ence suppo o inding and ci -
ing da a/se s— he numbe o lib a ies epo ing hey cu en ly o e he se -
ice exceeds he numbe o lib a ies who plan o o e i in he u u e, hough
almos all lib a ies cu en ly o e o plan wi hin wo yea s o o e mos ypes
o consul a i e RDS lis ed. The one excep ion is ha cu en ly less han a hi d
o he lib a ies ha e se ices ha in ol e di ec pa icipa ion wi h esea ch-
e s on a p ojec , while ano he hi d ha e no plans o o e such se ices in
he u u e. Di ec ly wo king wi h esea che s migh be conside ed mo e o a
hands-on ac i i y and may equi e mo e in ense and ime-consuming commi -
men s by lib a y s a han jus helping esea che s loca e in o ma ion.
Technical/hands-on RDS a e cu en ly o e ed by ewe lib a ies, al hough
wi h he excep ion o “deaccessioning”, a majo i y o lib a ies cu en ly o e
o plan o o e some so o echnical RDS. As was ound in No h Ame ican
su eys, mo e Eu opean lib a ies a e planning o o e han a e cu en ly
o e ing a ious ypes o echnical RDS. The lowe and slowe up- ake o
echnical se ices compa ed o consul a i e se ices may e lec he ac ha
hese se ices equi e a subs an ial in es men in ime, esou ces, and new
echnical knowledge (See Figu e 3). In he ea lie No h Ame ican su eys,
ew lib a ies said hey o e ed many echnical se ices.
An excep ion in Eu opean lib a ies howe e , is managing o pa icipa ing
in managing echnology in as uc u e ha suppo s RDS. When asked his
ques ion sepa a ely, almos wo- hi ds (63.8%) o lib a ies say hey cu en ly
manage o pa icipa e in managing echnology in as uc u e ha suppo s
RDS. When asked a ollow-up ques ion abou wha ypes o managemen
hey p o ide, o e h ee-qua e s (78.3%) o hose say hey a e p o iding
da a s o age. O he ypes o in as uc u e suppo a e o e ed by ewe o
hese lib a ies and include ools o da a analysis (23.3%), i ual commu-
ni y suppo (31.7%), and o he (23.3%). The mo e han one- hi d (36.2%) o
hose lib a ies ha do no manage o pa icipa e in managing echnology
Resea ch Da a Se ices in Eu opean Academic Resea ch Lib a ies
38 Libe Qua e ly Volume 27 Issue 1 2017
will emain i mo e lib a ies begin o e ing mo e ypes o RDS a e po en ial
ques ions o u u e esea ch o explo e.
Eu opean lib a ies a e suppo ing RDS o a ious ypes o da a, wi h he
majo i y o hose ha main ain esea ch da a a chi es a chi ing bo h quali-
a i e and quan i a i e da a. Eu opean lib a ies also epo ed di e ences in
hei le el o in ol emen in p o iding RDS o s a and s uden s om a i-
ous o disciplines. The speci ic sou ces o hese di e ences, po en ially includ-
ing how he RDS needs o esea che s om a ious disciplines di e and o
wha ex en hose needs a e being me by sou ces o he han he lib a y o
esea che s in Eu opean uni e si ies a e ques ions o u u e esea ch.
Resea ch da a se ices equi e lib a y s a who a e knowledgeable and ha e
he oppo uni y o lea n new skills. Many lib a ies a e p o iding oppo uni-
ies o s a o lea n mo e abou RDS, while some a e hi ing new s a o
hese du ies. I lib a ies eassign s a o hi e new s a o RDS, an unan-
swe ed ques ion o u u e esea ch is wha lib a y se ices a e being elimi-
na ed o accommoda e new RDS?
Lib a y di ec o s ealize hey canno sol e he “wicked” p oblem o esea ch
da a by hemsel es; lib a ies collabo a e wi h many in e nal and ex e nal
pa ne s. Collabo a ion ac oss campus and wi h o he ins i u ions is i al as
many Eu opean lib a ies a e wo king on de eloping policies o discussing
how o o e he bes ange o RDS. These discussions will be ongoing as
mo e lib a ies plan o collabo a e and de elop RDS in he u u e.
A majo i y o Eu opean lib a y di ec o s ecognize he g owing impo ance
o esea ch da a and a e looking o solu ions ha i hei ins i u ional needs
and p io i ies. Some lib a ies a e u he along in p o iding and planning
esea ch da a se ices and will likely ake leading oles in ongoing discus-
sions. The academic lib a y is by i s na u e a c i ical s akeholde in esea ch
da a p ese a ion and managemen now and in o he u u e (Cox & Pin ield,
2014; Kol ay, 2016). Fu u e esea ch will show i and how lib a ies expand
hei RDS o e he nex ew yea s, how hey will eshape hei se ices o
add hese new RDS esponsibili ies, how hey cus omize se ices o mee he
needs o di e en subjec disciplines, and whe he echnical RDS expands as
a ypical o e ing. The u u e will b ing new oppo uni ies and challenges
ela ed o RDS and lib a ies.

Ca ol Tenopi e al.
Libe Qua e ly Volume 27 Issue 1 2017 39
Acknowledgemen s
This a icle is based on a epo commissioned by he LIBER Boa d. We
wish o hank he LIBER Boa d, K is iina Ho mia-Pou anen, P esiden , o
hei suppo and assis ance a all s ages o he p ojec . This s udy could
no ha e been done wi hou he assis ance o Da aONE (NSF #0830944,
William Michene , P incipal In es iga o ) and he membe s o he Da aONE
Usabili y & Assessmen Wo king G oup.
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Appendix 1
Table 3: Consul a i e RDS based on egion.
Consul a i e RDS Region Yes No, bu plan o No
Consul ing wi h academic s a o
s uden s on DMPs
Wes 34 (60.7%) 19 (33.9%) 3 (5.4%)
Eas 5 (27.8%) 8 (44.4%) 5 (27.8%)
No h 4 (19%) 13 (61.9%) 4 (19%)
Sou h 6 (50%) 6 (50%) 0 (0%)
Consul ing wi h academic s a o
s uden s on me a/da a s ds.
Wes 31 (56.4%) 20 (36.4%) 4 (7.3%)
Eas 6 (33.3%) 6 (33.3%) 6 (33.3%)
No h 4 (19%) 12 (57.1%) 5 (23.8%)
Sou h 5 (45.5%) 6 (54.5%) 0 (0%)
Ou each and collabo a ion wi h
o he esea ch RDS p o ide s
Wes 30 (55.6%) 19 (35.2%) 5 (9.3%)
Eas 2 (11.1%) 7 (38.9%) 9 (50%)
No h 11 (52.4%) 9 (42.9%) 1 (4.8%)
Sou h 3 (25%) 8 (66.7%) 1 (8.3%)
C ea ing web guides/aids o da a/
se s
Wes 25 (49%) 18 (35.3%) 8 (15.7%)
Eas 3 (17.6%) 8 (47.1%) 6 (35.3%)
No h 5 (25%) 14 (70%) 1 (5%)
Sou h 2 (16.7%) 9 (75%) 1 (8.3%)
Di ec ly pa icipa ing wi h
esea che s on a p ojec
Wes 20 (40%) 13 (26%) 17 (34%)
Eas 3 (21.4%) 5 (35.7%) 6 (42.9%)
No h 6 (30%) 6 (30%) 8 (40%)
Sou h 1 (10%) 6 (60%) 3 (30%)
P o iding suppo o inding and
ci ing da a/da a se s
Wes 25 (47.2%) 23 (43.4%) 5 (9.4%)
Eas 5 (29.4%) 7 (41.2%) 5 (29.4%)
No h 4 (20%) 12 (60%) 4 (20%)
Sou h 3 (27.3%) 7 (63.6%) 1 (9.1%)
Discussing esea ch da a se ices
RDS wi h o he s
Wes 43 (86%) 5 (10%) 2 (4%)
Eas 7 (50%) 3 (21.4%) 4 (28.6%)
No h 18 (90%) 1 (5%) 1 (5%)
Sou h 5 (45.5%) 5 (45.5%) 1 (9.1%)
T aining colleagues on RDS Wes 30 (60%) 15 (30%) 5 (10%)
Eas 4 (28.6%) 6 (42.9%) 4 (28.6%)
No h 13 (65%) 5 (25%) 2 (10%)
Sou h 4 (36.4%) 6 (54.5%) 1 (9.1%)
In ol ed in policy de elopmen
ela ed o RDS
Wes 40 (80%) 8 (16%) 2 (4%)
Eas 4 (28.6%) 6 (42.9%) 4 (28.6%)
No h 14 (73.7%) 3 (15.8%) 2 (10.5%)
Sou h 4 (36.4%) 7 (63.6%) 0 (0%)

Resea ch Da a Se ices in Eu opean Academic Resea ch Lib a ies
44 Libe Qua e ly Volume 27 Issue 1 2017
Table 4: Technical RDS based on egion.
Technical RDS Region Yes No, bu plan o No
P o iding echnical suppo o RDS Wes 24 (45.3%) 25 (47.2%) 4 (7.5%)
Eas 5 (29.4%) 3 (17.6%) 9 (52.9%)
No h 5 (25%) 7 (35%) 8 (40%)
Sou h 4 (36.4%) 7 (63.6%) 0 (0%)
Deaccessioning/deselec ion o da a/se s Wes 7 (13.7%) 18 (35.3%) 26 (51%)
Eas 0 (0%) 3 (20%) 12 (80%)
No h 0 (0%) 4 (20%) 16 (80%)
Sou h 0 (0%) 4 (36.4%) 7 (63.6%)
P epa ing da a/se s o deposi Wes 19 (36.5%) 21 (40.4%) 12 (23.1%)
Eas 3 (18.8%) 4 (25%) 9 (56.3%)
No h 1 (5%) 12 (60%) 7 (35%)
Sou h 2 (18.2%) 7 (63.6%) 2 (18.2%)
C ea ing o ans o ming me a/da a o
da a/se s
Wes 19 (35.8%) 21 (39.6%) 13 (24.5%)
Eas 3 (16.7%) 7 (38.9%) 8 (44.4%)
No h 3 (14.3%) 10 (47.6%) 8 (38.1%)
Sou h 2 (18.2%) 7 (63.6%) 2 (18.2%)
Iden i ying da a/se s Wes 18 (33.3%) 24 (44.4%) 12 (22.2%)
Eas 4 (22.2%) 7 (38.9%) 7 (38.9%)
No h 1 (4.8%) 14 (66.7%) 6 (28.6%)
Sou h 5 (45.5%) 6 (54.5%) 0 (0%)
Selec ion o da a/se s Wes 16 (32%) 18 (36%) 16 (32%)
Eas 2 (14.3%) 5 (35.7%) 7 (50%)
No h 1 (5%) 10 (50%) 9 (45%)
Sou h 3 (30%) 7 (70%) 0 (0%)