Research on the Teaching Practice of Data Governance

iPurpose: /iThe purpose of this study is to systematically analyze the teaching method and implementing effect of undergraduate students in data governance class for improving the students achievement and data practice capability based on their questionnaire data and class log data. iMethod: /iUsing a questionnaire and systematic analyzing class log method, the fundamental data of the class and students are collected. The results are obvious for analyzing the collected data using the statistics and systematic analysis. iResult: /iThe study finds that data governance tend to focus on humanistic values, data security and privacy protection, and data ethics at abroad, yet domestic course focus on data architecture, data content governance, data quality and security governance, and data assetization. The study reveals that data governance can be taught in a modular format, using a problem-driven of blended learning approach, and hands-on labs that integrate professional knowledge. It finds that data governance can significantly increase students desire to work in libraries, archives, and museums, while reducing their desire to work in the private sector. The study discovers that there are no significant differences in student evaluations of data governance. Students have a significant increase in the courses professional recognition and a clear understanding of the various data governance knowledge modules. It shows that the hands-on lab component of the course significantly enhance students abilities in data collection, processing and analysis. Furthermore, to effectively teach data governance, it is necessary to develop a synchronized practice question database, strengthen interaction between teachers and students, and enhance students hands-on lab training.