The purpose of this article is to illuminate the conceptualisations and applications of the Belmont Report's key ethical principles of respect for persons, beneficence, and justice based on a document analysis of five of the most relevant disciplinary guidelines on internet research in the social sciences. These seminal documents are meant to provide discipline-specific guidance for research design and implementation and are regarded as key references when conducting research online. Our analysis revealed that the principles of respect and beneficence were explicitly conveyed in the documents analysed, offering nuanced interpretations on issues of informed consent, privacy, and benefits and risks as well as providing recommendations for modifying traditional practices to fit the online setting. However, the invocations of the principle of justice were rather implicit and reflect an important shift from the Belmont Report's protectionist ethical position towards more situational and dialogic approaches. With the rapidly evolving nature of internet technologies, this analysis is projected to contribute to the ongoing developments in research ethics in the social sciences by outlining the tensions and implications of the use of the internet as a methodological tool. We also seek to provide recommendations on how disciplinary associations can proceed to facilitate ethically sensitive internet research.
The aim of this research was to conduct a preliminary evaluation of the outcomes of the European Masters in Lifelong Learning: Policy and Management (MALLL) on mobility, employability, and interculturality using Linkedln data in conjunction with document reviews and a small sample of staff interviews. MALLL is an internationally-oriented higher education programme within the Erasmus Mundus scheme launched in 2006. Subjects were MALLL graduates between 2008 to 2014 and data were gathered from Work Experience and Education sections of 75 individual LinkedIn profiles as well as organic responses on the group's LinkedIn forum. The results show that the MALLL programme facilitated the graduates' academic and professional mobility in varying degrees. The sample's career profiles show that their roles are in line with MALLL's intended outcomes related to employability. Meanwhile, positive outcomes were perceived by the graduates pertaining to their interculturality. LinkedIn proved to be a potent instrument in evaluating the outcomes of a higher education programme. With a careful consideration of its benefits and risks and by drawing a strategy to harness its potential, programme evaluators can find at their disposal a rich and practical way of assessment in conjunction with more traditional data collection methods. Key words LinkedIn, evaluation, mobility, employability, interculturality. ResumenEl objetivo de esta investigación fué realizar una evaluación preliminar de los resultados del European Masters in Lifelong Learning: Policy and Management (MALLL) utilizando datos procedentes de Linkedln, junto con revisiones de documentos y entrevistas a responsables del máster. Los participantes son graduados de las promociones 2008-2014 y los datos se obtuvieron de las secciones experiencia laboral y educación en 75 perfiles, junto con testimonios extraídos del foro del grupo en LinkedIn. Los resultados muestran que el programa MALLL facilitó la movilidad académica y profesional de los egresados. Los perfiles profesionales manifiestan que sus roles están alineados con los objetivos del máster en términos de empleabilidad. Asimismo, los graduados percibieron resultados positivos relacionados con la interculturalidad. LinkedIn ha mostrado ser un potente instrumento para evaluar los resultados de un programa de Educación Superior. Tras una rigurosa consideración de sus beneficios y riesgos y asegurando un protocolo que garantice sus potencialidades, los evaluadores de programas pueden disponer de una rica y valiosa información, en combinación con la obtenida por métodos más tradicionales de recogida de datos.
The aim of this chapter is to provide an alternative perspective to managing universities' capacities for change through the lens of complexity leadership, more specifically in the realm of research management. It does so by developing and proposing a leadership framework underpinned by three dimensions: complexity leadership principle statements applicable to the university setting; the attributes, roles, and leadership functions of university agents to best support the needs of a complex context and organization; and general guidelines on how to activate the change process towards more collaborative, responsible, and sustainable research actions. The chapter's intended contributions are two-fold: to contribute to the growing yet underexplored literature on complex leadership in managing change in the university setting and to propose an actionable framework that can boost the contributions and sustainability of higher education institutions.
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