A Qualitative Approach to Responsible Conduct of Research (RCR) Training Development: Identification of Metacognitive Strategies

Kligyte, Vykinta; Marcy, Richard T.; Sevier, Sydney T.; Godfrey, Elaine; Mumford, Michael D.

doi:10.1007/s11948-007-9050-5

Cited by 13 publications

(15 citation statements)

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“…We gained an initial understanding of the aspects of Humanities work that involve ethical dilemmas, using an existing professional ethics taxonomy (Helton-Fauth et al 2003) as a starting point. We found, much like Kligyte et al (2008) found with respect to the engineering fields, that the taxonomy served as an effective starting point to generating new taxonomies for the Humanities groups we examined.…”

Section: Discussionsupporting

confidence: 62%

“…Also fueling our expectation that other fields experience ethical issues was anecdotal evidence from graduate students outside of the sciences and engineering requesting to attend our recently implemented university ethics training seminar (Kligyte et al 2008;Mumford et al 2008). These requests included students from English, drama, history, and modern language departments.…”

mentioning

confidence: 98%

“…Work by Kligyte et al (2008) demonstrated that, after minor modifications to the existing professional ethics taxonomy, its structure could be applied to work in engineering, computer science, and meteorology, suggesting that the taxonomy provided a basic structure for understanding the ethical issues in many professional fields. Development of such a taxonomy helped to address earlier problems with the traditional perspective on ethics that focused on the most severe violations, such as fabrication, falsification, and plagiarism (FFP), by including improprieties that are much more common.…”

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confidence: 99%

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Ethics in the Humanities: Findings from Focus Groups

et al. 2010

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This project examined the ethical issues faced by academics and professionals in the Humanities. We conducted focus groups to gather information about the ethical concerns in these fields and used the qualitative data arising from the discussions to create a taxonomy that represents the structure of ethical issues in the Humanities. A key implication of our findings is that while the focus of ethics research and interventions has been primarily on the sciences and engineering, academics and professionals in other fields also encounter some unique critical ethical dilemmas that require further research and methods of intervention.Awareness of the significance of ethical behavior in professional work has increased substantially in the past couple of decades, with instances of misconduct appearing in the national and international media. In addition to the corporate and political fraud that often finds its way into the media spotlight, misconduct by researchers also receives a great deal of media attention. There are several possible explanations for this. First, original work is usually held out to be a dispassionate search for truth, and such cases challenge this notion.

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Section: Discussionsupporting

confidence: 62%

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confidence: 98%

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confidence: 99%

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Ethics in the Humanities: Findings from Focus Groups

et al. 2010

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“…Instruction in sensemaking, as a mechanism for improving organizational decision-making and risk assessment, has been suggested by previous researchers (Weick and Sutcliffe 2001;Sterman 2001;Vogus and Welbourne 2003). Strategy-based training, aimed at improving sensemaking, has proven to be an effective design across scientific and academic settings (Kligyte et al 2007;Mumford et al 2008). Additionally, ethics training grounded in sensemaking has been suggested as an effective method for training managers and other organizational leaders (Sonenshein 2007).…”

Section: Resultsmentioning

confidence: 98%

Leader Ethical Decision-Making in Organizations: Strategies for Sensemaking

et al. 2012

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Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a conceptual model of leader EDM. Moreover, the underlying factors in the model are highlighted-constraints and strategies. Four trainable, compensatory strategies (emotion regulation, self-reflection, forecasting, and information integration) are proposed and described that aid leaders in navigating ethical dilemmas in organizations. Empirical examinations demonstrate that tactical application of the strategies may aid leaders in making sense of complex and ambiguous ethical dilemmas and promote ethical behavior. Compensatory tactics such as these should be central to organizational ethics initiatives at the leader level.

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“…Research and training efforts on ethical decision-making and behavior have largely focused on professionals in fields including business (e.g., Sekerka 2009;Waples et al 2009), medicine, engineering, and other sciences (e.g., Kligyte et al 2008;Mumford et al 2008); however, ethical behavior is critical for professional work in all fields, including the often-overlooked fields in the Humanities. It is possible that ethics in the Humanities has been ignored because people may not realize that work in the Humanities does, in fact, involve ethical issues.…”

Section: Introductionmentioning

confidence: 99%