“…This evolving literature includes both philosophical inquiry into the meaning of RCR concepts and empirical studies rooted in quantitative and qualitative analysis of trainees' (to include undergraduate, graduate, postdoctoral fellows, and faculty as students) knowledge and attitudes concerning RCR (Alfredo & Hart, 2011;Antes et al, 2010;Bird, 2001Bird, , 2006Brown, Ablin, & Wheatley, 2010;DuBois, Dueker, Anderson, & Campbell, 2008;DuBois, Schilling, Heitman, Steneck, & Kon, 2010;Fiore & Cushman, 2011;Gefenas, 2006;Heitman, Olsen, Anestidou, & Bulger, 2007;Horner & Minifie, 2011a, 2011b, 2011cHren et al, 2006;Kalichman, 2007Kalichman, , 2009Kalichman & Plemmons, 2007;Macrina, Funk, & Barrett, 2004;Master, 2011;Minifie et al, 2011;Pimple, 2002;Plemmons, 2011;Plemmons, Brody, & Kalichman, 2006;Powell, Allison, & Kalichman, 2007;Rhoades, 2002;Roland, 2007;Scheetz, 2007;Shamoo & Moreno, 2004;Shamoo & Resnik, 2009;Steneck & Bulger, 2007;Vallero, 2007;Whitbeck, 2001;Zeng & Resnik, 2010). Although the majority of empirical research on RCR responds to problems in training in U.S. universities, our work, situated in an international setting, addresses concerns of both U.S. and international institutions interested to improve outcomes from RCR training initiatives (Ajuwon & Kass, 2008).…”