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Der Datensatz basiert auf einer Befragung von Professor*innen und Postdoktorand*innen an Universitäten und Forschungsinstituten aus dem Fachbereich Soziologie. Diese wurden im Mai 2020 danach befragt, wie sich die zu diesem Zeitpunkt erlassenen Maßnahmen zur Einschränkung der COVID-19 Pandemie auf deren Forschungs- und Lehrtätigkeit auswirken.

UNEKE ist ein vom Bundesministerium für Bildung und Forschung gefördertes Verbundprojekt der Universität Duisburg-Essen und der RWTH Aachen. Unter der Federführung der Universitätsbibliothek Duisburg-Essen hat das Projekt zum Ziel, einen strategischen Ansatz für ein zukunftsgerichtetes Forschungsdatenmanagement für Institutionen zu entwickeln. Zur Bedarfserhebung führte UNEKE eine Umfrage durch, um sowohl die aktuelle Speicherpraxis als auch die Speicherbedarfe an den Hochschulen zu ermitteln. Es beteiligten sich deutschlandweit 13 Hochschulen an der Umfrage. UNEKE zielte insbesondere in der wissenschaftlichen Begleitstudie auf die Frage, was Forschende abhält bzw. ermutigt zukünftig Daten zu publizieren und zu teilen. Um die hinderlichen und unterstützenden Faktoren der Praxis offener Daten in der Hochschulbildung zu ermitteln, wurde eine groß angelegte Studie mit einem Online-Fragebogen konzipiert und durchgeführt. Ziel der quantitativen Methode war es, deskriptives Wissen über den Status quo der Forscher zu den Praktiken und Anforderungen des Forschungsdatenmanagements zu sammeln und das vorgestellte Forschungsmodell zu testen und zu validieren. Daher wurde der Datensatz in zwei Teile gegliedert: Im ersten Teil (Teil eins) wurden die Teilnehmer anhand von beschreibenden Fragen zu ihrem Speicherverhalten befragt; im zweiten Teil (Teil zwei) wurden mit Hilfe wissenschaftlich valider Konstrukte mehr über die Einstellung der Nutzer zum Datenaustausch erfahren. In diesem Zusammenhang werden mehrere Prädiktoren für das Verhalten beim Datenaustausch gemessen, einschließlich der wahrgenommenen (Dis)Vorteile und Risikofaktoren. Teil eins der Umfrage war in zwei Sprachen verfügbar, Deutsch und Englisch. Der zweite Teil bestand aus verschiedenen Instrumenten, die entweder aus bereits validierten Instrumenten entnommen oder leicht modifiziert wurden. Alle verwendeten Instrumente wurden ursprünglich in englischer Sprache veröffentlicht. Um unerwünschte Effekte durch die Übersetzung zu vermeiden, wurde wie im Original die englische Form der Instrumente beibehalten und der zweite Fragebogenteil entsprechend in Englisch abgefragt. Im Mittelpunkt der Studie stehen Hochschulangehörige aus Deutschland. Der Datensatz enthält die Daten von Mitgliedern von zehn großen Universitäten (über 20.000 Mitglieder) und drei mittleren Universitäten (über 10.000 Mitglieder). Die Umfrage startete aufgrund interner Vorgaben nicht an allen teilnehmenden Universitäten gleichzeitig, so dass die Laufzeit der Umfrage zwischen März 2018 und Januar 2019 liegt.

Das Forschungsprojekt rekonstruiert Praktiken im Umgang mit digitalen Technologien von Studierenden und fragt welche digitalen Praktiken für das Studium existieren. Unter digitalen Praktiken werden dabei solche verstanden, in denen der Umgang mit digitalen Technologien inkorporiert ist. Dieser Forschungsfokus ist bedeutsam, da digitale Technologien Einzug in den Alltag von Studierenden gehalten haben. Allerdings ist wenig darüber bekannt, wie digitale Technologien für das Studium tatsächlich genutzt werden – wenn sie überhaupt dafür genutzt werden und ob sich im Studium digitale Praktiken entwickelt haben. Zwar gibt es diverse Studien zur Besitz- und Nutzungshäufigkeit digitaler Medien (Steffens, Schmitt & Aßmann 2018), aber die tatsächlichen digitalen Praktiken werden dabei nicht in den Mittelpunkt gestellt. Digitale Praktiken sind im Sinne Bourdieus ein Ausdruck des Habitus, weshalb davon auszugehen ist, dass die Aneignung digitaler Praktiken mit den Kapitalien und dem Milieu von Studierenden verbunden sind. Insofern wird in der Studie untersucht, inwieweit digitale Technologien zu (neuen) sozialen Ungleichheiten im Bildungssystem beitragen könnten

This project focused upon forms of participatory democracy elaborated 'from below' and implemented both in the internal organization of social movements and in experiments with deliberative decision-making. In particular, the project analyzed the issue of active democracy emerging in the theories and practices of movements demanding a 'globalization from below'.
Social movements criticize the fundamentals of conventional practices of politics, and experiment with new models of democracy both in their internal structure and in the ways in which they interact with political institutions. Of particular interest for the project were the conceptions and practices of democracy developed in the global movement/s mobilizing transnationally and demanding social justice and participatory democracy.
The ensuing debate about democracy is particularly relevant both for the development of civil society, and for the legitimization of political institutions at local, national and supranational levels. Our research – focusing on six European countries (France, Germany, Great Britain, Italy, Spain and Switzerland), as well as the EU itself – embraced an analysis of documents pertaining to both movements and public institutions, websites, semi-structured interviews with Non-Governmental Organizations and public administrators, surveys of movement activists, participant observation of movement groups and experiences of participatory decision-making.

This project investigates the discourse about digitization of higher education and research in Swiss policy debates. In general, the discourse about higher education and research has been fundamentally shaped by digitization in the last decade. Universities, scientific academies, business groups and state actors formulated digital strategies and action plans to cope with the "chances and challenges of digitization for higher education and research", as one report by the SERI stated. The debate goes far beyond the narrower field of the data sciences but marks it in various respects as a "strategic research area" (ETH Board 2016) or a fundamental "enabling technology" (SERI 2017).
The discussion about digitization is part of sociotechnical imaginaries: Political, economic, and scientific actors create visions of the future in which social relations of and to digital technologies are described and framed (Jasanoff 2015; Jasanoff & Kim 2015; Meyer 2020). The future scenarios designed in the context of the digitization discourse are analysed as a case study of a collective conception of society based on statements by political, economic, and scientific actors. The formulation of political strategies and goals and the adoption of measures involve both discursive and non-discursive practices: By outlining the future development of societal domains, political actors also value and allocate attention, financial and other resources (Beckert 2016; Jasanoff 2015).
The data basis for the study is formed by strategies documents and reports by actors in Swiss higher education and research policy (N=34). The period of the documents investigated ranges from 1998 to 2020, with most of them published after 2014. Since the documents from 2014 onward increasingly address "Big Data" and "Data Science" as well as their legal, economic, and educational aspects in education and research policy, this period forms the focus of the analysis. All documents were coded and analysed using qualitative content analysis to identify the relevant topics and social, i.e. political, economic, or technological dimensions in the corpus.

Metadata annotation guarantees sustainability of research data as it ensures their long-term findability, accessibility, interoperability and reusability. Within the Helmholtz Association, the Helmholtz Metadata Collaboration (HMC) coordinates the mission to enrich Helmholtz-based research data with metadata by providing (information about) technical solutions, consultations and ensuring uniform scientific standards for the use of metadata.

In 2021 HMC conducted its first community survey to align its services with the needs of Helmholtz researchers. A question catalogue, with 49 (sub-)questions based on an expertise-adaptive approach, was designed and disseminated among researchers in all six Helmholtz research fields. 631 completed survey replies were obtained for analysis.

The HMC Community Survey 2021 provides insight into the management of research data as well as the data publication practices of researchers in the Helmholtz Association. The characterization of research-field-dependent communities will enable HMC to further develop targeted, community-driven support for the documentation of research data with metadata.

These interview data are part of the project "Looking for data: information seeking behaviour of survey data users", a study of secondary data users' information-seeking behaviour. The overall goal of this study was to create evidence of actual information practices of users of one particular retrieval system for social science data in order to inform the development of research data infrastructures that facilitate data sharing. In the project, data were collected based on a mixed methods design. The research design included a qualitative study in the form of expert interviews and – building on the results found therein – a quantitative web survey of secondary survey data users. For the qualitative study, expert interviews with six reference persons of a large social science data archive have been conducted. They were interviewed in their role as intermediaries who provide guidance for secondary users of survey data. The knowledge from their reference work was expected to provide a condensed view of goals, practices, and problems of people who are looking for survey data. The anonymized transcripts of these interviews are provided here. They can be reviewed or reused upon request. The survey dataset from the quantitative study of secondary survey data users is downloadable through this data archive after registration. The core result of the Looking for data study is that community involvement plays a pivotal role in survey data seeking. The analyses show that survey data communities are an important determinant in survey data users' information seeking behaviour and that community involvement facilitates data seeking and has the capacity of reducing problems or barriers. The qualitative part of the study was designed and conducted using constructivist grounded theory methodology as introduced by Kathy Charmaz (2014). In line with grounded theory methodology, the interviews did not follow a fixed set of questions, but were conducted based on a guide that included areas of exploration with tentative questions. This interview guide can be obtained together with the transcript. For the Looking for data project, the data were coded and scrutinized by constant comparison, as proposed by grounded theory methodology. This analysis resulted in core categories that make up the "theory of problem-solving by community involvement". This theory was exemplified in the quantitative part of the study. For this exemplification, the following hypotheses were drawn from the qualitative study: (1) The data seeking hypotheses: (1a) When looking for data, information seeking through personal contact is used more often than impersonal ways of information seeking. (1b) Ways of information seeking (personal or impersonal) differ with experience. (2) The experience hypotheses: (2a) Experience is positively correlated with having ambitious goals. (2b) Experience is positively correlated with having more advanced requirements for data. (2c) Experience is positively correlated with having more specific problems with data. (3) The community involvement hypothesis: Experience is positively correlated with community involvement. (4) The problem solving hypothesis: Community involvement is positively correlated with problem solving strategies that require personal interactions.

This survey dataset is part of the project "Looking for data: information seeking behaviour of survey data users", a study of secondary data users' information-seeking behaviour. The overall goal of this study was to create evidence of actual information practices of users
of one particular retrieval system for social science data in order to inform the development
of research data infrastructures that facilitate data sharing.

In the project, data were collected based on a mixed methods design. The research design included a qualitative study in the form of expert interviews and – building on the results found therein – a quantitative web survey of secondary survey data users. The survey dataset comprises 1,458 valid cases (1,727 cases including incomplete contributions). The transcripts of the expert interviews are also available through this data archive upon request.

The core result of this study is that community involvement plays a pivotal role in survey
data seeking. The analyses show that survey data communities are an important
determinant in survey data users' information seeking behaviour and that community
involvement facilitates data seeking and has the capacity of reducing problems or barriers.

In the quantitative part of the study, the following hypotheses were tested:
(1) The data seeking hypotheses:
(1a) When looking for data, information seeking through personal contact is used more
often than impersonal ways of information seeking.
(1b) Ways of information seeking (personal or impersonal) differ with experience.
(2) The experience hypotheses:
(2a) Experience is positively correlated with having ambitious goals.
(2b) Experience is positively correlated with having more advanced requirements for data.
(2c) Experience is positively correlated with having more specific problems with data.
(3) The community involvement hypothesis:
Experience is positively correlated with community involvement.
(4) The problem solving hypothesis:
Community involvement is positively correlated with problem solving strategies that require
personal interactions.

The calculations made to test these hypotheses can be reproduced with the syntax file LfdAnalysis.do that is provided together with the survey dataset.

The Optimus Study is a cross-national initiative on child sexual victimization in the context of other forms of maltreatment, and aims to provide much-needed evidence on the risks and protective factors for children and youth. Its goal is ultimately to reduce the incidence of abuse and improve services for those affected by applying the best social science research methods available to create an evidence base in order to influence policy, practice, and funding. The Optimus Study has successfully developed a research model that integrates standardized population-based survey methods with health and social statistics tracking to assess prevalence and response rates (Agency Survey), as well as a framework to advance the field through translating the knowledge generated by the research into policy and practice. It also strives to advance international epidemiology research on violence against children. The population survey in Switzerland collected lifetime and previous-year prevalence of sexual victimization experiences for a nationally representative sample of youth from 15-17, as well as information on other types of maltreatment, risk factors, protective factors, and consequences of victimization.

In 2013, almost 73% of all 0-3-year-old children and around 55% of all 4-12-year-old children were taken care of externally up to 30 or more hours per week (cf. FSO, 2014). The need for external childcare that complements schooling and relieves the burden on parents is continuing to grow. At the centre of the political-medial but also professional discourse is the question of the optimal fostering children's competencies. Despite a relatively clear idea of what competencies an adult person should have (cf. OECD 2003), education as such and the normative concepts of life and society associated with it hardly seem to be a topic of discussion any more (cf. Lessenich, 2008).
According to Winkler (2006b), education can be described as a reality in which forms of life, social order and worldview are always powerfully negotiated within the framework of generational orders. This means that in educational practices, ideas about social order and worldview are consciously or unconsciously 'negotiated' without further explaining what they contain or how they manifest themselves concretely in educational practices.
Nevertheless, such notions are present in the sense of world and social images and significantly shape the educational process in the form of implicit knowledge. The present project ties in with this discursive and scientific gap. Our research aims to contribute to the empirical description of current institutional educational practices by analyzing and explicating the notions of social order that influence the educational process. The central research question is: Which notions of social order are expressed in the context of institutional education in the educational practices of professionals and how are they conveyed in interactions with children and adolescents?
By means of an ethnographic approach, different contrasting cases of institutional education from the field of supplementary childcare as well as from the field of resocialisation will be investigated for different age groups. The expected results of the research project proposed here focus on a systematic analysis of normative foundations, of ideas about social order, which form and shape current educational practices in the context of institutional education. Based on the existing research desideratum, which is outlined below, the study is explorative in nature.

Within the framework of the National Research Program 52 "Childhood, Youth and Intergenerational Relationships in a Changing Society", the Institute for Practical Theology of the University of Bern carried out the research project "Rituals and Ritualizations in Families: Religious Dimensions and Intergenerational References". Within this research project, the Swiss Pastoral Sociology Institute (SPI) carried out a written representative survey among young families in German-speaking Switzerland. The study focuses firstly on the description of the religious-ritual practice in young families. The ritual practice of young families is examined using the examples of the three ritual complexes Baptism, Good Night Rituals and Christmas celebration. The young mothers and fathers are questioned about the form and meaning of these rituals. On the other hand, the study is interested in the embedding of the three rituals in the everyday life of young families with their diverse mentality profiles, interpretation horizons and conceptions of a good life. Rituals and their interpretation for people's lives can only be adequately interpreted when they are addressed in the context of modern living conditions. Rituals do not represent a special area of human life, but are based on elementary and vital life activities. The feelings, values, attitudes as well as the participants' conception of the world and mankind and the scope of their relation to transcendence are articulated by these activities, and the life situation is reflected in their own habitual patterns of interpretation. Against this background, the central questions of investigation were:
1. What is the plausibility of religious attitudes and religious-ritual practice for the young parents under the conditions of late modernity? What religious traditions correspond to young families today?
2. What is the complex interplay between the form and meaning of ritual practice and the contextual variables? Can typological patterns be identified?
3. How do the ultimate meanings, subjectivization of life, value preferences, church reference and lifestyle affect the ritual-religious practice of young families?
4. How do young parents view the compatibility of rituals and modernity as a claim to autonomous living?

New ways of teaching mathematics have been introduced in French-speaking Switzerland. What are the implications of this new way of teaching on student learning? To answer this question, Mathéval (Romand research consortium coordinated by Jean-Philippe Antonietti) proposes to evaluate the mathematical skills developed by the students of 2P and 4P who benefited from these new teaching methods. Teachers are also asked about their classroom practices. This assessment of skills makes it possible to know if the objectives set by the new tools are achieved and to what extent the skills of the students are influenced by the teaching practices.

New ways of teaching mathematics have been introduced in French-speaking Switzerland. What are the implications of this new way of teaching on student learning? To answer this question, Mathéval (Romand research consortium coordinated by Jean-Philippe Antonietti) proposes to evaluate the mathematical skills developed by the students of 2P and 4P who benefited from these new teaching methods. Teachers are also asked about their classroom practices. This assessment of skills makes it possible to know if the objectives set by the new tools are achieved and to what extent the skills of the students are influenced by the teaching practices.