Supervisors and Academic Integrity: Supervisors as Exemplars and Mentors

Gray, Phillip W.; Jordan, Sara R.

doi:10.1007/s10805-012-9155-6

Cited by 52 publications

(45 citation statements)

References 23 publications

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“…The results illustrated a lack of clarity on who is responsible for critical aspects of doctoral students training (Titus and Ballou 2014). Also, the multiple roles of supervisors were discussed, emphasizing that they should serve both as mentors and exemplars (Gray and Jordan 2012). Our survey did not explore opinions on whose responsibility the RCR training should be, neither on what the role of supervisors should be.…”

Section: Discussionmentioning

confidence: 89%

Research Integrity Practices from the Perspective of Early-Career Researchers

Krstić¹

2014

Sci Eng Ethics

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Unavailability of published data and studies focused on young researchers in Europe and research integrity issues reveals that clear understanding and stance on this subject within European area is lacking. Our study provides information on attitudes and experiences of European researchers at early career stages (doctoral and postdoctoral level), based on a limited sample of respondents (n = 27). The study provides both quantitative and qualitative results for the examined issues. The data suggest that awareness and interest of the younger researchers surveyed in research integrity issues is high, however, it is often based on self-initiatives, with many of the respondents not having adequate training or any possibility to obtain it. Our attitude survey conducted within the European Council of Doctoral Candidates and Junior Researchers indicates that only 22 % of respondents had an opportunity to obtain relevant training (significantly less than in a study conducted in the U.S.), and that only one third believed that institutions and supervisors regularly paid attention to it. Further, we noted certain differences between disciplines. The study also reveals that many younger researchers felt they faced problems due to the misconduct of their senior colleagues and the existing institutional culture. The results of the study indicate a need for better prevention mechanisms, training and raising awareness activities. Preferably, junior researchers should be given an active role in shaping the integrity culture. It should be noted that the presented results should be considered in the context of the limitations stemming from the small-scale survey. This paper encourages further research activities on research integrity practices to provide stronger evidence on the attitudes and experiences of young researchers in Europe and other parts of the world.

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Section: Discussionmentioning

confidence: 89%

Research Integrity Practices from the Perspective of Early-Career Researchers

Krstić¹

2014

Sci Eng Ethics

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“…While there is merit in this procedure, it may increase the risk for narrowing the theoretical and methodological perspectives that infringe on a student's autonomy unless the student is sufficiently exposed to various alternative viewpoints. It has been shown that supervisor ethicality and respect for students' research decisions improve the ethical attitudes of students (Gray and Jordan 2012). In this sense the ethical problems that students experience in terms of their autonomy could have detrimental consequences for the integrity of the doctoral process.…”

Section: Discussionmentioning

confidence: 99%

“…Although formal ethics training is thought to be important for instilling knowledge of ethical norms and standards (e.g. Zucchero 2008; Burr and King 2012), students learn ethical guidelines and codes of conduct from their supervisors and senior colleagues as they engage in research (Alfredo and Hart 2011;Gray and Jordan 2012). The supervisory relationship is thus a crucial means of learning appropriate practices and codes of conduct.…”

Section: Introductionmentioning

confidence: 99%

Ethics in the supervisory relationship: supervisors' and doctoral students' dilemmas in the natural and behavioural sciences

Löfström

Pyhältö

2015

Studies in Higher Education

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This study explored the perceptions of ethical issues in supervision among doctoral students and supervisors. The nature of ethical issues identified by doctoral students (n = 28) and their supervisors (n = 14) is explored and the degree of fit and misfit between their perceptions in two cases representing the natural and behavioural sciences is analysed. Supervisors and students identified different ethical issues, which suggest that there are aspects in the supervisory relationship about which there is no shared understanding. There were also differences between the ethical issues emphasised in the natural sciences from those emphasised in the behavioural sciences, suggesting differences between the domains.

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“…A necessidade de formação dos pesquisadores em ética na pesquisa, seja mediante a realização de disciplinas que se reportem ao tema, seja por meio de seu orientador de dissertação ou tese, é ratificada por diversos autores (FARE; MACHADO; GRAY;JORDAN, 2012;KALICHMAN;SWEET;PLEMMONS, 2015;KROKOSCZ, 2011;PITHAN;VIDAL, 2013). Estudo de abrangência nacional, realizado por Fisher, Fried e Feldman (2009), com 968 estudantes ou recém-formados de programas de doutorado em Psicologia, nos Estados Unidos, revela que a percepção dos sujeitos investigados de estarem preparados para implementar procedimentos éticos em suas pesquisas está associada, entre outros fatores, à conclusão das disciplinas que incluem ética em pesquisa.…”

Section: Formação De Pesquisadoresunclassified

“…O fato de o tema ética em pesquisa somente aparecer em 69 disciplinas entre as analisadas não significa que este não seja desenvolvido em outros programas, além dos 37 encontrados. É possível que seja incluído no programa das disciplinas, malgrado não constar na ementa 9 , ou ser ensinado durante o acompanhamento realizado pelo orientador da dissertação ou tese, ou por meio do exemplo desse orientador no desenvolvimento de suas pesquisas (GRAY; JORDAN, 2012). O resultado alerta, todavia, para a situação que exige dos programas, o mais brevemente possível, a assunção da responsabilidade pela formação sistematizada sobre ética em pesquisa.…”

Section: Gráfico 1 Box Plot Da Quantidade Total Das Disciplinas Dos unclassified

Formação para a ética em pesquisa: um olhar para os programas de pós-graduação em Educação

Nunes

2017

Educação (Porto Alegre, Online)

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. http://creativecommons.org/licenses/by/4.0/deed.pt_BR Formação para a ética em pesquisa: um olhar para os programas de pós-graduação em Educação AbstRActThe attention of Brazilian education researchers for the debates, studies and researches on research ethics is something recent. The objective of the research that supports this paper is to identify, in Brazil, which postgraduate programs in Education include research ethics subject in the discipline description. The documentary research method was used, considering as documents the discipline descriptions of the Brazilian postgraduate programs in Education, available in digital format in the Sucupira Platform. Of the set of 8,892 disciplines, only 69 (0.78%) include the research ethics theme in their discipline description. These disciplines are distributed by 37 postgraduate programs in Education, representing 21.64% of the total. This result indicates the urgent need to guarantee disciplinary and systematic training on the research ethics theme in postgraduate programs in Education.Keywords: Research ethics. Scientific integrity. Researchers training. ResumenLa atención de los investigadores brasileños de educación a la necesidad de debates, estudios e investigaciones sobre la ética en la investigación es algo nuevo. El objetivo de la investigación que apoya este artículo es identificar, en Brasil, que programas de postgrado en Educación incluyen el tema de la ética en la investigación en las descripciones de los cursos. Se utilizó el método de investigación documental, teniendo en cuenta como documentos las descripciones de los cursos de postgrado em Educación de Brasil, disponibles en formato digital en la Plataforma Sucupira. Del conjunto de 8.892 cursos, sólo el 69 (0,78%) incluyen el tema de ética en la investigación en sus descripciones. Eses cursos están distribuidos en 37 programas de postgrado en Educación, lo que representa 21,64% del total. Este resultado indica la necesidad urgente de garantizar la formación disciplinar e sistemática sobre el tema de la ética en la investigación en programas de postgrado en Educación.Palabras clave: Ética en la investigación. Integridad científica. Formación de investigadores.

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Supervisors and Academic Integrity: Supervisors as Exemplars and Mentors

Cited by 52 publications

References 23 publications

Research Integrity Practices from the Perspective of Early-Career Researchers

Research Integrity Practices from the Perspective of Early-Career Researchers

Ethics in the supervisory relationship: supervisors' and doctoral students' dilemmas in the natural and behavioural sciences

Formação para a ética em pesquisa: um olhar para os programas de pós-graduação em Educação

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