Preparation for professional self-regulation

Braxton, John M.; Baird, Leonard L.

doi:10.1007/s11948-001-0016-8

Cited by 26 publications

(13 citation statements)

References 30 publications

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“…Recent work in research integrity documents the need for more formal efforts to socialise researchers to professional expectations and values. For example, Braxton and Baird (2001) argue that if future scientists are expected to participate in the deterrence, detection and sanctioning of scienti c wrongdoing, doctoral study must socialise researchers to the role of self-regulation. The need for such socialisation is highlighted by Anderson's (2001) study of doctoral students' conceptions of science and its norms.…”

Section: Moral Motivation and Identity Formationmentioning

confidence: 99%

The Defining Issues Test and the Four Component Model: Contributions to professional education

Bebeau

2002

Journal of Moral Education

259

224

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This article reviews studies examining the effect of professional education on ethical development. Most studies limit assessment to the measurement of moral judgement, observing that moral judgement plateaus during professional school unless an ethics intervention is present. Whereas interventions influence the shift to postconventional reasoning (the DIT P score), a more illuminating picture of change may emerge if researchers examined DIT profiles. More importantly, limiting assessment to measures of moral judgement ignores important aspects of moral functioning suggested by the Four Components Model. Assessment methods have been validated for sensitivity, role concept and ethical implementation that could be adapted to provide individuals in a particular profession with a more complete picture of abilities needed for real-life professional practice.

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Section: Moral Motivation and Identity Formationmentioning

confidence: 99%

The Defining Issues Test and the Four Component Model: Contributions to professional education

Bebeau

2002

Journal of Moral Education

259

224

View full text Add to dashboard Cite

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“…However, our findings about faculty knowledge levels and gaps are comparatively unique. While a number of surveys of faculty focus on their perceptions of the incidence of misconduct among fellow faculty and graduate students, few look at the potential for gaps in faculty knowledge and variability in perceived level of importance of specific areas of RCR for academic faculty . Based on our findings, we suggest that a profitable direction for future research is more extensive assessment of faculty knowledge of RCR, similar to efforts to ascertain levels of knowledge of RCR among post‐graduate students…”

Section: Research On Responsible Conduct Of Research In Hong Kongmentioning

confidence: 85%

Research Integrity in Greater China: Surveying Regulations, Perceptions and Knowledge of Research Integrity from a Hong Kong Perspective

Jordan¹,

Gray²

2012

Developing World Bioethics

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In their 2010 article 'Research Integrity in China: Problems and Prospects', Zeng and Resnik challenge others to engage in empirical research on research integrity in China. Here we respond to that call in three ways: first, we provide updates to their analysis of regulations and allegations of scientific misconduct; second, we report on two surveys conducted in Hong Kong that provide empirical backing to describe ways in which problems and prospects that Zeng and Resnik identify are being explored; and third, we continue the discussion started by Zeng and Resnik, pointing to ways in which China's high-profile participation in international academic research presents concerns about research integrity. According to our research, based upon searches of both English and Chinese language literature and policies, and two surveys conducted in Hong Kong, academic faculty and research post-graduate students in Hong Kong are aware of and have a positive attitude towards responsible conduct of research. Although Hong Kong is but one small part of China, we present this research as a response to concerns Zeng and Resnik introduce and as a call for a continued conversation.

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“…The third stage of socialization begins, in this model, when scholars assume faculty positions. Kirk and ToddMacillas (1991) highlighted "turning points" in academic life, and Braxton and Baird (2001) offered a stage-based theory of graduate student careers. Offering a stage model of teaching assistants' learning that acknowledges the non-linearity of the graduate student development process, Nyquist (1989, 1991) hypothesized three stages to their development: "senior learner" early in their graduate experience, "colleague in training" as they become more comfortable as teaching assistants, and "junior colleague" as they become more secure in their new professional identities.…”

Section: How Socialization To Faculty Roles Occurs In Doctoral Educationmentioning

confidence: 99%

Understanding New Faculty Background, Aspirations, Challenges, and Growth

Austin

Sorcinelli

McDaniels

The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

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Early career faculty, defined as those within the first seven years of appointment to a faculty position or those who have not yet received tenure, contribute to the present and create the future of universities and colleges. This chapter contributes to deeper understanding of new faculty by addressing these issues: 1) the demographics of early career faculty; 2) the preparation they receive and the gaps in their graduate and postdoctoral backgrounds; 3) the abilities and skills early career faculty need to succeed in higher education; 4) the expectations early career faculty have for their careers and the challenges they experience in their new roles; 5) the strategies individual early career faculty and institutions can employ to enhance their professional growth; and 6) directions for future research Key Words: Early career faculty; New faculty; Demographics; Socialization; Preparation; Expectations; Motivations; Tenure process; Colleagueship; Community; Mentoring; Balance; Flexibility; Non-majority faculty; Strategies Early career faculty contribute to the present and create the future of universities and colleges. When a higher education institution recruits, selects, and hires a new faculty member, it is making a major investment of resources and trust. Ideally, the faculty member will thrive at the institution, finding intellectual excitement and professional and personal satisfaction as well as contributing his or her talents to achieving institutional missions and enhancing organizational excellence. Yet the success of new faculty members usually requires more than simply good hiring decisions. Institutional leaders and estab-

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Preparation for professional self-regulation

Cited by 26 publications

References 30 publications

The Defining Issues Test and the Four Component Model: Contributions to professional education

The Defining Issues Test and the Four Component Model: Contributions to professional education

Research Integrity in Greater China: Surveying Regulations, Perceptions and Knowledge of Research Integrity from a Hong Kong Perspective

Understanding New Faculty Background, Aspirations, Challenges, and Growth

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