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Sex-disaggregation of indicators by domain. Source: Q-Step intern's project poster at [11].
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EmpoderaData – from the Spanish word empoderar ‘to empower’ – is a partnership research project between the University of Manchester (UK), Fundação Getulio Vargas (Brazil), Universidad del Rosario (Colombia) and Data-Pop Alliance (US and France). The project builds upon a successful data-driven, research-led paid internship programme in the UK (Q-S...
Context in source publication
Context 1
... role was to find, record and assess gender-relevant development indicator data. Figure 1 was produced for the poster (required on completion of the project) revealing that the human development theme (domain) that had the highest percentage of sexdisaggregated indicators for all countries included in the study was Education, but that even for this theme (noting SDG4 is Quality Education) a quarter of the indicators included had no sex-disaggregated data. ...
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Citations
... In the Information Technology Domain, 19 papers were analyzed (Hubert et al. 2019;Perrier et al. 2022;Boursicot et al. 2023;Sokhanvar and Çiftçioglu 2022;Giabelli et al. 2021;Seveso et al. 2021;Giabelli et al. 2022;El Mawas et al. 2020;Carter et al. 2021;Walbron et al. 2022;Beagon et al. 2020;O'Brien et al. 2019;Alfonso-Hermelo et al. 2019;Kim and Kim 2018;Messaadia et al. 2018;Dunai et al. 2017;Ben Othman et al. 2016;Ederer et al. 2015;François and Lanthony 2014). These studies are essential to understanding and addressing the demands of Industry 4.0 in France. ...
... While Perrier et al. (2022) and Hubert et al. (2019) highlight the growing importance of artificial intelligence in medicine and healthcare, emphasizing the need to understand how professionals in pediatrics perceive and apply this technology in their practices, others like Boursicot et al. (2023) and Carter et al. (2021) focus on competency assessment, addressing training models to enable individuals to contribute to the Sustainable Development Goals (SDGs) and discussing the future of competency assessment in medical education and other health-related areas. Sokhanvar and Çiftçioglu (2022) research analyzes the impact of Research and Development (R&D) investment on employment rates across different skills, highlighting the relationship between innovation and job creation in specific sectors. ...
This paper identifies skills required for workers in Industry 4.0 in France and provides insights to guide the development of a future research agenda. The research draws on a bibliometric analysis of 80 papers, mapping the technical and interpersonal skills needed for professionals to adapt and thrive in the evolving industrial landscape. The results highlight the importance of a multidisciplinary approach integrating competences in information technology, automation, robotics, artificial intelligence, data analysis, project management, interpersonal skills, adaptability, and collaboration. This holistic approach to skills development reveals six major domains: Technical, Flexibility, Inter-Agency, Soft Skills, Innovation, and Information Technology. The conclusions emphasize that the interconnection between these domains is essential to prepare a workforce capable of meeting the challenges and seizing the opportunities of Industry 4.0 in France. The research shows that there is a need for a multidisciplinary and integrated approach that combines technical and interpersonal skills in Industry 4.0 activities. It provides a solid foundation for formulating talent development strategies and educational curricula aligned with the demands of Industry 4.0. By proposing a future research agenda, this study not only highlights key areas for further exploration-economic impact, public innovation policies, and curriculum adaptation-but also contributes to the evolution of human resources in the digital transformation era.
... Data analytics, visualization, and machine learning are important data-driven skills that can be used to address global challenges by identifying patterns and insights in complex data, communicating these insights to others, and developing predictive models that can inform prompt decision-making (Majeed & Hwang, 2022). For example, EmpoderaData project a successful data-driven and research-led data fellowship program in Latin America, is working to build statistical capacity and data literacy as a part of strengthening the qualitative skills pipelines in countries (Carter et al., 2021). This is necessary for handling existing global challenges as well as achieving sustainable goals (Nations, 2015). ...
The data revolution transforms operations, innovation, and society through artificial intelligence and advanced analytics. Data-driven innovations (DDI) have the most potential to tackle global challenges, including poverty, healthcare, climate actions, disaster management, gender inequality, peace and justice and others. This paper identifies the sources of DDI capabilities to address various global challenges. The findings show three major foundations of DDI capabilities: market orientation, infrastructure orientation, and talent orientation. Theoretically, these findings highlight the role of dynamic DDI capabilities to sense, seize and transform global challenges. Practically, we present guidelines for developing DDI in an agile and efficient manner that is fair and inclusive.
... Las instituciones públicas deben ser efectivas en la atención integral al ciudadano para lo cual deben tener las habilidades necesarias para su desenvolvimiento diario (Nankya-Mutyoba et al., 2022), por lo que se debe capacitar a todo los agentes necesarios (Estrada Molina et al., 2015) no solo en habilidades básicas sino también en habilidades de gestión y muy importante el manejo de nuevas tecnologías de información (Carter et al., 2021). Ya que las capacidades humanas que impulsan los resultados organizacionales están siendo reconocidos y las organizaciones gastan cada vez más en mejorar las Capacidades Humanas Intrínsecas de sus empleados, Teniendo en cuenta la singularidad de cada individuo (Jain & Singh, 2019). ...
La investigación tuvo como objetivo realizar una revisión de la literatura en bases de datos de revistas indexadas sobre la capacitación en el sector público de Perú en el período 2020-2022. La metodología empleada fue la revisión sistemática y las bases de datos consultados fueron Scopus y Scielo. Se aplicó la guía Prisma para la selección de estudios y Strobe para evaluar la calidad editorial y metodológica. La búsqueda se realizó utilizando palabras relacionadas al tema de investigación, entre ellas; “capacitación en el sector público” “gestión de la capacitación”. En la búsqueda inicial considerando la palabra “training in the public sector” se identificaron 7628 artículos científicos de los cuales se tamizaron 817 artículos que incluyeron la variable capacitación en el sector público en título o resumen, quedando excluidos 6758 artículos. Con base en la aplicación de criterios de inclusión y exclusión se seleccionaron 150 artículos que guardan relación directa con el tema de investigación y finalmente se meta-analizaron 57 publicaciones científicas. Los hallazgos de la revisión sistemática de los artículos seleccionados en las diferentes bases de datos, evidencian que todos los autores coinciden sobre la importancia de la gestión de la capacitación en el sector público. La gestión de la capacitación debe ser una política institucional de las entidades públicas. La gestión de la capacitación debe ser implementada y diseñada por cada una de las entidades y esta debe de gestionarse en funciones de los niveles y de los cargos, así como de las funciones que realiza el servidor dentro de la entidad.
... Another example is the "EmpoderaData Project", a transnational collaboration among the University of Manchester (UK), Fundação Getulio Vargas (Brazil), Universidad del Rosario (Colombia) and Data-Pop Alliance (the USA and France). This project enables undergraduate social science students to practise data skills through workplace immersion, improving the quality of statistical education at the national level and supporting the skills needed to deliver the SDGs (Carter et al., 2021). Table 1 summarises the mentioned cases and adds others. ...
Purpose – Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. Therefore, this study assessed the opportunities, benefits, and challenges associated with the internationalisation of universities at a global level.
Design/methodology/approach – A total of 27 relevant case studies were extracted from the literature to illustrate how HEIs worldwide are ensuring sustainability in their internationalisation efforts.
Findings – Through case studies of international HEIs, the study lists the opportunities, benefits, and challenges associated with the internationalisation of universities at a global level and some of the measures that may be deployed to reduce the environmental impacts of their international activities.
Originality/value - This study provides a welcome contribution to the literature since it outlines some of the works taking place at universities, where matters related to sustainable development are considered against a background of internationalisation efforts.
... In particular, in Colombia and Brazil, there was a very keen interest in adopting the data fellows model to build the statistical and data literacy capacity to help deliver the SDGs. Furthermore, a key recommendation from the research was the notion of a hybrid model that would bring together data fellows with complementary backgrounds (such as social scientists and STEM students) to work collaboratively on SDG-related challenges [33,34]. This finding-that hybrid teams are required to conduct rigorous statistical analyses informed by strong subject expertise-is at the heart of what we propose in this paper. ...
... As a result of phase 1 of the EmpoderaData project, two parallel in-country projects emerged in Colombia (led by the Universidad del Rosario in Bogotá) and Brazil (led by the FGV Business School in São Paolo). This second phase notes "the results from the EmpoderaData project give a very clear narrative that a data fellowship model can be flexibly adapted to different disciplines or subjects (traditional social science, business studies and mathematics), within different country contexts and with different curriculum designs" [34] (p. 1019). ...
The aim of this paper is first to examine, through a qualitative analysis of statistics syllabi, the current state of statistical education in a sample of universities in Colombia. The focus is on statistics teaching in degrees for economics and business administration students. The results from the qualitative analysis reflect a preponderance of traditional and didactic teaching methods centered on the teacher, not on the student. The second aim is to present findings from a case study that has developed an innovative pedagogical intervention, called a data fellows program, from the University of Manchester, United Kingdom, which evidences opportunities for how statistics can be taught effectively to non-STEM majors. Further, the data fellows model has also been explored in the context of developing statistical and data skills capacities in Latin America. We reflect on how the lessons from the UK case study could open up opportunities for rethinking the teaching of statistics in Colombia through developing data projects and experiential learning to practice statistics in the real world.
... A lack of quantitative data skills among social scientists in the UK has been recognised for over twenty years by government, businesses and research funders (Carter et al, 2021c;MacInnes, 2009;UK DCMS Policy, 2021). The importance of this has become more apparent during the coronavirus pandemic when data literacy skills have been critical for research capabilities. ...
... Moreover, we focus here on the use of quantitative data and analysis, and the Data Fellows programme is specifically aimed at increasing skills in this area to enable students to critically evaluate and use numerical data (usually but not always statistical data) through data-driven research projects. For further information about how we apply this to the Sustainable Development Goals context see Carter et al (2021c). ...
... nterested in developing the model in their own countries. Through a collaboration with DataPop Alliance, that resulted from a Data Fellow being placed with an organisation they work closely with (Open Data Watch), we have been able to develop an international dimension to the initiative. We describe the origins and early stages of this research in Carter et. al (2021c) where we discuss the EmpoderaData project which has explored the transferability of the data fellows scheme to Colombia, Mexico and Brazil. The full results from the early stages of the EmpoderaData project are available in Higgins et al (2019). ...
This paper describes two successful approaches to quantitative data literacy training within the UK and the synergies and collaborations between these two programmes. The first is a data literacy training programme, being delivered by the UK Data Service, which focuses on training in basic data literacy skills. The second is a Data Fellows programme that has been developed to help undergraduate social science students gain real-world experience by applying their classroom skills in the workplace. The paper also discusses next steps in the global development of data literacy skills via the EmpoderaData project, which is trialling the Data Fellows programme in Latin America.
... A lack of quantitative data skills among social scientists in the UK has been recognised for over twenty years by government, businesses and research funders (Carter et al, 2021c;MacInnes, 2009;UK DCMS Policy, 2021). The importance of this has become more apparent during the coronavirus pandemic when data literacy skills have been critical for research capabilities. ...
... Moreover, we focus here on the use of quantitative data and analysis, and the Data Fellows programme is specifically aimed at increasing skills in this area to enable students to critically evaluate and use numerical data (usually but not always statistical data) through data-driven research projects. For further information about how we apply this to the Sustainable Development Goals context see Carter et al (2021c). ...
... nterested in developing the model in their own countries. Through a collaboration with DataPop Alliance, that resulted from a Data Fellow being placed with an organisation they work closely with (Open Data Watch), we have been able to develop an international dimension to the initiative. We describe the origins and early stages of this research in Carter et. al (2021c) where we discuss the EmpoderaData project which has explored the transferability of the data fellows scheme to Colombia, Mexico and Brazil. The full results from the early stages of the EmpoderaData project are available in Higgins et al (2019). ...
This paper describes two successful approaches to quantitative data literacy training within the UK and the synergies and collaborations between these two programmes. The first is a data literacy training programme, being delivered by the UK Data Service, which focuses on training in basic data literacy skills. The second is a Data Fellows programme that has been developed to help undergraduate social science students gain real-world experience by applying their classroom skills in the workplace. The paper also discusses next steps in the global development of data literacy skills via the EmpoderaData project, which is trialling the Data Fellows programme in Latin America.
... The data fellows programme described is set firmly against the backdrop of a global need for data and statistical skills development. The most obvious example of this is the UN Sustainable Development Goals 2 (SDGs), which have established the need for a data literate global citizenship, and we report elsewhere on how we are exploring the potential of the data fellows model to develop skills capacity to deliver on the SDGs [15]. ...
... Blog posts are often popular with organisations to help students share their learning, and for the organization to provide a platform for dissemination of the work covered. An example 15 where the data fellow (studying for a sociology and quantitative methods degree) talks about her work on the development of the updated Carstairs Index of Deprivation based on the (then) latest available census data, provides an example of where a student intern used official statistics. She went on to develop this methodology further in her return to her final year, using it to form the basis of her third-year dissertation topic, and continued to pursue this in her Master's thesis. ...
This paper presents an innovative model for developing data and statistical literacy in the undergraduate population through an experiential learning model developed in the UK. The national Q-Step (Quantitative Step change) programme (2013–2021) aimed to (i) create a step change in teaching undergraduate social science students quantitative research skills, and (ii) develop a talent pipeline for future careers in applied social research. We focus on a model developed at the University of Manchester, which has created paid work placement projects in industry, for students to practise their data and statistical skills in the workplace. We call these students data fellows. Our findings have informed the development of the undergraduate curriculum and enabled reflection on the skills and software that we teach. Data fellows are graduating into careers in fields that would previously have been difficult to enter without a STEM (Science, Technology, Engineering and Mathematics) degree. 70% of data fellows to date are female, with 25% from disadvantaged backgrounds or under-represented groups. Hence the programme also addresses equality and diversity. The paper documents some of the successes and challenges of the programme and shares insight into non-STEM pipelines into social research careers that require data and statistical literacy, A major advantage of our approach is the development of hybrid data analysts, who are able to bring social science subject expertise to their research as well as data and statistical skills. Focusing on the value of experiential learning to develop quantitative research skills in professional environments, we provoke a discussion about how this activity could not only be sustained but also scaled up.
