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  1. Enhancing the culture of research ethics on university campuses.Kryste Ferguson, Sandra Masur, Lynne Olson, Julio Ramirez, Elisa Robyn & Karen Schmaling - 2007 - Journal of Academic Ethics 5 (2-4):189-198.
    Institutions create their own internal cultures, including the culture of ethics that pervades scientific research, academic policy, and administrative philosophy. This paper addresses some of the issues involved in institutional enhancement of its culture of research ethics, focused on individual empowerment and strategies that individuals can use to initiate institutional change.
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  • The Mentor’s Role in Fostering Research Integrity Standards Among New Generations of Researchers: A Review of Empirical Studies. [REVIEW]Daniel Pizzolato & Kris Dierickx - 2023 - Science and Engineering Ethics 29 (3):1-23.
    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 (...)
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  • Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences.Erika Löfström & Kirsi Pyhältö - 2014 - Ethics and Behavior 24 (3):195-214.
    Our aim was to identify the ethical issues faced by students in the behavioral and natural sciences during their doctoral programmes. The participants were 28 PhD students who were interviewed about their doctoral study and supervision experiences. We identified a total of 102 ethical issues compromising the principles of nonmaleficence, beneficence, autonomy, justice, or fidelity. There were some differences in emphases, with the students in the behavioral sciences displaying a broader range of ethical compromises than the students in the natural (...)
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  • Authority Concerns Regarding Research Students’ Academic Dishonesty: A case Study for Promoting Academic Integrity in a Public University in Bangladesh.Md Atikuzzaman & Shamima Yesmin - 2023 - Journal of Academic Ethics 21 (4):591-607.
    The present study aims to examine the context of academic dishonesty of research students in a public university setting in Bangladesh. In this regard, the researchers conducted interviews with the concerned authorities of the university, i.e., Chairpersons of the Departments, Deans of the Faculties, Proctor of the University, and Director of Students Guidance and Counselling Cell in order to get an impression about the current practice of academic dishonesty by the students of that university; factors influencing these activities and recommendations (...)
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  • Supervisors and Academic Integrity: Supervisors as Exemplars and Mentors. [REVIEW]Phillip W. Gray & Sara R. Jordan - 2012 - Journal of Academic Ethics 10 (4):299-311.
    The inculcation of academic integrity among post-graduate students is an ongoing concern for universities across the world. While various researchers have focused on causal relations between forms of instruction, student characteristics, and possession of academic integrity, there is need for an increased examination of the role of supervisors in shaping student perceptions of academic integrity. Unlike the undergraduate level, where student interaction with professors is often limited, post-graduate students have an ongoing relationship with their supervisors, whether at the Masters or (...)
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  • Influences on the ethical beliefs of graduate students concerning research.Robert L. Sprague, Jessica Daw & Glyn C. Roberts - 2001 - Science and Engineering Ethics 7 (4):507-520.
    Development of and influence on ethical beliefs were surveyed at a major research university campus. Courses were ranked by faculty and students as most important. Mentors were ranked eighth in a list of nine factors. Of the 1,152 returned student questionnaires, 97 (8.4%) made the effort to write comments, and of the 610 faculty questionnaires returned, 64 (10%) wrote comments. These comments were rich in detail and description.
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  • The University and the Responsible Conduct of Research: Who is Responsible for What? [REVIEW]Katherine Alfredo & Hillary Hart - 2011 - Science and Engineering Ethics 17 (3):447-457.
    Research misconduct has been thoroughly discussed in the literature, but mainly in terms of definitions and prescriptions for proper conduct. Even when case studies are cited, they are generally used as a repository of “lessons learned.” What has been lacking from this conversation is how the lessons of responsible conduct of research are imparted in the first place to graduate students, especially those in technical fields such as engineering. Nor has there been much conversation about who is responsible for what (...)
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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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  • Commentary on 'mentoring and the impact of the research climate'.John Gardenier - 2001 - Science and Engineering Ethics 7 (4):538-540.
    ConclusionsFirst of all, I would like to commend Roberts and colleagues for taking on a difficult but very important topic. It would be valuable if someone could follow up with a broader sample of universities and laboratories — paying careful attention to possible sampling and non-sampling errors. In general, I recommend that mentors explicitly both learn and teach ethical theory and practice within the context of their scientist development programs. Finally, while it is important to emphasize sound and ethical research (...)
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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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