College of Liberal Arts
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Browsing College of Liberal Arts by Author "Lindsay, Thomas"
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Item Partnerships in a Data Management Village: Exploring how research and library services can work together(2015) Hofelich Mohr, Alicia; Lindsay, Thomas; Johnston, Lisa RProviding data management services is a task that takes a village; a distributed model of support, involving collaboration among diverse institutional offices, is needed to do it well. Researchers especially benefit when specialized institutional support offices are aware of other relevant providers and the impact their services have on the management of data across the research life cycle. However, once a village is assembled, how do we work with members to be committed collaborators, rather than a passive referral network? In this presentation, we will describe a case study of our in-depth collaboration between the University Libraries and the College of Liberal Arts (CLA) at the University of Minnesota. Both groups are developing new suites of data management services to meet evolving researcher needs and rising demands for data management support. Working together has provided many advantages for sharing resources and knowledge, but also has presented challenges, including how to define the respective roles of college-level and university-wide data management services, and how formalized collaborations may work. We will describe these challenges and how the collective and complementary skills of our offices will provide researchers with support across much larger portions of the research life cycle than either office could provide alone.Item Recruitment, Participation, and Sampling: Researchers’ Results in General Practice(2011-06-01) Lindsay, Thomas; Sell, AndrewWhile large-scale projects have the resources to ensure best practice, most social science researchers face compromises relating to cost, time, and availability of respondents. We worked with researchers to experimentally test specific approaches to sampling and recruitment. We discuss the results of these tests within the framework of theoretical best practices and expectations.Item Thinking Inside the Box: Visual Design of the Response Box Affects Creative Divergent Thinking in an Online Survey(Social Science Computer Review, SAGE, 2015) Hofelich Mohr, Alicia; Sell, Andrew; Lindsay, ThomasWhile the visual design of a question has been shown to influence responses in survey research, it is less understood how these effects extend to assessment-based questions that attempt to measure how, rather than just what, a respondent thinks. For example, in a divergent thinking task, the number and elaboration of responses, not just how original they are, contribute to the assessment of creativity. Using the Alternative Uses Task in an online survey, we demonstrated that scores on fluency, elaboration, and originality, core constructs of participants’ assessed creative ability, were systematically influenced by the visual design of the response boxes. The extent to which participants were susceptible to these effects varied with individual differences in trait conscientiousness, as several of these effects were seen in participants with high, but not low, conscientiousness. Overall, our results are consistent with previous survey methodology findings, extend them to the domain of creativity research, and call for increased awareness and transparency of visual design decisions across research fields.