One size fits not quite all: Universal research ethics with diversity

Abstract

For researchers in Aotearoa New Zealand who intend to conduct research with people, it is common practice to first ensure that their proposals are approved by a Human Research Ethics Committee (HREC). HRECs take the role of reviewing, approving or rejecting research proposals and deciding on whether the intended research will be completed in the 'right', rather than the 'wrong' way. Such decisions are based upon a system which is guided by universal ethical principles-principles that assume there is universal agreement about the ethically right way to conduct research. Increasingly, Aotearoa New Zealand is becoming more culturally diverse. Actions that are assumed as 'right' in reference to ethical norms endorsed in one culture or society may not always be considered 'right' in reference to ethical norms in another culture or society. In this article we first set out what is already known in the literature about the origins and applications of universal ethics in a research context. Next, we analyse how cultural values and beliefs bear influence on the process of ethical deliberation. Two case studies illustrate our own examples of how conducting ethical research projects following universal principles with cultural diversity operated in practice. We conclude that one size fits not quite all. Lastly, we propose that Aotearoa New Zealand HRECs may need to consider expanding their approach from universal ethical principles to include a more diverse interpretation of what is 'ethical research conduct'. Rather than advocating a radical approach, i.e. either universality or diversity, it is time for HRECs to

Gurus and Griots: Revisiting the research informed consent process in rural African contexts

“…A growing number of researchers working in highly communal, low literate, rural African settings report that the research process is significantly dictated by the cultural values and traditional practices prevailing in specific local settings, and are distinct from those in highly individualistic social settings. An impressive body of evidence exists to support this assertion in sub-Saharan Africa [9][10][11][12] and in studies conducted in Western countries with minority groups [13][14][15]. Although cultural values and norms are visibly ubiquitous and explicitly expressed in more collectivistic social settings (e.g., Africa and Asia), cultural factors have also been found to strongly influence participants' understanding and awareness of the scientific research process [13], and had determined the language and communications tools appropriate for use in research for specific groups in more individualistic social settings [14,16].…”

“…The majority of existing guidelines discuss ethical issues such as confidentiality, IC, deception, privacy, and anonymity from a general, global perspective, without recourse to possible sociocultural differences in study settings. There is presently a heightened interest to re-examine the use of the universal, individual-focused ethical guidelines, which is premised on Western individualistic social orientation, in non-Western, more collectivistic social contexts, and to adapt aspects of the UEGs (e.g., the IC) to the unique cultural and socioeconomic circumstances of participants [5,[9][10][11][12]. Largely, the universal IC guidelines adopt the individual-based consent model, where the decisional authority rests entirely on the individual [2,3].…”

Extending understandings

“…Journals such as the Journal of Mixed Methods Research or the International Journal of Research and Method in Education are worth considering here; the editorials of these journals often contain helpful advice about how to write a publishable methods article. I published such an article based on my doctoral study (McChesney & Aldridge, 2019a), and there are many other examples of methods articles published based on postgraduate research, whether involving mixed methods or other methodologies (see, for example, Cronenberg & Headley, 2019;Lee, 2009;Lehner-Mear, 2020;Msoroka & Amundsen, 2018;Naufahu, 2018;Ong, 2020). Such articles should offer postgraduate students both exemplars and courage in considering writing their own methods article(s).…”

Higher education research in African contexts: reflections from fieldwork in Flagship Universities in South Africa, Mozambique and Ethiopia

“…Even though institutionalising ethical standards is fundamental for promoting research integrity, the literature reflects the need to interrogate and contextualise current and universalised institutional practices, mainly taking into account disciplinary differences and historical and sociocultural realities. It is worth noting that, especially in the social sciences, some of the requirements made by Institutional Review Boards (IRBs) have been a debatable issue (Schrag, 2010;Merrill & Whitsel, 2017;Parsella, Amblerb & Jacenyik-Trawogerc, 2014;Sikes & Piper, 2010;Ntseane, 2009;Msoroka & Amundsen, 2018). Some of the criticism regarding IRBs' requirements relates to the need to revisit ethical requirements that copy procedures from biomedical research and the failure of these procedures to capture researcher-participant relationships on the ground (Burgess, 1984;Hunter, 2018;Israel & Hay, 2006;Sikes & Piper, 2010;Scheyvens, 2014;Van den Hoonaard, 2014).…”

“…Some of the criticism regarding IRBs' requirements relates to the need to revisit ethical requirements that copy procedures from biomedical research and the failure of these procedures to capture researcher-participant relationships on the ground (Burgess, 1984;Hunter, 2018;Israel & Hay, 2006;Sikes & Piper, 2010;Scheyvens, 2014;Van den Hoonaard, 2014). Studies also suggest tensions between IRBs' practices that are often informed by 'Western' research standards and contextual realities within African and beyond (Ntseane, 2009;Msoroka & Amundsen, 2018;Sultana, 2007). Expounding on such tensions, Sikes and Piper (2010, p. 211) further state that an increasing number of students across the globe are now reflecting "on the need to be aware of the ways in which the imposition of Western ethics requirements do not always meet local conditions and can be experienced as yet another example of colonisation."…”