Researcher development through doctoral training in research integrity

Sarauw, Laura Louise; Degn, Lise; Ørberg, Jakob Williams

doi:10.1080/1360144x.2019.1595626

Cited by 19 publications

(20 citation statements)

References 7 publications

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“…Another consideration is that doctoral students may come from a different cultural academic context where different writing practices are valued. In designing and implementing these interventions, we consequently argue that academic integrity training should not only target the implementation of research integrity codes from above (Sarauw et al 2019). We believe that the training should also be a site for doctoral students to negotiate, question, and affirm institutional codes in order to develop their individual reflexivity and responsibility as junior academics (Sarauw et al 2019).…”

Section: Explicit Academic Integrity Instructionmentioning

confidence: 99%

“…In designing and implementing these interventions, we consequently argue that academic integrity training should not only target the implementation of research integrity codes from above (Sarauw et al 2019). We believe that the training should also be a site for doctoral students to negotiate, question, and affirm institutional codes in order to develop their individual reflexivity and responsibility as junior academics (Sarauw et al 2019). By allowing reflection on professional practice, educators and supervisors will provide a space for doctoral students to discover and apply appropriate integrity practices.…”

Section: Explicit Academic Integrity Instructionmentioning

confidence: 99%

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Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

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This conceptual review seeks to reframe the view of academic integrity as something to be enforced to an academic skill that needs to be developed. The authors highlight how practices within academia create an environment where feelings of inadequacy thrive, leading to behaviours of unintentional academic misconduct. Importantly, this review includes practical suggestions to help educators and higher education institutions support doctoral students’ academic integrity skills. In particular, the authors highlight the importance of explicit academic integrity instruction, support for the development of academic literacy skills, and changes in supervisory practices that encourage student and supervisor reflexivity. Therefore, this review argues that, through the use of these practical strategies, academia can become a space where a culture of academic integrity can flourish.

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Section: Explicit Academic Integrity Instructionmentioning

confidence: 99%

Section: Explicit Academic Integrity Instructionmentioning

confidence: 99%

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

et al. 2021

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“…Alongside this shift, there has been a greater focus on skill development in terms of research methods and tools, with less attention given to research as an educational and moral endeavour. Sarauw et. al., (2019) reflect on what we are terming 'moral endeavour' as central to researcher development in Danish universities, where the focus is on promoting 'individually responsible researchers, reflexive about the consequences of their actions as academics and their personal and collective responsibility for safeguarding the scientific project' (ibid:189).…”

Section: Educational Research Ethics and Moralitymentioning

confidence: 99%

Beyond authorship and accountability? The ethics of doctoral research dissemination in a changing world

Robinson‐Pant

Singal

2019

British Educational Res J

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Discussion of ethics in doctoral training courses usually focuses on the initial stages of planning and conducting field research. Shifting attention onto the responsibility of the researcher to share their findings throughout the research process, we set out to consider how doctoral students can conceptualise and engage ethically with research dissemination in the broader context of the globalised knowledge economy. A comparative analysis of the ethical guidelines produced by BERA (British Educational Research Association) and ASA (Association of Social Anthropologists of the UK and Commonwealth) reveals that both are more concerned with the possible benefits or harm of dissemination to those directly involved in or affected by the research, and pay little attention to the ethical implications of multimodal and digital dissemination to unknown audiences. Drawing on the concept of research as a moral endeavour and the problematising of collaboration as an ethical issue within participatory and ethnographic research debates, we explore the implications for doctoral training courses. We argue that engaging students in discussion on dissemination can open a space to explore who benefits most from research undertaken.

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“…More specifically, an important aspect related to the implementation of codes of ethics is who should be the main target groupstudents as research trainees or senior scientists. Current literature shows an emphasis on research trainees; for example, Sarauw et al (2019) state that PhD trainings have become key areas in which research integrity as a field emerges. Similarly, Mahmud and Bretag (2014) analyzed the consistency of integrity-politics of the Australian Code for Responsible Conduct of Research, which is aimed at students as research trainees and includes five key elements of academic integrity (access, approach, responsibility, detail, and support) (Bretag et al 2011).…”

Section: Categorizations Of Codes Of Ethicsmentioning

confidence: 99%

Research Ethics Codes and Guidelines

Sutrop¹,

Parder²,

Juurik³

2019

Handbook of Research Ethics and Scientific Integrity

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Although the origin of professional codes of ethics can be traced back to ancient Greece, their peak was in the late twentieth century with more than 70% of codes of ethics being created after 1990. Today professional ethical standards are formulated as codes of ethics, sets of principles or guidelines, declarations, conventions, charters, or laws, and they differ in scope, form, and content. As there is no consensus on what is meant by "research ethics" and "research integrity," both concepts are clarified here.

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Researcher development through doctoral training in research integrity

Cited by 19 publications

References 7 publications

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Beyond authorship and accountability? The ethics of doctoral research dissemination in a changing world

Research Ethics Codes and Guidelines

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