Research ethics in teaching and learning

Doyle, Elaine; Buckley, Patrick G.

doi:10.1080/14703297.2013.774137

Cited by 8 publications

(7 citation statements)

References 18 publications

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“…Nevertheless, the mastery of research methods is a critical skill in higher education, both to prepare students to undertake original research and to enable them to critically analyze research findings (Doyle & Buckley, 2014;Zablotsky, 2001). Recent research has suggested that teaching research methods using passive, lecture-based approaches has met with limited success and can result in decreased student motivation and interest (Ball & Pelco, 2006;Edwards & Thatcher, 2004).…”

Section: Introductionmentioning

confidence: 99%

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Bell

2014

Innovations in Education and Teaching International

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Existing literature examining the teaching of research methods highlights difficulties students face when developing research competencies. Studies of student-centered teaching approaches have found increased student performance and improved confidence in undertaking research projects. To develop a student-centered approach, it could be beneficial to teach students through active participation, with the development of their research agendas as the basis for progression. To develop this goal, the research methods module for graduate students at a UK business school was restructured into a two-week block utilizing a student-centered approach. The performance of the students was then compared to the performance of students who undertook the same course material presented in a traditional semester-long module and the results were then statistically analyzed. The results of this study provide new and interesting evidence of increased student achievement and understanding through the new format and provide new avenues for future research.

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Section: Introductionmentioning

confidence: 99%

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Bell

2014

Innovations in Education and Teaching International

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“…This long-standing situation is compounded by rapid changes in the demographics of higher education which highlight that staff training (Doyle and Buckley, 2014), 'rule fetishization' (Haggerty, 2004: 411), potential 'threshold concepts' (Meyer and Land, 2003) and the nature of teachers and teaching (McGinn and Bosacki, 2004) are all useful lenses with which to interrogate how research ethics teaching is done, but surface as many questions as they resolve.…”

Section: Resultsmentioning

confidence: 99%

“…The irony of avoiding essentialism in a written text situated in a particular context is not lost: the difficulty of addressing issues in the teaching of research ethics can be informed only by resources accessible to me, chiefly those published by writers from a range of English-speaking backgrounds, meaning that only insights from teaching from a Western perspective (Cousin, 2011) (Doyle and Buckley, 2014).…”

Section: The Situatedness Of Research Ethicsmentioning

confidence: 99%

Reflections on teaching research ethics in education for international postgraduate students in the UK

Smith

2015

Teaching in Higher Education

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Reflections on teaching research ethics in education for international postgraduate students in the UKResearch ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum conflicts with hegemonic codes of conduct regarding research ethics that seem resistant to change. The framework of threshold concepts is applied to the teaching and learning of research ethics in education not, as is usual, to identify such concepts, but to draw attention to the critical role of the intersection between learner and curriculum and how institutional expectations need to be reappraised.

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“…The process has several drawbacks, including timing for applicants as RECs might meet once or twice per term, workload demands on committee members, who are themselves active academics and researchers, bureaucracy in the extensive paper trail generated which is difficult to audit (Doyle and Buckley, 2014) [4], and frequently a lack of transparency for both applicants and committee members. If an application is incomplete, or provides insufficient detail for a committee to make a decision, it will typically be returned to the applicant for resubmission at a later meeting, leading to delays in research and yet more paperwork and researcher frustration.…”

Section: Introductionmentioning

confidence: 99%

“…Decision as to the ethical appropriateness of research are made by a Departmental Research Ethics Committee, which considers all research project proposals submitted by staff and students within the department. One of the challenges of this practice is the scale of work involved for committee members (Doyle & Buckley, 2014) who are all faculty members, and the tracking of applications and decisions, alongside the quality assurance required to ensure that all applications are treated fairly and equally. The time involved in performing this work is often underestimated by Universities, and the variety and complexity of decisions requires extensive discussion and negotiation.…”

Section: Introductionmentioning

confidence: 99%

An Integrated Psychology Virtual Research Ethics Committee

Boubert¹,

Taylor²

2016

EDULEARN Proceedings

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Research and professional ethics are an integral part of every Psychology degree, as this is seen as a key graduate learning outcome for students leaving to become clinicians working with clients and patients. The development of these skills is embedded in teaching, but they culminate in the final year of a degree when final year students must gain formal ethical approval for their final research project. Decision as to the ethical appropriateness of research are made by a Departmental Research Ethics Committee, which considers all research project proposals submitted by staff and students within the department. One of the challenges of this practice is the scale of work involved for committee members (Doyle & Buckley, 2014) who are all faculty members, and the tracking of applications and decisions, alongside the quality assurance required to ensure that all applications are treated fairly and equally. The time involved in performing this work is often underestimated by Universities, and the variety and complexity of decisions requires extensive discussion and negotiation. Traditionally, these decisions are reached by committee discussions, however this presents logistical difficulties as it requires meetings with quorate attendance. The University of Westminster launched a virtual tool in 2014 to facilitate the management of the Research Ethics Committee, to help track the progress of applications and to allow discussions to occur and be managed virtually. The Department of Psychology adopted the tools in September 2014 to deal with all ethics applications. Here we report on how this virtual committee has affected the role and practices of a working committee that deals with over 300 applications per year, and how an online ethics procedure has facilitated an integrated developmental approach to ethical education.

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Research ethics in teaching and learning

Cited by 8 publications

References 18 publications

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

The continuing search to find a more effective and less intimidating way to teach research methods in higher education

Reflections on teaching research ethics in education for international postgraduate students in the UK

An Integrated Psychology Virtual Research Ethics Committee

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