Development of consensus on essential virtues for ethics and research integrity training using a modified Delphi approach

Tomić, Vicko; Buljan, Ivan; Marušić, Ana

doi:10.1080/08989621.2022.2128340

Cited by 7 publications

(7 citation statements)

References 69 publications

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“…Instead, the pool of instructors should be effectively managed, and recurrent and supplemental training needs to be done while taking into account the constantly evolving nature of research and publication ethics. According to the study of Tomić et al [2], the expert consensus states that "brief or once-in-a-lifetime virtue-based training has been recognized as less effective, the more appropriate direction to acquire research virtues is through continuing education. "…”

Section: Discussionmentioning

confidence: 99%

Current status and demand for educational activities on publication ethics by academic organizations in Korea: a descriptive study

Hur¹,

Yun²

2023

Sci Ed

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Purpose: This study aimed to examine the following overarching issues: the current status of research and publication ethics training conducted in Korean academic organizations and what needs to be done to reinforce research and publication ethics training.Methods: A survey with 12 items was examined in a pilot survey, followed by a main survey that was distributed to 2,487 academic organizations. A second survey, which contained six additional questions, was dispatched to the same subjects. The results of each survey were analyzed by descriptive statistical analysis, content analysis, and comparative analysis.Results: More than half of the academic organizations provided research and publication ethics training programs, with humanities and social sciences organizations giving more training than the others (χ<sup>2</sup>=11.190, df=2, P=0.004). The results showed that research and publication ethics training was held mostly once and less than an hour per year, mainly in a lecture format. No significant difference was found in the training content among academic fields. The academic organizations preferred case-based discussion training methods and wanted expert instructors who could give tailored training with examples.Conclusion: A systematic training program that can develop ethics instructors tailored to specific academic fields and financial support from academic organizations can help scholarly editors resolve the apparent gap between the real and the ideal in ethics training, and ultimately to achieve the competency needed to train their own experts.

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Section: Discussionmentioning

confidence: 99%

Current status and demand for educational activities on publication ethics by academic organizations in Korea: a descriptive study

Hur¹,

Yun²

2023

Sci Ed

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“…Additionally, there is little consensus about the most important virtues (principles / values / responsibilities) and different organisations propose various lists (Tomić et al, 2022)). For instance, the Singapore Statement on Research Integrity (WCRI: 2010, henceforth Singapore Statement) specifies the four principles of honesty, accountability, professional courtesy and fairness and good stewardship, plus 14 responsibilities 3 ; the revised European Code of Conduct for Research Integrity (ALLEA, 2017) specifies four fundamental principles: reliability, honesty, respect and accountability; while Tomić et al (2022) identified the virtues of honesty, integrity, accountability, criticism and fairness as the most essential for good scientific research practice.…”

Section: Normative Confusionmentioning

confidence: 99%

“…For instance, different training approaches can promote the idea that there are distinctions at the normative ethics level, with RE being more about compliance with ethics approval requirements, while RI is more about being a good person. Indeed, the promotion of virtues-based training for RI (see, for instance Evans et al, 2021; Tomić et al, 2022), while laudable, might inadvertently convey the message that this is more relevant for RI than RE. Certainly, agent-centred ethics is less well promoted for RE than it is for RI, and complex, technocratic governance mechanisms for RE do little to foster moral agency.…”

Section: Normative Confusionmentioning

confidence: 99%

“…As noted previously, the revised ALLEA (2017) code also specifies accountability as a fundamental principle. Additionally, accountability has been identified as an essential virtue for good scientific research (Tomić et al, 2022). One solution to this mismatch would be to add accountability to the four TRUST values, thereby creating a framework of five essential moral values for RE and RI.…”

Section: A Values-based Framework For Re and Rimentioning

confidence: 99%

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‘I should do what?’ Addressing research misconduct through values alignment

Chatfield,

Law

2024

Research Ethics

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Evidence suggests that the incidence of research misconduct is not in decline despite efforts to improve awareness, education and governance mechanisms. Two responses to this problem are favoured: first, the promotion of an agent-centred ethics approach to enhance researchers’ personal responsibility and accountability, and second, a change in research culture to relieve perceived pressures to engage in misconduct. This article discusses the challenges for both responses and explains how normative coherence through values alignment might assist. We argue that research integrity and research ethics convey mixed messages, which are likely to contribute to a form of normative confusion. For the successful adoption of an agent-centred approach, normative coherence is needed between the two. To facilitate normative coherence, we propose that research ethics and research integrity be underpinned by a shared set of moral values that can be enacted via codes and guidelines and imbue research environments. Furthermore, to facilitate culture change, the same normative coherence is necessary at all levels of an institution. Only via values alignment between institutional aims, management, institutional practices and researchers can an ethical culture become truly embedded in research institutions.

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“…During a series of focus groups on RI education, stakeholders expressed a preference for training that explicitly aims to foster researchers' moral character and professional virtues (Pizzolato and Dierickx, 2021). Additional focus groups explored the meaning of virtues in scientific practice (Tomić et al, 2022a), and a subsequent Delphi survey (Tomić et al, 2022b) provided a list of scientific virtues prioritised by European stakeholders.…”

Section: Evidence Mappingmentioning

confidence: 99%

VIRT²UE: A European train-the-trainer programme for teaching research integrity

et al. 2023

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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 ethics, (2) the ethos of science, (3) learning by doing and (4) learner-centred teaching. The blended learning programme combines e-learning modules with participatory group sessions. Trainers are taught how to guide researchers through a series of structured exercises for fostering reflection on scientific virtues, and how to promote understanding and application of the European Code of Conduct for Research Integrity. Trainers are provided with adaptable tools and resources that can be used and combined in different ways. The programme implementation began in Spring 2020 and 470 trainers have participated to date. When trainers were asked to grade – between 0 (very bad) and 10 (excellent) – the e-learning modules and the participatory exercises, 60% scored a grade 8 or higher (median = 8, IQR = 2) for the e-learning modules, whereas 80% scored a grade 8 or higher (median = 9, IQR = 1) for the participatory exercises. A majority felt that the training helped them as a trainer to learn about ways to organise and teach a research integrity course (82%) and would recommend the interactive exercises to others (92%). Trainers have educated over 3300 researchers in Europe using our virtue-based approach. The VIRT2UE train-the-trainer programme fosters research integrity by providing trainers with exercises and tools which enable them to stimulate the development of good researchers across Europe.

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Development of consensus on essential virtues for ethics and research integrity training using a modified Delphi approach

Cited by 7 publications

References 69 publications

Current status and demand for educational activities on publication ethics by academic organizations in Korea: a descriptive study

Current status and demand for educational activities on publication ethics by academic organizations in Korea: a descriptive study

‘I should do what?’ Addressing research misconduct through values alignment

VIRT²UE: A European train-the-trainer programme for teaching research integrity

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Development of consensus on essential virtues for ethics and research integrity training using a modified Delphi approach

Cited by 7 publications

References 69 publications

Current status and demand for educational activities on publication ethics by academic organizations in Korea: a descriptive study

Current status and demand for educational activities on publication ethics by academic organizations in Korea: a descriptive study

‘I should do what?’ Addressing research misconduct through values alignment

VIRT2UE: A European train-the-trainer programme for teaching research integrity

Contact Info

Product

Resources

About

VIRT²UE: A European train-the-trainer programme for teaching research integrity