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  1. Minimizing Questionable Research Practices – The Role of Norms, Counter Norms, and Micro-Organizational Ethics Discussion.Solmaz Filiz Karabag, Christian Berggren, Jolanta Pielaszkiewicz & Bengt Gerdin - forthcoming - Journal of Academic Ethics:1-27.
    Breaches of research integrity have gained considerable attention due to high-profile scandals involving questionable research practices by reputable scientists. These practices include plagiarism, manipulation of authorship, biased presentation of findings and misleading reports of significance. To combat such practices, policymakers tend to rely on top-down measures, mandatory ethics training and stricter regulation, despite limited evidence of their effectiveness. In this study, we investigate the occurrence and underlying factors of questionable research practices (QRPs) through an original survey of 3,005 social and (...)
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  • A multi-dimensional learning strategy to foster research integrity.Daniel Pizzolato & Kris Dierickx - 2024 - Research Ethics 20 (2):210-218.
    Responsible research practices are critical to maintaining integrity in research and the provision of institutional trainings is an important means of promoting research integrity. However, studies show contrasting results on the efficacy of institutional training and that these approaches may not be fully effective in promoting research integrity among individuals and improving the overall climate in research integrity. Therefore, a more comprehensive multi-dimensional learning strategy seems to be needed. This includes continuous and tailored training at different institutional levels, the incorporation (...)
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  • Co-creating Research Integrity Education Guidelines for Research Institutions.Krishma Labib, Natalie Evans, Daniel Pizzolato, Noémie Aubert Bonn, Guy Widdershoven, Lex Bouter, Teodora Konach, Miranda Langendam, Kris Dierickx & Joeri Tijdink - 2023 - Science and Engineering Ethics 29 (4):1-23.
    To foster research integrity (RI), research institutions should develop a continuous RI education approach, addressing various target groups. To support institutions to achieve this, we developed RI education guidelines together with RI experts and research administrators, exploring similarities and differences in recommendations across target groups, as well as recommendations about RI education using approaches other than formal RI training. We used an iterative co-creative process. We conducted four half-day online co-creation workshops with 16 participants in total, which were informed by (...)
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  • Stakeholders' perspectives on research integrity training practices: a qualitative study.Kris Dierickx & Daniel Pizzolato - 2021 - BMC Medical Ethics 22 (1):1-13.
    BackgroundEven though research integrity (RI) training programs have been developed in the last decades, it is argued that current training practices are not always able to increase RI-related awareness within the scientific community. Defining and understanding the capacities and lacunas of existing RI training are becoming extremely important for developing up-to-date educational practices to tackle present-day challenges. Recommendations on how to implement RI education have been primarily made by selected people with specific RI-related expertise. Those recommendations were developed mainly without (...)
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  • Do biomedical researchers differ in their perceptions of plagiarism across Europe? Findings from an online survey among leading universities.Kris Dierickx, Benoit Nemery & Nannan Yi - 2022 - BMC Medical Ethics 23 (1):1-15.
    BackgroundExisting research on perceptions of plagiarism and cultural influences mainly focuses on comparisons between the Western World and the Eastern World. However, possible differences within the Western World have hardly been assessed, especially among biomedical academics. The authors compared perceptions of plagiarism among European biomedical researchers who participated in an online survey.MethodsThe present work is based on the data collected in a previous online survey done in 2018 among biomedical researchers working in leading European and Chinese universities. Respondents based in (...)
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  • RESPONSE_ABILITY A Card-Based Engagement Method to Support Researchers’ Ability to Respond to Integrity Issues.Florentine Frantz & Ulrike Felt - 2022 - Science and Engineering Ethics 28 (2):1-24.
    Issues related to research integrity receive increasing attention in policy discourse and beyond with most universities having introduced by now courses addressing issues of good scientific practice. While communicating expectations and regulations related to good scientific practice is essential, criticism has been raised that integrity courses do not sufficiently address discipline and career-stage specific dimensions, and often do not open up spaces for in-depth engagement. In this article, we present the card-based engagement method RESPONSE_ABILITY, which aims at supporting researchers in (...)
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  • VIRT 2 UE: A European train-the-trainer programme for teaching research integrity.Natalie Evans, Armin Schmolmueller, Margreet Stolper, Giulia Inguaggiato, Astrid Hooghiemstra, Ruzica Tokalic, Daniel Pizzolato, Nicole Foeger, Ana Marušić, Marc van Hoof, Dirk Lanzerath, Bert Molewijk, Kris Dierickx & Guy Widdershoven on - 2024 - Research Ethics 20 (2):187-209.
    Universities and other research institutions are increasingly providing additional training in research integrity to improve the quality and reliability of research. Various training courses have been developed, with diverse learning goals and content. Despite the importance of training that focuses on moral character and professional virtues, there remains a lack of training that adopts a virtue ethics approach. To address this, we, a European Commission-funded consortium, have designed a train-the-trainer programme for research integrity. The programme is based on (1) virtue (...)
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  • Research Integrity Supervision Practices and Institutional Support: A Qualitative Study.Daniel Pizzolato & Kris Dierickx - 2023 - Journal of Academic Ethics 21 (3):427-448.
    Scientific malpractice is not just due to researchers having bad intentions, but also due to a lack of education concerning research integrity practices. Besides the importance of institutionalised trainings on research integrity, research supervisors play an important role in translating what doctoral students learn during research integrity formal sessions. Supervision practices and role modelling influence directly and indirectly supervisees’ attitudes and behaviour toward responsible research. Research supervisors can not be left alone in this effort. Research institutions are responsible for supporting (...)
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