Results of the study “Open science competencies of researchers working with object-related data in Earth and human history”
For the Open Science focus area of the WiNoDa project, attitudes, expectations, and competency requirements relating to open science were surveyed. Below, we briefly present some of the results.
Context
Firstly, it should be noted that open science is viewed as predominantly positive by researchers in the fields of earth and human history. The advantages cited include greater transparency, improved traceability, interdisciplinary collaboration, and the social relevance of scientific work. At the same time, however, there continues to be a significant gap between the normative requirements of the open science movement, as reflected, for example, in the UNESCO Recommendations from 2021, and the actual implementation and feasibility in everyday research.
In order to better understand this area of tension and to specifically promote the skills required for open science in practice, the qualitative study “Open science skills of researchers working with object-related data in earth and human history” was conducted as part of WiNoDa from February to July 2025. In six guided interviews with experts from the disciplines of earth and human history, key requirements for open science skills were identified. The focus was on researchers who are involved in object-related and data-intensive research and who work, for example, with material collection objects, excavation finds, geoscientific samples, or digitized artifacts.
Results
The results show that implementing open science in these disciplines requires a broad spectrum of cross-disciplinary, technical, and discipline-specific skills. Overall, there is a need for basic digital skills, data and information literacy, and confidence in dealing with legal and ethical issues surrounding the disclosure and reuse of research results.
It is also clear that there is often a lack of uniform understanding of key open science concepts and uncertainty in dealing with different openness terminology. It is also crucial to be able to strike a responsible balance between compliance with the FAIR principles and the requirements of the CARE principles in order to ensure both openness and the protection of sensitive data. Furthermore, the results show a need for institutional and curricular support and the teaching of relevant skills, as well as time resources during academic training and in the course of scientific careers.
In the area of open data and related data skills, there is a considerable need to ensure the implementation of open science practices. Challenges here are particularly evident in holistic planning and documentation, as well as in opening up the research process, in the structured processing of heterogeneous data sets, and in the secure handling of metadata standards, open licensing models, and sensitive research data. There is also a widespread lack of knowledge about semantic modeling and sustainable archiving of research data, which ensure long-term reusability. Research data management thus forms the basis for open science within a competence hierarchy, on which further open science concepts are built.
There is also a clear need for expertise in the field of open source (software). Knowledge of open source licenses, reproducible workflows, versioning systems, and basic programming skills, for example in R or Python, are particularly relevant. In addition, the open source concept requires expertise in transparent documentation and citation of the source codes used for analysis in order to ensure the traceability and reproducibility of scientific work.
When it comes to open access, there is already a strong awareness of the relevance of open publication formats, but at the same time there is an inconsistent understanding of the underlying models and legal framework. According to the results of the study, there is a need for in-depth knowledge of open access strategies, secondary publication rights, and Creative Commons licenses.
In the field of open peer review, particularly of text publications and research data, specific competence requirements can also be identified, particularly with regard to knowledge of open review formats and understanding of roles in the review process. In addition, there are demands for suitable incentive systems and a need for skills in constructive feedback and reflection in scientific dialogue.
Citizen science and public engagement require skills such as knowledge and abilities in planning and conducting participatory research and, accordingly, knowledge of collaborative project management, as well as communication and moderation skills and the ability to teach digital skills and tools to citizens.
Conclusion
Overall, the results of the survey show that open science in the object-related disciplines of earth and human history requires a holistic interplay of technical, technological, and interdisciplinary skills. Researchers engaged in object-related and data-intensive research have a particular need for skills training in the areas of research data management, structured data preparation, handling sensitive data, semantic data modeling, sustainable documentation, and scientific communication. The WiNoDa Data Competence Center specifically addresses these needs. The results of the study are directly incorporated into the design and further development of training and education programs to systematically support researchers in the development of open, transparent, and collaborative science.
Sophie Kobialka works at the Potsdam University of Applied Sciences as part of Open Access Brandenburg in the BMFTR project to establish the WiNoDa data competence center. There, she is responsible for teaching open science skills and assessing the needs of scientists in object-centered research. Previously, she held various positions at the Open Access Brandenburg networking and competence center and the Open Access Office Berlin.