Ensuring PhD Development of Responsible Conduct of Research Behaviors: Who’s Responsible?

Abstract

The importance of public confidence in scientific findings and trust in scientists cannot be overstated. Thus, it becomes critical for the scientific community to focus on enhancing the strategies used to educate future scientists on ethical research behaviors. What we are lacking is knowledge on how faculty members shape and develop ethical research standards with their students. We are presenting the results of a survey with 3,500 research faculty members. We believe this is the first report on how faculty work with and educate their PhD students on basic research standards. Specifically, we wanted to determine whether individual faculty members, who are advisors or mentors, differ in how they implemented components of responsible conduct of research (RCR) with their PhD students. Mentors were more likely than advisors or supervisors to report working with all of their PhDs, who graduated in the last 5 years, on the 17 recognized critical components of RCR training and research skill development. We also found about half of the faculty members believe RCR is an institutional responsibility versus a faculty responsibility. Less than a quarter have had opportunities to participate in faculty training to be a better mentor, advisor, or research teacher, and about one third of faculty did not or could not remember whether they had guidelines related to their responsibilities to PhD students. We discuss the implications of our findings and focus on ways that PhD research mentoring can be enhanced.

Research Integrity Practices from the Perspective of Early-Career Researchers

“…The relationship between supervisors and post-graduate students, as well as the role of mentors, supervisors and advisors in shaping integrity culture has been frequently discussed (Anderson et al 2007;Bird 2001;Wright et al 2008). Considering responsibility in ensuring RCR training for PhD students and fostering scientific integrity, Titus and Ballou (2014) highlight the role of institutions. Also, cases based on the Ombudsman's practice indicate the problems in mentoring young scientists and the appropriate recognition of their work (Beisiegel 2010).…”

Academic Guidance in Medical Student Research: How Well Do Supervisors and Students Understand the Ethics of Human Research?

“…The lack of experience and knowledge in human research ethics amongst the clinician participants is et al 2015) and improved ability of researchers to engage research students in recognising and managing these issues (Titus and Ballou 2014). …”

Perceptions of Mentoring Types by Doctoral Students and Mentors in Economy and Business Administration

“…Research indicates that the mentor-doctoral student interpersonal relationship is associated with good progress of the work and its completion [5] [6], and with positive psychosocial outcomes, such as student satisfaction, sense of competence [2], identification with the field, confidence about being able to make a contribution [7] and with production of more publications [8]. In spite of this, we know very little about how to reach these kinds of outcomes.…”