Across the disciplinary spectrum, researchers’ responsibilities towards their own research data and their use of others’ data are changing. Open access is increasingly mandated for publicly-funded research data, governments demand transparency in research they support, and publishers ask for evidence of data that underpin findings. The economic climate also requires more re-use of data. In turn, concerns about data loss call for more robust information security practices. Much of the responsibility for the management of research data is placed upon researchers who need to improve, enhance and professionalise their skills to meet the challenge of producing the highest quality research data for publication, sharing and reuse in a responsible way. Since data form the cornerstone of empirical research, such data skills must be integrated with research methods teaching and learning. Novice researchers at undergraduate or postgraduate level may benefit from teaching that is integrated into degree curricula and sits naturally alongside narratives of standard methodological approaches. Experienced researchers are likely to need a greater degree of upskilling, to plug gaps in current knowledge and refresh or update their knowledge in response to rapid changes in technology or legislation relating to the governance of

Louise Corti and Veerle Van den Eynden

research data. Irrespective of the level of a researcher’s expertise, these skills can help maximise the impact of research and foster greater appreciation of the use of secondary sources. However, guidance and training for gaining data management and sharing skills are noticeably absent from many social science research methods curricula, with the exception of data handling covered within statistical analytical techniques. Data management skills are equally important for qualitative researchers. A culture change is therefore needed and pedagogy forms part of that change.