Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this paper, we lend credibility to these theoretically-motivated concerns using the example of the research impact agenda during the period 2012-2014. Interview data from UK and Australian academics confirms the impact agenda system, at its inception, facilitated the development (...) and exercise of epistemic vices. As well as vindicating theoretically-motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda. (shrink)

Researchers in several academic fields have indicated an increase in academic authorship disputes and the utilization of unethical authorship practices over the past few decades. This trend has been attributed to a variety of factors such as vague authorship guidelines, power disparities between researchers, dissimilar disciplinary and/or journal practices, and a lack of guidance for emerging scholars. As a rapidly emerging academic field, sport management (and its connected sub-fields) maintains the propensity for unclear procedures due to the various departments, schools, (...) and colleges the field calls home (e.g., kinesiology, sport science, education, business), as well as the wide variety of journals that the field’s scholarship resides in. This situation is similar to many emerging or expanding fields as they navigate the university landscape of more established disciplines and fields. Utilizing a three-round Delphi survey method, the current research examined expert opinion on authorship practices in sport management scholarship. Through a combination of open-ended, response, and Likert-type questions, the expert survey attempted to identify areas of consensus and non-consensus in an effort to determine the current status of publication practices in the field, as well as ascertain areas of need for future study and improvement. (shrink)

This article focuses on academics’ conceptions of teaching research ethics and integrity. Seventeen academics from a Finnish research intensive university participated in this qualitative study. The data were collected using a qualitative multi-method approach, including think-aloud and interview data. The material was scrutinized using thematic analysis, with both deductive and inductive approaches. The results revealed variation in academics’ views on the responsibility for teaching research integrity, the methods employed to teach it and the necessity of intervening when misconduct occurs. The (...) academics emphasized the responsibility of the individual teacher and the student to foster integrity as well as the shared responsibility of all members of the academic community. However, many academics felt that they themselves needed pedagogical training. Most shared the view that practices of responsible conduct in research can be explicitly and intentionally taught through demonstration, explanation, and practice. However, the academics also noted that learning research integrity and ethics takes place implicitly. A few questioned the need for and the utility of training in the form of courses or through an explicitly addressed topic included in, for instance, methods courses. Their views on the question of how to deal with alleged cases of misconduct varied. While many academics considered a proactive approach the best way to prevent misconduct, some trusted more in a reactive approach. The results show that, while in general academics agree on the importance of research ethics, their conceptions of teaching it vary. The teaching conception bears consequences for the teaching methods chosen, assignment of responsibility for both teaching and students learning, and for the way in which teachers believe that misconduct should be responded to. (shrink)

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 (...) medical researchers at Swedish universities. By comparing the role of the organizational culture, researchers´ norms and counter norms, and individual motivation, the study reveals that the counter norm of Biasedness—the opposite of universalism and skepticism—is the overall most important factor. Thus, Biasedness was related to 40–60% of the prevalence of the questionable practices. The analysis also reveals the contradictory impact of other elements in the organizational environment. Internal competition was positively associated with QRP prevalence, while group-level ethics discussions consistently displayed a negative association with such practices. Furthermore, in the present study items covering ethics training and policies have only a marginal impact on the prevalence of these practices. The organizational climate and normative environment have a far greater influence. Based on these findings, it is suggested that academic leaders should prioritize the creation and maintenance of an open and unbiased research environment, foster a collaborative and collegial climate, and promote bottom-up ethics discussions within and between research groups. (shrink)

Under higher education’s contemporary consumer model, students are treated as customers and professors are encouraged to increase student engagement through more personal out-of-class interactions, often in social settings. In the course of this more personal student-faculty involvement, students inevitably encounter or learn of their professors’ occasional inappropriate or unethical behavior. In the present study, we investigated the impact of 145 American undergraduate Business students’ perceptions of their professors’ inappropriate out-of-class behavior on student beliefs and in-class behavior. Results indicate that student (...) perceptions of professors engaging in inappropriate out-of-class behavior were associated with students viewing these professors as lower in ethical character and reporting a stronger likelihood of attending these professors’ classes under the influence of alcohol and illicit drugs, swearing and using vulgarity in these professors’ class discussions, and showing disregard for these professors’ rules, time, and effort. These relationships held even when student grade satisfaction and professor in-class behavior were accounted for. Our results suggest professors’ behavior outside the classroom may impact students’ behavior inside the classroom, re-igniting dialogue regarding the professorial role and the boundaries on oversight of that role. We offer suggestions as to how higher education may address these concerns without infringing upon professors’ personal freedoms. (shrink)

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 (...) of training sessions focusing on the development of the moral character of researchers, and the use of different mentoring practices. With this comprehensive approach, research institutions can foster a culture of integrity in research, improve the overall research integrity climate and promote responsible research practices by individuals. (shrink)

Promoting research integrity practices among doctoral candidates and early career researchers is important for creating a stable and healthy research environment. In addition to teaching specific technical skills and knowledge, research supervisors and mentors inevitably convey research practices, both directly and indirectly. We conducted a scoping review to summarise the role of mentors in fostering research integrity practices, mentors’ responsibilities and the role that institutions have in supporting good mentorship. We searched five different databases and included studies that used an (...) empirical methodology. After searching, a total of 1199 articles were retrieved, of which 24 were eligible for analysis. After snowballing, a total of 35 empirical articles were selected. The review discusses various themes such as the importance of good mentorship, poor mentorship practices, virtues and qualities of mentors, responsibilities and activities of mentors, group mentoring and responsibilities of the institution in supporting good mentorship. This review demonstrates the importance of mentors instilling responsible research practices and attitudes, and promoting research integrity among their mentees. Mentors are responsible for providing explicit guidance and for acting as good role models. The review highlights how poor mentorship can have a bad impact on the research climate. In addition, the review highlights the important influence that institutions can have in supporting mentorship. (shrink)

There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in quality indicators and codes of responsible researcher conduct, it appears to have little profile in doctoral assessment. There seems to be an implicit assumption that ethical competence has been achieved by the end of doctoral candidacy and that there is no need for candidates to report on the ethical dimensions of their study nor (...) for examiners to assess this integral aspect of researcher development. In the context of ensuring that institutions are fulfilling their responsibility of producing ethically sensitive and competent researchers, it is salient to investigate whether doctoral thesis examiners make comment about ethical issues in their reports. This study analysed an archive of examiner reports to identify the frequency, magnitude and nature of examiner comment about ethics. Although comment was rare examiners provided: prescriptive instruction on ethical review processes; formative instruction on the design, conduct, and reporting of research projects; and positive or negative judgments about a candidate's ethical competence, the latter often aligned with meeting, or not meeting, 'doctoral standards'. The scarcity of ethics in examination criteria and examiner reports implies a silence that needs to be addressed to ensure graduating candidates are prepared to conduct ethical and responsible research. (shrink)

Unavailability of published data and studies focused on young researchers in Europe and research integrity issues reveals that clear understanding and stance on this subject within European area is lacking. Our study provides information on attitudes and experiences of European researchers at early career stages, based on a limited sample of respondents. The study provides both quantitative and qualitative results for the examined issues. The data suggest that awareness and interest of the younger researchers surveyed in research integrity issues is (...) high, however, it is often based on self-initiatives, with many of the respondents not having adequate training or any possibility to obtain it. Our attitude survey conducted within the European Council of Doctoral Candidates and Junior Researchers indicates that only 22 % of respondents had an opportunity to obtain relevant training, and that only one third believed that institutions and supervisors regularly paid attention to it. Further, we noted certain differences between disciplines. The study also reveals that many younger researchers felt they faced problems due to the misconduct of their senior colleagues and the existing institutional culture. The results of the study indicate a need for better prevention mechanisms, training and raising awareness activities. Preferably, junior researchers should be given an active role in shaping the integrity culture. It should be noted that the presented results should be considered in the context of the limitations stemming from the small-scale survey. This paper encourages further research activities on research integrity practices to provide stronger evidence on the attitudes and experiences of young researchers in Europe and other parts of the world. (shrink)

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 (...) supervisors in being more aware of their RI function, and in supporting responsible supervision practices to have a positive cascading effect on supervisees’ research practices. We interviewed 22 European research supervisors to investigate how they perceive their role as research integrity trainers and their real-life supervision practices. Moreover, we investigated their points of view concerning the role of research institutions in supporting supervision practices. Although there are different commonalities in supervisors’ perception of their research integrity-related role, differences are emphasised depending on the supervisors’ characteristics such as academic domain, seniority, working country and gender. In addition, supervisors’ way of mentoring depend also on supervisees’ learning curve. Overall, all supervisors agreed on institutions playing an important role in support their supervision effort and practices. This study aims to be a starting point for better understanding research integrity supervision practices and the role of institutions in supporting them. Moreover, it puts the basis to further investigate differences in supervision practices depending on supervisors’ characteristics. (shrink)

Research is increasingly recognised as a key component of medical curricula, offering a range of benefits including development of skills in evidence-based medicine. The literature indicates that experienced academic supervision or mentoring is important in any research activity and positively influences research output. The aim of this project was to investigate the human research ethics experiences and knowledge of three groups: medical students, and university academic staff and clinicians eligible to supervise medical student research projects; at two Australian universities. Training (...) in research ethics was low amongst academic staff and clinicians eligible to supervise medical student research. Only two-thirds of academic staff and students and less than half of clinicians surveyed indicated that specific patient consent was required for a doctor to include patient medical records within a research publication. There was limited awareness of requirements for participant information and consent forms amongst all groups. In the case of clinical trials, fewer clinicians and students than academics indicated there was a requirement to obtain consent. Awareness of the ethics committee focus on respect was low across all groups. This project has identified significant gaps in human research ethics understanding among medical students, and university academic staff and clinicians. The incorporation of research within medical curricula provides the impetus for medical schools and their institutions to ensure that academic staff and clinicians who are eligible and qualified to supervise students’ research projects are appropriately trained in human research ethics. (shrink)