Education and training policies for research integrity: Insights from a focus group study

Abstract

Education is important for fostering research integrity (RI). Although RI training (a formal element of RI education) is increasingly provided, there is little knowledge on how research stakeholders view institutional RI education and training policies. Here, we present insights about research stakeholders’ views on what research institutions should take into account when developing and implementing RI education and training policies. We conducted 30 focus groups, engaging 147 participants in 8 European countries. Using a mixed deductive-inductive thematic analysis, we identified five themes: 1) RI education should be available to all; 2) education and training approaches and goals should be tailored; 3) motivating trainees is essential; 4) both formal and informal educational formats are necessary; and 5) institutions should take into account various individual, institutional, and system-of-science factors when implementing RI education. Our findings suggest that institutions should make RI education attractive for all, and tailor training to disciplinary-specific contexts.

Co-creating research integrity education guidelines for research institutions

“…Here, we focus on the methods and results relating specifically to the guidelines on the topic of RI education. To obtain a first overview of potential considerations to include in these guidelines, we used insights from several previous empirical studies, which can be seen as preliminary steps in our guideline development process (10,17,(19)(20)(21)(22). We next conducted four co-creation workshops together with various stakeholders to develop the guidelines, and then formed a working group to further revise and operationalize the developed guidelines.…”

“…Furthermore, most existing RI educational events target PhD students, even though research shows that diverse stakeholders also see the need for targeting other students (i.e. at the bachelor and master level), researchers across ranks, as well as other institutional stakeholders involved in research such as RI policy makers (17). Because of the diverse needs of various research stakeholders (17), it might be that different educational strategies are required for different stakeholders (e.g.…”

“…at the bachelor and master level), researchers across ranks, as well as other institutional stakeholders involved in research such as RI policy makers (17). Because of the diverse needs of various research stakeholders (17), it might be that different educational strategies are required for different stakeholders (e.g. students as opposed to senior researchers).…”

“…students as opposed to senior researchers). Moreover, it might be that RI training is not sufficient in providing adequate RI education, considering that RI education also takes place in informal ways, such as through supervision and socialization in the research process (17).…”

“…It would be valuable and efficient for research institutions to develop an RI education strategy which includes various educational approaches and adequately addresses all relevant target groups (including students, researchers and other institutional stakeholders) to allow for continuous RI education (16,17). RI education guidelines, entailing recommendations and best practices, can provide considerations for institutions on what to include in their institutional RI education strategy.…”