How can research institutions support responsible supervision and leadership?

Abstract

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Co-creating Research Integrity Education Guidelines for Research Institutions

“…This is based on the view that mandatory training is the only way to ensure that all researchers-rather than only those who already consider RI as importanttake part in RI education. Furthermore, training more senior researchers, especially regarding how to lead, manage and mentor their research teams responsibly and foster responsible research practices that warrant rigor, reproducibility and research quality, plays a crucial role in shaping institutional cultures including rigor, reproducibility, and integrity (Antes et al, 2016(Antes et al, , 2019McIntosh et al, 2020;Pizzolato et al, 2022). Our participants provided suggestions about how to provide training that is appropriate to different contexts (e.g., a session for seniors researchers to discuss the implications of new laws and policies, such as the General Data Protection Regulation, GDPR).…”

“…The guideline on continuous RI education incorporates the co-creation workshop participants' recommendations regarding institutional commitment to RI education, provision of necessary educational resources, creation of policies in the institution on building a responsible research environment, inclusion of responsible supervision and mentoring, and provision of low-threshold advice to researchers about RI through informal RI 'champions' or 'stewards' as a means of increasing awareness about RI. Regarding our recommendations in this guideline for building a responsible research environment and fostering responsible supervision, our continuous RI education guideline links to more detailed guidelines that we are developing in separate topics on the themes of research environment and supervision (Pizzolato et al, 2021(Pizzolato et al, , 2022.…”

Role-based responsibilities in securing research integrity: increasing support for multi-level implementers

“…For example, a successful researcher who sits on various committees (institutional or nation level obligation) or is involved in public debate as an expert (social obligation) has little time for leading his/her team and supervising graduate students (obligations toward peers and junior colleagues). Fortunately, there are also a lot of guidance materials for researchers and institutions for building the necessary competencies and support (e.g., Pizzolato et al, 2022 ; SOPs4RI, 2023 ).…”

“…They also looked at possible solutions, namely improving support, discussing expectations, and improving the quality of supervision. It should be noted that the offered solutions do not require an additional policy or guidance document, but they could benefit from various recommendations worked out (see e.g., Pizzolato et al, 2022 ; SOPs4RI, 2023 ). Therefore, an open environment and forum for exchange is needed.…”