The purpose of this study was to analyse the skills required by lecturers to be able to support research data management effectively; assess the research data management literacy levels amongst lecturers at Strathmore University; and suggest how research data management capacity can be strengthened to mitigate the knowledge gaps identified.,This study was conducted as a mixed methods research. Explanatory sequential mixed methods approach was used to collect, analyse and interpret quantitative and qualitative data from lecturers at Strathmore University in Nairobi, Kenya. Quantitative data was collected using questionnaires while qualitative data was collected through focus group discussions. Quantitative data was analysed using SPSS while qualitative data was analysed thematically.,The findings of this study indicate varied levels of research data management literacy amongst lecturers at Strathmore University. Lecturers understand the need of having literacy skills in managing research data. They also participate in data creation, collection, processing, validation, dissemination, sharing and archiving. This is a clear indication of good research data management. However, the study also revealed gaps in research data management skills amongst the lecturers in areas such as sharing of research data on open access journals, data legislation and securing research data.,The study has been conducted in one university in Kenya. However, the findings have been contextualised in the global landscape through suitable references.,The findings of this study may be used to attract the attention of lecturers and librarians to research data management. The findings may also be used to develop institutional policies on research data management at Strathmore University and beyond. The suggested ways of research data capacity strengthening can be adopted or adapted by other universities to enhance research data management.,This is an original study.

中文翻译：

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肯尼亚斯特拉斯莫尔大学讲师的研究数据管理素养

本研究的目的是分析讲师有效支持研究数据管理所需的技能；评估斯特拉斯莫尔大学讲师的研究数据管理素养水平；并建议如何加强研究数据管理能力以缩小发现的知识差距。本研究是作为混合方法研究进行的。解释性顺序混合方法用于收集、分析和解释来自肯尼亚内罗毕 Strathmore 大学讲师的定量和定性数据。使用问卷收集定量数据，而通过焦点小组讨论收集定性数据。使用 SPSS 对定量数据进行分析，而对定性数据进行专题分析。这项研究的结果表明，斯特拉斯莫尔大学讲师的研究数据管理素养水平各不相同。讲师了解在管理研究数据方面具备读写技能的必要性。他们还参与数据创建、收集、处理、验证、传播、共享和存档。这清楚地表明了良好的研究数据管理。然而，该研究还揭示了讲师在共享开放获取期刊上的研究数据、数据立法和保护研究数据等领域的研究数据管理技能方面的差距。该研究是在肯尼亚的一所大学进行的。然而，这些发现已经通过合适的参考资料在全球范围内进行了背景化。本研究的结果可用于吸引讲师和图书馆员对研究数据管理的关注。研究结果还可用于制定斯特拉斯莫尔大学及其他地区研究数据管理的机构政策。其他大学可以采用或调整研究数据能力加强的建议方法，以加强研究数据管理。这是一项原创研究。