Research Integrity and Misconduct in the Academic Profession

Anderson, Melissa S.; Shaw, Maria C.; Steneck, Nicholas H.; Konkle, Erin; Kamata, Takehito

doi:10.1007/978-94-007-5836-0_5

Cited by 51 publications

(30 citation statements)

References 120 publications

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“…And at an individual level of analysis, professional ethics are individuals' adherence to formal and informal rules that serve as normative control within the professional role (Abbott 1983). These two levels of analysis interact with each other-individuals' unethical behaviors in every occupation carry undesirable consequences on the occupational level, such as shaking public confidence in a specific corporation and further decreasing the authority and legitimacy of the knowledge and products a particular sector generates (Anderson et al 2013;Betz et al 1989;Hackett 1994;Kelly and Chang 2007).…”

Section: Conceptualization Of Scientific Ethicsmentioning

confidence: 98%

“…Abbott 1983;Anderson et al 1994Anderson et al , 2013Braxton and Bayer 1996;Chung 2015;Davis 2013;Davis et al 2007;Scholossberger 2015). In these studies, professional ethics is a dual-dimensional concept, including both an occupational and an individual level of analysis (Abbott 1983).…”

Section: Conceptualization Of Scientific Ethicsmentioning

confidence: 99%

“…To provide scientists with better ethics training, we need a more thorough understanding of science ethics. Researchers who study the professions more broadly have suggested there may be gender differences in approach to ethics (Adam 2000;Anderson et al 2013). Gender is, however, neglected in previous studies of science ethics.…”

Section: Introductionmentioning

confidence: 94%

“…Specifically, in for-profit occupations, such as finance, accounting, and business, scholars find that, compared with their men colleagues, women are less likely to engage in unethical behavior-such as using shortcuts for estimating a method or inappropriately claiming an extra travel expense-and are less tolerant of professional misconduct (Adam 2000;Anderson et al 2013;Betz et al 1989;Davis 2013;Fox and Braxton 1994). Expanding on previous scholarship on gender and ethics, we investigate the relationship between gender and science ethics in academic physics-a discipline that has a particularly low proportion of women (Ecklund and Lincoln, 2016)-through listening to physicists' own voices.…”

Section: Introductionmentioning

confidence: 99%

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A Gendered Approach to Science Ethics for US and UK Physicists

Ecklund

2016

Sci Eng Ethics

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Some research indicates that women professionals-when compared to men-may be more ethical in the workplace. Existing literature that discusses gender and ethics is confined to the for-profit business sector and primarily to a US context. In particular, there is little attention paid to gender and ethics in science professions in a global context. This represents a significant gap, as science is a rapidly growing and global professional sector, as well as one with ethically ambiguous areas. Adopting an international comparative perspective, this paper relies on 121 semi-structured interviews with US and UK academic physicists to examine how physicists perceive the impact of gender on science ethics. Findings indicate that some US and UK physicists believe that female scientists handle ethical issues within science in a feminine way whereas their male colleagues approach ethics in a masculine way. Some of these physicists further claim that these different approaches to science ethics lead to male and female scientists' different levels of competitiveness in academic physics. In both the US and the UK, there are "gender-blind" physicists, who do not think gender is related to professional ethics. Relying on physicists' nuanced descriptions this paper contributes to the current understanding of gender and science and engineering ethics.

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Section: Conceptualization Of Scientific Ethicsmentioning

confidence: 98%

Section: Conceptualization Of Scientific Ethicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Gendered Approach to Science Ethics for US and UK Physicists

Ecklund

2016

Sci Eng Ethics

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“…Paradoxically, similar dark episodes are evident in some legitimate institutions. Widespread misconduct affects university examinations and the conferring of academic credentials (Hallak and Poisson 2007), the fabrication and falsification of data (Anderson et al 2013) and also in the procurement of goods and services and the licensing and accreditation of institutions. The array of areas infested by academic corruption confirms that academic fraud involves a variety of stakeholders: examination candidates, teaching or faculty members, supervisors, managers of courses, programmes, institutions, and universities.…”

Section: The Global Context Of Fake Qualificationsmentioning

confidence: 99%

Fake Qualifications and the Challenge of regulating Higher Education in Southern Africa

Jimu¹

2018

ModAfr

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This article examines the prevalence and implications of fake qualifications and the need for an effective regulatory regime to contain fake higher education qualifications. Fake qualifications by definition refer to false academic and professional credentials, regardless of the source, which means they may be acquired from illegitimate institutions, superficially legitimate institutions or through illegitimate means from legitimate institutions. The qualifications are in this sense illegitimate both in the manner in which they are obtained and also in terms of what they signify. The research for this article shows that the clandestine nature of the production and issuance and its global reach make it difficult to quantify, but also to control the use of fake qualifications and to manage their impact locally, nationally and globally. Drawing from several cases, it is apparent that the phenomenon of fake qualifications defies the integrity and legitimate expectations from an education system and is a serious challenge to education and ethical standards. It is further argued that given the challenges presented by the proliferation of fake qualifications generally, and in southern Africa in particular, it is imperative for higher education institutions, regulatory bodies, employers and the general public to develop a keen interest in the subject of fake qualifications and to cooperate in order to contain the menace.

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