Variation in Ethics Review for Tertiary-Based Educational Research: an International and Interdisciplinary Cross-Sectional Review

Lees, Amanda B; Walters, Simon; Godbold, Rosemary

doi:10.1007/s10805-020-09382-1

Cited by 8 publications

(9 citation statements)

References 85 publications

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“…e codes of research ethics were developed and declared in documents such as the Nuremberg Code of 1947, the United Nations Declaration of Human Rights, the Declaration of Helsinki, and the Belmont Report. Such codes were adopted to direct "the planning, conduct, and reporting of medical research involving humans and (to prioritise) the welfare of the participants over the aims of the research" [15]. Although such regulations were meant for physicians and later other medical researchers, the realisation of the vulnerability of participants such as students in education led to the spread of formal ethics reviews to other disciplines [15].…”

Section: Background To Research Ethics Committeesmentioning

confidence: 99%

“…Such codes were adopted to direct "the planning, conduct, and reporting of medical research involving humans and (to prioritise) the welfare of the participants over the aims of the research" [15]. Although such regulations were meant for physicians and later other medical researchers, the realisation of the vulnerability of participants such as students in education led to the spread of formal ethics reviews to other disciplines [15]. As such, the formal review of research proposals for ethical clearance is relatively recent in the social sciences and education [24,25].…”

Section: Background To Research Ethics Committeesmentioning

confidence: 99%

“…It is noteworthy that many educational and social science researchers do not refute the signi cance of ethical clearance reviews but do not agree with the once-o REC procedures that occur before the research commences [15]. For example, Head [6] notes that ethical codes, rules, and principles that are set by the RECs are not enough for educational research: "ethical issues in educational research go beyond a matter of compliance with rules, codes, and principles to the complex matter of ethical dilemmas that are organic, dynamic, and dependent on context and relationships, and which are often contestable.…”

Section: Introductionmentioning

confidence: 99%

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Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Madikizela-Madiya

Motlhabane

2022

Education Research International

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This paper contributes a different perspective to the debates regarding the role of research ethics committees (RECs) in educational and social sciences research. It identifies limited explicit engagements from such debates about how academics who serve in RECs can learn from these committees towards academic growth and development in and beyond being ethical researchers. We (the authors) follow a duoethnographic method to reflect on our experiences of learning from one committee in a South African university. We argue that, notwithstanding the identified shortcomings in some of the REC committees, they can also be spaces for situated learning. Based on our experience, we identify several ways in which these committees can be resourceful. (1) They can empower the less experienced members through observation and interaction with the experienced. (2) They provide opportunities for the transfer of “knowledge power” to beyond the committee for quality research and postgraduate supervision practices. (3) They can be a solution to the limited research supervision capacity in some institutions. The paper also extends the understanding of the situated learning theory as we add ‘visitors’ as an element of the community of practice.

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Section: Background To Research Ethics Committeesmentioning

confidence: 99%

Section: Background To Research Ethics Committeesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Madikizela-Madiya

Motlhabane

2022

Education Research International

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“…Given the focus on practice, SoTL presents ethical complexity as teachers may wish to recruit their students to inform practice. As with any research, ethical conduct is essential; however, nationally and internationally, there is variation concerning whether SoTL projects require formal institutional ethics review (Lees et al, 2021). In such settings, we believe that undertaking a pilot study can provide an ethical foundation in tandem with, or the absence of, an ethics review process.…”

Section: Introductionmentioning

confidence: 99%

Illuminating the Role of Reflexivity Within Qualitative Pilot Studies: Experiences From a Scholarship of Teaching and Learning Project

Lees

Walters

Godbold

2022

International Journal of Qualitative Methods

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Pilot studies within qualitative inquiry are crucial yet often hidden aspects of research design. In this article, we argue for pilots to have greater visibility. We explore the role of a pilot in providing a foundation for enhancing ethical reflexivity, drawing on a recent pilot study within a tertiary healthcare education setting. The Scholarship of Teaching and Learning (SoTL) presents a unique environment with complex stakeholder relationships. There is a lack of consensus nationally and internationally on whether all SoTL projects require consideration by institutional ethics review bodies. A pilot study offers an opportunity for ethical steerage of a research project, reflecting ethics in practice whilst augmenting any procedural ethics review requirements. We propose that a qualitative pilot study, as a design strategy, can enhance ethical conduct by researchers. Within SoTL specifically, the pilot can provide an opportunity for researchers to demonstrate a commitment to a pedagogy of care spanning the project’s duration, signifying a commitment to enduring teacher-student relationships within the broader learning environment. Beyond tertiary settings, we believe the pilot study, as a space for ethical reflexivity, has applicability to research settings where caring for and being seen to care for the wider participant community is a critical ethical consideration.

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“…Many researchers are aware of the volatility of the ethics review process, and studies that examine empirical literature evaluating institutional review boards demonstrate inconsistencies regarding risk level, recruitment, methodologies, and other vital aspects of research (Abbott & Grady, 2011;Lees et al, 2020). Analysed studies included in Abbott and Grady's review also show a site-to-site variability regarding institutional research board requirements and inefficiency of the institutional review process that often leads to changes in research proposals and, in this way, jeopardize the quality of science.…”

Section: Introductionmentioning

confidence: 99%

Ethics Reviews in Socially Engaged Arts Research

Raykov¹,

Vella²

2021

RAE

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This article explores researchers’ perceptions of discrepancies between the creative goals of research projects in which artists are recruited and requirements established by ethical review boards in higher education. It describes issues that researchers typically face when applying for the ethical clearance of research projects that engage various communities in participatory activities involving creative professionals. While the observation of ethical codes of practice is very important in all academic research, it is equally important to understand how the goals of research and artistic outcomes may be affected by regulatory procedures as well as variable institutional practices related to ethical reviews of research. Ethical requirements may impact research in any discipline and are certainly not unique to the arts, but it is important to understand the specific effects of ethics review boards on research projects that venture into new creative areas that might involve vulnerable participants or include unforeseeable artistic outcomes. The article analyses studies undertaken by a research team made of academics, artists and other entities at the University of Malta and shows how the ethics review process affects timeframes, levels of participants’ involvement and the organic development of creative processes. Finally, it makes some recommendations for ethical review boards in the evaluation of socially engaged arts research projects.

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Variation in Ethics Review for Tertiary-Based Educational Research: an International and Interdisciplinary Cross-Sectional Review

Cited by 8 publications

References 85 publications

Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Educational Research Ethics Committees as Space for Situated Learning in Higher Education

Illuminating the Role of Reflexivity Within Qualitative Pilot Studies: Experiences From a Scholarship of Teaching and Learning Project

Ethics Reviews in Socially Engaged Arts Research

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