Using co-creation methods for research integrity guideline development – how, what, why and when?

Labib, Krishma; Pizzolato, Daniel; Stappers, Pieter Jan; Evans, Natalie; Lechner, Iris; Widdershoven, Guy; Bouter, L.M.; Dierickx, Kris; Bergema, Katinka; Tijdink, Joeri K.

doi:10.1080/08989621.2022.2154154

Cited by 7 publications

(1 citation statement)

References 40 publications

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“…The analysis of the obtained psychodiagnostic data showed insufficient motivational readiness to accept the role of a mentor: 75% of teachers are insufficiently motivated to perform mentoring functions, 100% of mentor teachers have expressed emotional stress and an increased risk of emotional burnout, 50% do not fully possess effective ways of building communication and constructive behaviors in conflicts. At the same time, the leadership qualities of teachers-mentors are quite pronounced (100%) [14].…”

Section: Methodsmentioning

confidence: 99%

Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages

Shustova,

Bulankina,

Leontyeva

et al. 2024

IntegrEdu

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Introduction. The authors highlight the main problems of the formation and development of the communication training of mentors within the multicultural specifics of the regional education spaces. The paper proposes an analysis of some aspects for improving the methodology of forming the readiness of an experienced teacher to transfer his/her experience for productive interaction with their colleagues. The purpose of the study is to substantiate the model for the formation of communication competence of mentors for teaching foreign languages within the multicultural specifics of the regional education spaces. Materials and Methods. The methodology focuses on the framework of a lingua-didactic approach based on a historical approach, which assumes both the analysis of Scientific Scholarship, and pedagogical experience in terms of a search experiment on the formation of a mentor’s readiness for socially significant and culturally creative communication to develop optimal conditions for the implementation of mentoring within the regional communicative educational spaces. Results. The authors highlight the necessity and possibilities of mentoring in different spheres of professional activities, the significance of communicative competence and readiness of a mentor to share his/her experience with others, and to monitor the post-effects of professional knowledge and skills. The results of the survey will be of use for those who investigate the likely problem areas of current education. Discussion and Conclusion. The results obtained contribute to the development of a mentoring for different areas of professional activity, because it is communicative readiness that facilitates the process of communication, exchange of experience and control of professional activities between a mentor and his mentee. The materials of the article will be useful to heads of educational organizations, representatives (employees) of institutions for advanced training and additional education of teachers.

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Section: Methodsmentioning

confidence: 99%

Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages

Shustova,

Bulankina,

Leontyeva

et al. 2024

IntegrEdu

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Ethically Driven and Methodologically Tailored: Setting the Agenda for Systematic Reviews in Domestic Violence and Abuse

et al. 2023

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Purpose Systematic reviews have an important, and growing, role to play in the global evidence eco-system of domestic violence and abuse. Alongside substantive contributions to knowledge, such reviews stimulate debates about ethical reviewing practices and the importance of tailoring methods to the nuances of the field. This paper aims to pinpoint a set of ethical and methodological priorities to guide and enhance review practices specifically in the field of domestic abuse. Method The five Pillars of the Research Integrity Framework (ethical guidelines for domestic abuse research) are used to interrogate the systematic review process. To do so, the Framework is retrospectively applied to a recently completed systematic review in domestic abuse. The review included a rapid systematic map and in-depth analysis of interventions aimed at creating or enhancing informal support and social networks for victim-survivors of abuse. Results Ethical and methodological priorities for systematic reviews in domestic abuse include (1) Safety and wellbeing: maintaining the wellbeing of researchers and stakeholders, and appraising the ethics of included studies, (2) Transparency/ accountability: transparent reporting of research funding, aims and methods together with explicit consideration of authorship of outputs, (3) Equality, human rights and social justice: developing diverse review teams/ Advisory groups, and review methods that aim to search for, and report, diverse perspectives. Considering researcher positionality/ reflexivity in the review, (4) Engagement: collaboration with non-academic stakeholders and individuals with lived experience throughout the review process, (5) Research Ethics: independent ethical scrutiny of systematic review proposals with input from researchers with expertise in systematic reviews and domestic abuse. Conclusion Additional research is required to comprehensively examine the ethics of each stage of the review process. In the meantime, attention should be given to the underpinning ethical framework for our systematic review practices and the wider research infrastructure that governs reviews.

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Co-creating Research Integrity Education Guidelines for Research Institutions

et al. 2023

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To foster research integrity (RI), research institutions should develop a continuous RI education approach, addressing various target groups. To support institutions to achieve this, we developed RI education guidelines together with RI experts and research administrators, exploring similarities and differences in recommendations across target groups, as well as recommendations about RI education using approaches other than formal RI training. We used an iterative co-creative process. We conducted four half-day online co-creation workshops with 16 participants in total, which were informed by the RI education evidence-base. In the first two workshops, participants generated ideas for guidelines’ content, focusing on different target groups and various approaches to RI education. Based on this content we developed first drafts of the guidelines. Participants in the third and fourth workshop refined those drafts. We next organized a working group which further prioritized, reorganized, and optimized the content of the guidelines. We developed four guidelines on RI education focusing on (a) bachelor, master and PhD students; (b) post-doctorate and senior researchers; (c) other RI stakeholders; as well as (d) continuous RI education. Across guidelines, we recommend mandatory RI training; follow-up refresher training; informal discussions about RI; appropriate rewards and incentives for active participation in RI education; and evaluation of RI educational events. Our work provides experience-based co-created guidance to research institutions on what to consider when developing a successful RI education strategy. Each guideline is offered as a distinct, publicly available tool in our toolbox (www.sops4ri.eu/toolbox) which institutions can access, adapt and implement to meet their institution-specific RI education needs.Trial registrationhttps://osf.io/zej5b.

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Using co-creation methods for research integrity guideline development – how, what, why and when?

Cited by 7 publications

References 40 publications

Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages

Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages

Ethically Driven and Methodologically Tailored: Setting the Agenda for Systematic Reviews in Domestic Violence and Abuse

Co-creating Research Integrity Education Guidelines for Research Institutions

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