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Roje R, Reyes Elizondo A, Kaltenbrunner W, Buljan I, Marušić A. Factors influencing the promotion and implementation of research integrity in research performing and research funding organizations: A scoping review. Account Res 2023; 30:633-671. [PMID: 35531936 DOI: 10.1080/08989621.2022.2073819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Promoting and implementing research integrity is considered the joint responsibility and effort of multiple stakeholders in the research community. We conducted a scoping review and analyzed 236 research articles and gray literature publications from biomedical sciences, social sciences, natural sciences (including engineering), and humanities that dealt with the factors that may positively or negatively impact the promotion and implementation of research integrity. Critical appraisal of evidence was performed for studies describing interventions aimed at research integrity promotion in order to provide insight into the effectiveness of these interventions. The results of this scoping review provide a comprehensive taxonomy of factors with positive or negative impact and their relatedness to individual researchers, research performing and funding organizations, and the system of science. Moreover, the results show that efforts for fostering and promoting research integrity should be implemented at all three levels (researcher, institution, system) simultaneously to deliver greater adherence and implementation of research integrity practices. Although various educational interventions aiming at research integrity promotion exist, we were not able to conclude on the effectiveness of explored interventions due to the methodological quality issues in the studies.
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Affiliation(s)
- Rea Roje
- Department of Research in Biomedicine in Health, University of Split School of Medicine, Split, Croatia
| | - Andrea Reyes Elizondo
- Centre for Science and Technology Studies (CWTS), Leiden University, Leiden, The Netherlands
| | - Wolfgang Kaltenbrunner
- Centre for Science and Technology Studies (CWTS), Leiden University, Leiden, The Netherlands
| | - Ivan Buljan
- Department of Research in Biomedicine in Health, University of Split School of Medicine, Split, Croatia
| | - Ana Marušić
- Department of Research in Biomedicine in Health, University of Split School of Medicine, Split, Croatia
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2
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Petróczi A, Boardley ID. The Meaning of “Clean” in Anti-doping Education and Decision Making: Moving Toward Integrity and Conceptual Clarity. Front Sports Act Living 2022; 4:869704. [PMID: 35647537 PMCID: PMC9136326 DOI: 10.3389/fspor.2022.869704] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 02/22/2022] [Indexed: 11/13/2022] Open
Abstract
With the World Anti-Doping Agency's International Standard for Education (ISE) coming into effect in 2021, the clean-sport movement is at a pivotal stage. Through this conceptual paper we juxtapose the sector-wide anti-doping education as set out in the ISE on the decision-making process at the individual level. We discuss three critical issues for the clean-sport movement. First, we make the case for doping being a “wicked” problem and outline the possible implications of this for prevention and detection. Second, we consider why we need to address regulative, normative, and cognitive components of clean sport if we are to maximize its legitimacy. Third, we critically expose the fluidity with which clean sport is defined, and the implications of defining clean sport in substance- vs. rule-based terms, which, respectively, lead to theorizing clean sport as “drug-free” vs. “cheating-free” sport. Finally, we consider the role and key components of anti-doping education and how the relevance of certain components may be dependent on the way clean sport is defined. Conceptualizing doping as a sport integrity issue, we move away from the archaic and delimiting view of clean sport as drug-free sport and conclude with recommendations on how to reconcile values-based education, awareness raising, information provision and anti-doping education within the broader scope of integrity, to support informed decision making and personal agency. To connect anti-doping education to individual-level decision making, we recommend a staggered approach in which specific education content is linked to different influences in the decision-making process, to different stages of athlete development, and to different educational goals. Emphasizing and encouraging sensemaking in anti-doping decision making offers a pragmatic approach for anti-doping education. Conceptual clarity and precise mapping of the educational goal, content, and delivery is vital for valid and meaningful evaluation of the effectiveness of anti-doping education.
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Affiliation(s)
- Andrea Petróczi
- Department of Applied and Human Sciences, Kingston University London, Kingston upon Thames, United Kingdom
- Katholieke Universiteit Leuven, Leuven, Belgium
| | - Ian D. Boardley
- School of Sport, Exercise, and Rehabilitation Sciences, University of Birmingham, Birmingham, United Kingdom
- *Correspondence: Ian D. Boardley
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3
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Todd EM, Higgs CA, Mumford MD. Effective Strategies for Creative Idea Evaluation and Feedback: The customer’s always right. CREATIVITY RESEARCH JOURNAL 2022. [DOI: 10.1080/10400419.2022.2025677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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4
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Blom F, Berentsen SMJ, van der Sande R. How to set the agenda for training in responsible conduct of research using the target audience as a narrative guide. Facets (Ott) 2022. [DOI: 10.1139/facets-2021-0048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
There is a growing interest in training on responsible conduct of research (RCR). The availability and range of such training materials, for a diversity of audiences and addressing a diversity of RCR related topics, is growing too. This is of great help to all who are looking for materials to set up their RCR training, but how can one select what topics to include within the often-limited time available for training? In this paper we propose a step-by-step approach to set the agenda for RCR training, using the target audience as a narrative guide. The process consists of six steps: (1) mapping the needs and translating them into learning objectives; (2) prioritizing, selecting, and combining objectives and themes; (3) demarcation of the training; (4) completion of the program; (5) development or adaptation of training materials; and (6) pilot and evaluation. The development process of a training program for researchers in Dutch Universities of Applied Sciences is used as an example to illustrate the step-by-step process.
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Affiliation(s)
- Fenneke Blom
- HAN University of Applied Sciences, Education, Research and Quality Assurance, Nijmegen, The Netherlands
- Amsterdam University Medical Centers - department of Ethics, Law and Humanities, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
| | | | - Rob van der Sande
- HAN University of Applied Sciences, Education, Research and Quality Assurance, Nijmegen, The Netherlands
- HAN University of Applied Sciences, Academy of Health and Vitality, Nursing, Nijmegen, The Netherlands
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5
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McIntosh T, Antes AL, DuBois JM. Navigating Complex, Ethical Problems in Professional Life: a Guide to Teaching SMART Strategies for Decision-Making. JOURNAL OF ACADEMIC ETHICS 2021; 19:139-156. [PMID: 34177401 PMCID: PMC8221192 DOI: 10.1007/s10805-020-09369-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
This article demonstrates how instructors of professionalism and ethics training programs can integrate a professional decision-making tool in training curricula. This tool can help trainees understand how to apply professional decision-making strategies to address the threats posed by a variety of psychological and environmental factors when they are faced with complex professional and ethical situations. We begin by highlighting key decision-making frameworks and discussing factors that may undermine the use of professional decision-making strategies. Then, drawing upon findings from past research, we present the "SMART" professional decision-making framework: seeking help, managing emotions, anticipating consequences, recognizing rules and context, and testing assumptions and motives. Next, we present a vignette that poses a complex ethical and professional challenge and illustrate how each professional decision-making strategy could or should be used by characters in the case. To conclude, we review a series of educational practices and pedagogical tools intended to help trainers facilitate trainee learning, retention, and application of "SMART" decision-making strategies.
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Affiliation(s)
- Tristan McIntosh
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - Alison L. Antes
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - James M. DuBois
- Bioethics Research Center, Division of General Medical Sciences, Department of Medicine, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
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Fichtel M, Gujar Y, Sanders C, Higgs C, McIntosh T, Connelly S, Mumford MD. Looking around and looking ahead: forecasting and moral intensity in ethical decision-making. ETHICS & BEHAVIOR 2021. [DOI: 10.1080/10508422.2021.1896364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Mark Fichtel
- Department of Psychology, The University of Oklahoma
| | - Yash Gujar
- Department of Psychology, The University of Oklahoma
| | | | - Cory Higgs
- Department of Psychology, The University of Oklahoma
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Stenmark CK, Miller R. A Little Goes a Long Way: Adapting an Ethics Training Program to Work for Smaller Universities. J Empir Res Hum Res Ethics 2021; 16:461-474. [PMID: 33784846 DOI: 10.1177/15562646211007216] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present project modified an existing ethics intervention aimed at graduate students, which had previously been evaluated and determined to be effective. The existing program was modified to shorten it from a 2 full-day training to a 1 full-day training. The effectiveness of the modified training program was evaluated using multiple dependent measures: perceptions of ethical dilemmas, ethical decision making and the using of cognitive strategies for ethical decision making, and reactions to the training. The results of the present study indicated that there were significant differences from pretraining to posttraining on measures of perceptions of ethical problems and markers of the cognitive processes involved in ethical decision making, including a focus on the ethical elements of the problem, and overall decision ethicality. Finally, participants reacted favorably to the program. Implications of these results are discussed.
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Affiliation(s)
- Cheryl K Stenmark
- Department of Psychology and Sociology, 386257Angelo State University, San Angelo, TX, USA
| | - Robert Miller
- 5401Florida Institute of Technology, Melbourne, FL, USA
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8
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Chauhan RS, Connelly S, Howe DC, Soderberg AT, Crisostomo M. The danger of “fake news”: how using social media for information dissemination can inhibit the ethical decision making process. ETHICS & BEHAVIOR 2021. [DOI: 10.1080/10508422.2021.1890598] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Rahul S. Chauhan
- Department of Management, Marketing, and General Business, West Texas A & M University
| | | | - David C. Howe
- Department of Management, Marketing, and General Business, West Texas A & M University
| | - Andrew T. Soderberg
- Department of Management and Human Resources, University of Wisconsin – Osh Kosh
| | - Marisa Crisostomo
- Department of Computer Information and Decision Management, West Texas A & M University
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9
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Gujar Y, Higgs C, Sanders C, Fichtel M, McIntosh T, Turner MR, Connelly S, Mumford MD. Active vs intuitive sensemaking: Examination through the lens of generation, evaluation, and revision in ethical decision-making. ETHICS & BEHAVIOR 2020. [DOI: 10.1080/10508422.2020.1845172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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10
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McIntosh T, Higgs C, Mumford M, Connelly S, DuBois J. Continuous Evaluation in Ethics Education: A Case Study. SCIENCE AND ENGINEERING ETHICS 2018; 24:727-754. [PMID: 28616839 DOI: 10.1007/s11948-017-9927-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Accepted: 05/23/2017] [Indexed: 05/26/2023]
Abstract
A great need for systematic evaluation of ethics training programs exists. Those tasked with developing an ethics training program may be quick to dismiss the value of training evaluation in continuous process improvement. In the present effort, we use a case study approach to delineate how to leverage formative and summative evaluation measures to create a high-quality ethics education program. With regard to formative evaluation, information bearing on trainee reactions, qualitative data from the comments of trainees, in addition to empirical findings, can ensure that the training program operates smoothly. Regarding summative evaluation, measures examining trainee cognition, behavior, and organization-level results provide information about how much trainees have changed as a result of taking the ethics training. The implications of effective training program evaluation are discussed.
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Affiliation(s)
- Tristan McIntosh
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
| | - Cory Higgs
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Michael Mumford
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Shane Connelly
- Department of Psychology, Center for Applied Social Research, The University of Oklahoma, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - James DuBois
- Washington University School of Medicine in St. Louis, 4523 Clayton Ave., CB 8005, St. Louis, MO, 63110, USA
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11
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Hess JL, Fore G. A Systematic Literature Review of US Engineering Ethics Interventions. SCIENCE AND ENGINEERING ETHICS 2018; 24:551-583. [PMID: 28401510 DOI: 10.1007/s11948-017-9910-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2017] [Accepted: 03/23/2017] [Indexed: 05/09/2023]
Abstract
Promoting the ethical formation of engineering students through the cultivation of their discipline-specific knowledge, sensitivity, imagination, and reasoning skills has become a goal for many engineering education programs throughout the United States. However, there is neither a consensus throughout the engineering education community regarding which strategies are most effective towards which ends, nor which ends are most important. This study provides an overview of engineering ethics interventions within the U.S. through the systematic analysis of articles that featured ethical interventions in engineering, published in select peer-reviewed journals, and published between 2000 and 2015. As a core criterion, each journal article reviewed must have provided an overview of the course as well as how the authors evaluated course-learning goals. In sum, 26 articles were analyzed with a coding scheme that included 56 binary items. The results indicate that the most common methods for integrating ethics into engineering involved exposing students to codes/standards, utilizing case studies, and discussion activities. Nearly half of the articles had students engage with ethical heuristics or philosophical ethics. Following the presentation of the results, this study describes in detail four articles to highlight less common but intriguing pedagogical methods and evaluation techniques. The findings indicate that there is limited empirical work on ethics education within engineering across the United States. Furthermore, due to the large variation in goals, approaches, and evaluation methods described across interventions, this study does not detail "best" practices for integrating ethics into engineering. The science and engineering education community should continue exploring the relative merits of different approaches to ethics education in engineering.
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Affiliation(s)
- Justin L Hess
- STEM Education Innovation and Research Institute, Indiana University Purdue University Indianapolis, Indianapolis, IN, USA.
| | - Grant Fore
- STEM Education Innovation and Research Institute, Indiana University Purdue University Indianapolis, Indianapolis, IN, USA
- Department of Anthropology, University of Cape Town, Cape Town, Western Cape, South Africa
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12
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Todd EM, Watts LL, Mulhearn TJ, Torrence BS, Turner MR, Connelly S, Mumford MD. A Meta-analytic Comparison of Face-to-Face and Online Delivery in Ethics Instruction: The Case for a Hybrid Approach. SCIENCE AND ENGINEERING ETHICS 2017; 23:1719-1754. [PMID: 28150177 DOI: 10.1007/s11948-017-9869-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2016] [Accepted: 01/02/2017] [Indexed: 06/06/2023]
Abstract
Despite the growing body of literature on training in the responsible conduct of research, few studies have examined the effectiveness of delivery formats used in ethics courses (i.e., face-to-face, online, hybrid). The present effort sought to address this gap in the literature through a meta-analytic review of 66 empirical studies, representing 106 ethics courses and 10,069 participants. The frequency and effectiveness of 67 instructional and process-based content areas were also assessed for each delivery format. Process-based contents were best delivered face-to-face, whereas contents delivered online were most effective when restricted to compliance-based instructional contents. Overall, hybrid courses were found to be most effective, suggesting that ethics courses are best delivered using a blend of formats and content areas. Implications and recommendations for future development of ethics education courses in the sciences are discussed.
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Affiliation(s)
- E Michelle Todd
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Logan L Watts
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Tyler J Mulhearn
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Brett S Torrence
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Megan R Turner
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Shane Connelly
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA
| | - Michael D Mumford
- Department of Psychology, The University of Oklahoma, Norman, OK, 73019, USA.
- Center for Applied Social Research, 201 Stephenson Parkway, Suite 4100, Norman, OK, 73019, USA.
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13
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Affiliation(s)
- Alfred Allan
- School of Arts and Humanities, Edith Cowan University
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14
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Ness AM, Connelly S. Situational influences on ethical sensemaking: Performance pressure, interpersonal conflict, and the recipient of consequences. HUMAN PERFORMANCE 2017. [DOI: 10.1080/08959285.2017.1301454] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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15
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Abstract
Research misconduct is a serious violation of a scientific community's ethical standards. Scientists who commit research misconduct typically face corrective actions from employers and funding agencies, as well as significant professional stigma. Unfortunately, there is little systematic data about the post-misconduct career of these guilty parties. Through a review of Office of Research Integrity (ORI) case summaries, I identified a pool of 284 researchers who engaged in research misconduct and were subject to ORI corrective actions. To assess the prevalence of post-misconduct research activities for these scientists, I searched publicly available databases and online resources for evidence of post-misconduct research activities (such as publications and federal research support). The data demonstrate that researchers often receive second chances as researchers, with indicators of post-misconduct research activities identified for 134 (47.18%) of the offending researchers. In addition, those researchers have received more than US$123 million in federal support for their post-misconduct research efforts.
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Affiliation(s)
- Kyle L Galbraith
- 1 University of Illinois at Urbana-Champaign, USA.,2 The Carle Foundation Hospital, Urbana, IL, USA
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16
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Mulhearn TJ, Watts LL, Torrence BS, Todd EM, Turner MR, Connelly S, Mumford MD. Cross-Field Comparison of Ethics Education: Golden Rules and Particulars. Account Res 2017; 24:211-224. [DOI: 10.1080/08989621.2016.1274974] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Tyler J. Mulhearn
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Logan L. Watts
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Brett S. Torrence
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - E. Michelle Todd
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Megan R. Turner
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
| | - Shane Connelly
- Department of Psychology, University of Oklahoma, Norman, Oklahoma, USA
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17
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Mulhearn TJ, Watts LL, Todd EM, Medeiros KE, Connelly S, Mumford MD. Validation and Use of a Predictive Modeling Tool: Employing Scientific Findings to Improve Responsible Conduct of Research Education. Account Res 2016; 24:195-210. [PMID: 28005407 DOI: 10.1080/08989621.2016.1274886] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Although recent evidence suggests ethics education can be effective, the nature of specific training programs, and their effectiveness, varies considerably. Building on a recent path modeling effort, the present study developed and validated a predictive modeling tool for responsible conduct of research education. The predictive modeling tool allows users to enter ratings in relation to a given ethics training program and receive instantaneous evaluative information for course refinement. Validation work suggests the tool's predicted outcomes correlate strongly (r = 0.46) with objective course outcomes. Implications for training program development and refinement are discussed.
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Affiliation(s)
- Tyler J Mulhearn
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Logan L Watts
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - E Michelle Todd
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Kelsey E Medeiros
- b Department of Psychology , University of Texas at Arlington , Arlington , Texas , USA
| | - Shane Connelly
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
| | - Michael D Mumford
- a Department of Psychology , University of Oklahoma , Norman , Oklahoma , USA
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18
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Steele LM, Johnson JF, Watts LL, MacDougall AE, Mumford MD, Connelly S, Lee Williams TH. A Comparison of the Effects of Ethics Training on International and US Students. SCIENCE AND ENGINEERING ETHICS 2016; 22:1217-1244. [PMID: 26156891 DOI: 10.1007/s11948-015-9678-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2015] [Accepted: 06/29/2015] [Indexed: 05/14/2023]
Abstract
As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students studying in the US are prone to different biases. Based on these findings, recommendations are made for developing ethics education interventions to target these decision-making biases. In Study 2, we employed an ethics training intervention based on ethical sensemaking and used a well-established measure of ethical decision-making that more fully captures the content of ethical judgment. Similar to Study 1, the results obtained in this study suggest differences do exist between graduate students from the US and international graduate students in ethical decision-making prior to taking the research ethics training. However, similar effects were observed for both groups following the completion of the ethics training intervention.
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Affiliation(s)
- Logan M Steele
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 5 Partners Place, 201 Stephenson Pkwy, Suite 4100, Norman, OK, 73072, USA.
| | - James F Johnson
- Strategic Research and Assessment Branch, United States Air Force, Norman, OK, USA
| | - Logan L Watts
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 5 Partners Place, 201 Stephenson Pkwy, Suite 4100, Norman, OK, 73072, USA
| | - Alexandra E MacDougall
- Department of Management, College of Business Administration, Central Michigan University, 200 Smith Hall, Mount Pleasant, MI, 48859, USA
| | - Michael D Mumford
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 5 Partners Place, 201 Stephenson Pkwy, Suite 4100, Norman, OK, 73072, USA
| | - Shane Connelly
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, 5 Partners Place, 201 Stephenson Pkwy, Suite 4100, Norman, OK, 73072, USA
| | - T H Lee Williams
- Graduate College, University of Oklahoma, Robertson Hall, 731 Elm Ave., Norman, OK, 73019, USA
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Watts LL, Medeiros KE, Mulhearn TJ, Steele LM, Connelly S, Mumford MD. Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences. ETHICS & BEHAVIOR 2016; 27:351-384. [PMID: 30740008 PMCID: PMC6368181 DOI: 10.1080/10508422.2016.1182025] [Citation(s) in RCA: 74] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total,this quantitative review consisted of 66 empirical studies, 106 ethics courses, 150 effect sizes, and 10,069 training participants. Overall, the findings indicated that ethics instruction resulted in sizable benefits to participants and has improved considerably within the last decade. A number of specific findings also emerged regarding moderators of instructional effectiveness. Recommendations are discussed for improving the development, delivery, and evaluation of ethics instruction in the sciences.
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Affiliation(s)
- Logan L Watts
- Department of Psychology, The University of Oklahoma
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Mumford MD, Watts LL, Medeiros KE, Mulhearn TJ, Steele LM, Connelly S. Biomedical ethics education may benefit from integrating compliance and analysis approaches. Nat Immunol 2016; 17:605-8. [DOI: 10.1038/ni.3465] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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21
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Steele LM, Mulhearn TJ, Medeiros KE, Watts LL, Connelly S, Mumford MD. How Do We Know What Works? A Review and Critique of Current Practices in Ethics Training Evaluation. Account Res 2016; 23:319-50. [DOI: 10.1080/08989621.2016.1186547] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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22
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Marusic A, Wager E, Utrobicic A, Rothstein HR, Sambunjak D. Interventions to prevent misconduct and promote integrity in research and publication. Cochrane Database Syst Rev 2016; 4:MR000038. [PMID: 27040721 PMCID: PMC7149854 DOI: 10.1002/14651858.mr000038.pub2] [Citation(s) in RCA: 55] [Impact Index Per Article: 6.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
BACKGROUND Improper practices and unprofessional conduct in clinical research have been shown to waste a significant portion of healthcare funds and harm public health. OBJECTIVES Our objective was to evaluate the effectiveness of educational or policy interventions in research integrity or responsible conduct of research on the behaviour and attitudes of researchers in health and other research areas. SEARCH METHODS We searched the CENTRAL, MEDLINE, LILACS and CINAHL health research bibliographical databases, as well as the Academic Search Complete, AGRICOLA, GeoRef, PsycINFO, ERIC, SCOPUS and Web of Science databases. We performed the last search on 15 April 2015 and the search was limited to articles published between 1990 and 2014, inclusive. We also searched conference proceedings and abstracts from research integrity conferences and specialized websites. We handsearched 14 journals that regularly publish research integrity research. SELECTION CRITERIA We included studies that measured the effects of one or more interventions, i.e. any direct or indirect procedure that may have an impact on research integrity and responsible conduct of research in its broadest sense, where participants were any stakeholders in research and publication processes, from students to policy makers. We included randomized and non-randomized controlled trials, such as controlled before-and-after studies, with comparisons of outcomes in the intervention versus non-intervention group or before versus after the intervention. Studies without a control group were not included in the review. DATA COLLECTION AND ANALYSIS We used the standard methodological procedures expected by Cochrane. To assess the risk of bias in non-randomized studies, we used a modified Cochrane tool, in which we used four out of six original domains (blinding, incomplete outcome data, selective outcome reporting, other sources of bias) and two additional domains (comparability of groups and confounding factors). We categorized our primary outcome into the following levels: 1) organizational change attributable to intervention, 2) behavioural change, 3) acquisition of knowledge/skills and 4) modification of attitudes/perceptions. The secondary outcome was participants' reaction to the intervention. MAIN RESULTS Thirty-one studies involving 9571 participants, described in 33 articles, met the inclusion criteria. All were published in English. Fifteen studies were randomized controlled trials, nine were controlled before-and-after studies, four were non-equivalent controlled studies with a historical control, one was a non-equivalent controlled study with a post-test only and two were non-equivalent controlled studies with pre- and post-test findings for the intervention group and post-test for the control group. Twenty-one studies assessed the effects of interventions related to plagiarism and 10 studies assessed interventions in research integrity/ethics. Participants included undergraduates, postgraduates and academics from a range of research disciplines and countries, and the studies assessed different types of outcomes.We judged most of the included randomized controlled trials to have a high risk of bias in at least one of the assessed domains, and in the case of non-randomized trials there were no attempts to alleviate the potential biases inherent in the non-randomized designs.We identified a range of interventions aimed at reducing research misconduct. Most interventions involved some kind of training, but methods and content varied greatly and included face-to-face and online lectures, interactive online modules, discussion groups, homework and practical exercises. Most studies did not use standardized or validated outcome measures and it was impossible to synthesize findings from studies with such diverse interventions, outcomes and participants. Overall, there is very low quality evidence that various methods of training in research integrity had some effects on participants' attitudes to ethical issues but minimal (or short-lived) effects on their knowledge. Training about plagiarism and paraphrasing had varying effects on participants' attitudes towards plagiarism and their confidence in avoiding it, but training that included practical exercises appeared to be more effective. Training on plagiarism had inconsistent effects on participants' knowledge about and ability to recognize plagiarism. Active training, particularly if it involved practical exercises or use of text-matching software, generally decreased the occurrence of plagiarism although results were not consistent. The design of a journal's author contribution form affected the truthfulness of information supplied about individuals' contributions and the proportion of listed contributors who met authorship criteria. We identified no studies testing interventions for outcomes at the organizational level. The numbers of events and the magnitude of intervention effects were generally small, so the evidence is likely to be imprecise. No adverse effects were reported. AUTHORS' CONCLUSIONS The evidence base relating to interventions to improve research integrity is incomplete and the studies that have been done are heterogeneous, inappropriate for meta-analyses and their applicability to other settings and population is uncertain. Many studies had a high risk of bias because of the choice of study design and interventions were often inadequately reported. Even when randomized designs were used, findings were difficult to generalize. Due to the very low quality of evidence, the effects of training in responsible conduct of research on reducing research misconduct are uncertain. Low quality evidence indicates that training about plagiarism, especially if it involves practical exercises and use of text-matching software, may reduce the occurrence of plagiarism.
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Affiliation(s)
- Ana Marusic
- University of Split School of MedicineDepartment of Research in Biomedicine and HealthSoltanska 2SplitCroatia21000
| | - Elizabeth Wager
- Sideview19 Station RoadPrinces RisboroughBuckinghamshireUKHP27 9DE
| | - Ana Utrobicic
- University of Split, School of MedicineCentral Medical LibrarySoltanska 2SplitCroatia21000
| | - Hannah R Rothstein
- Baruch CollegeZicklin School of Business1 Bernard Baruch WayNew YorkNYUSA10010
| | - Dario Sambunjak
- Catholic University of CroatiaCenter for Evidence‐Based Medicine and Health CareIlica 242ZagrebCroatia10000
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DuBois JM, Chibnall JT, Tait RC, Vander Wal JS, Baldwin KA, Antes AL, Mumford MD. Professional Decision-Making in Research (PDR): The Validity of a New Measure. SCIENCE AND ENGINEERING ETHICS 2016; 22:391-416. [PMID: 26071940 PMCID: PMC4819725 DOI: 10.1007/s11948-015-9667-8] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2015] [Accepted: 06/03/2015] [Indexed: 05/06/2023]
Abstract
In this paper, we report on the development and validity of the Professional Decision-Making in Research (PDR) measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability (alpha = .84) and parallel form correlation (r = .70). As hypothesized, the PDR was significantly negatively correlated with narcissism, cynicism, moral disengagement, and compliance disengagement; it was not correlated with socially desirable responding. In regression analysis, the strongest predictors of higher PDR scores were low compliance disengagement, speaking English as a native language, conducting clinical research with human subjects, and low levels of narcissism. Given that the PDR was written at an eighth grade reading level to be suitable for use with English as a second language participants and that only one-fourth of items focused on clinical research, further research into the possible roles of culture and research ethics training across specialties is warranted. This initial validity study demonstrates the potential usefulness of the PDR as an educational outcome assessment measure and a research instrument for studies on professionalism and integrity in research.
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Affiliation(s)
- James M DuBois
- Division of General Medical Sciences, Washington University School of Medicine, 4523 Clayton Avenue, Campus Box 8005, St. Louis, MO, 63110, USA.
| | - John T Chibnall
- Department of Neurology and Psychiatry, Saint Louis University School of Medicine, Monteleone Hall, 1438 S. Grand Boulevard, St. Louis, MO, 63104, USA
- Department of Psychology, Saint Louis University, 3700 Lindell Boulevard, Morrissey Hall, St. Louis, MO, 63108, USA
| | - Raymond C Tait
- Department of Neurology and Psychiatry, Saint Louis University School of Medicine, Monteleone Hall, 1438 S. Grand Boulevard, St. Louis, MO, 63104, USA
| | - Jillon S Vander Wal
- Department of Psychology, Saint Louis University, 3700 Lindell Boulevard, Morrissey Hall, St. Louis, MO, 63108, USA
| | - Kari A Baldwin
- Division of General Medical Sciences, Washington University School of Medicine, 4523 Clayton Avenue, Campus Box 8005, St. Louis, MO, 63110, USA
| | - Alison L Antes
- Division of General Medical Sciences, Washington University School of Medicine, 4523 Clayton Avenue, Campus Box 8005, St. Louis, MO, 63110, USA
| | - Michael D Mumford
- Department of Psychology, University of Oklahoma, 455 W. Lindsey Street, Dale Hall Tower, Norman, OK, 73019, USA
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Bonde S, Briant C, Firenze P, Hanavan J, Huang A, Li M, Narayanan NC, Parthasarathy D, Zhao H. Making Choices: Ethical Decisions in a Global Context. SCIENCE AND ENGINEERING ETHICS 2016; 22:343-366. [PMID: 25962719 DOI: 10.1007/s11948-015-9641-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2014] [Accepted: 03/10/2015] [Indexed: 06/04/2023]
Abstract
The changing milieu of research--increasingly global, interdisciplinary and collaborative--prompts greater emphasis on cultural context and upon partnership with international scholars and diverse community groups. Ethics training, however, tends to ignore the cross-cultural challenges of making ethical choices. This paper confronts those challenges by presenting a new curricular model developed by an international team. It examines ethics across a very broad range of situations, using case studies and employing the perspectives of social science, humanities and the sciences. The course has been developed and taught in a highly collaborative way, involving researchers and students at Zhejiang University, the Indian Institute of Technology, Bombay and Brown University. The article presents the curricular modules of the course, learning outcomes, an assessment framework developed for the project, and a discussion of evaluation findings.
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Affiliation(s)
- Sheila Bonde
- Department of History of Art and Architecture, Brown University, Box 1855, Providence, RI, 02912, USA
| | - Clyde Briant
- School of Engineering, Brown University, Box D, 184 Hope Street, Providence, RI, 02912, USA.
| | - Paul Firenze
- Humanities and Social Sciences, Wentworth Institute of Technology, 550 Huntingdon Avenue, Boston, MA, 02115, USA
| | - Julianne Hanavan
- Research Ethics and Education Policy, Office of the Vice President for Research, Brown University, 47 George Street, Providence, RI, 02912, USA
| | - Amy Huang
- Department of History of Art and Architecture, Brown University, Box 1855, Providence, RI, 02912, USA
| | - Min Li
- Department of Linguistics, Zhejiang University, 308 Alumni Center, Hangzhou, 310058, China
| | - N C Narayanan
- Centre for Technology Alternatives for Rural Areas, Indian Institute of Technology, Bombay, India
| | - D Parthasarathy
- Department of Humanities and Social Science, Indian Institute of Technology, Bombay, India
| | - Hongqin Zhao
- School of International Studies, Zhejiang University, Hangzhou, 310058, China
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Briggle A, Holbrook JB, Oppong J, Hoffmann J, Larsen EK, Pluscht P. Research Ethics Education in the STEM Disciplines: The Promises and Challenges of a Gaming Approach. SCIENCE AND ENGINEERING ETHICS 2016; 22:237-250. [PMID: 25694205 DOI: 10.1007/s11948-015-9624-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2014] [Accepted: 01/22/2015] [Indexed: 06/04/2023]
Abstract
While education in ethics and the responsible conduct of research (RCR) is widely acknowledged as an essential component of graduate education, particularly in the STEM disciplines (science, technology, engineering, and math), little consensus exists on how best to accomplish this goal. Recent years have witnessed a turn toward the use of games in this context. Drawing from two NSF-funded grants (one completed and one on-going), this paper takes a critical look at the use of games in ethics and RCR education. It does so by: (a) setting the development of research and engineering ethics games in wider historical and theoretical contexts, which highlights their promise to solve important pedagogical problems; (b) reporting on some initial results from our own efforts to develop a game; and (c) reflecting on the challenges that arise in using games for ethics education. In our discussion of the challenges, we draw out lessons to improve this nascent approach to ethics education in the STEM disciplines .
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Affiliation(s)
- Adam Briggle
- Department of Philosophy and Religion, University of North Texas, 1155 Union Circle #310920, Denton, TX, 76203-5017, USA.
| | - J Britt Holbrook
- School of Public Policy, Georgia Institute of Technology, 685 Cherry St., Atlanta, GA, 30322-0345, USA.
| | - Joseph Oppong
- Toulouse Graduate School, University of North Texas, Denton, TX, 76203, USA.
| | - Joesph Hoffmann
- Center for Learning Enhancement, Assessment, and Redesign, University of North Texas, 1155 Union Circle #310889, Denton, TX, 76203-5017, USA.
| | - Elizabeth K Larsen
- Center for Learning Enhancement, Assessment, and Redesign, University of North Texas, 1155 Union Circle #310889, Denton, TX, 76203-5017, USA.
| | - Patrick Pluscht
- Center for Learning Enhancement, Assessment, and Redesign, University of North Texas, 1155 Union Circle #310889, Denton, TX, 76203-5017, USA.
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26
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Stamp N, Tan-Wilson A, Silva A. Preparing Graduate Students and Undergraduates for Interdisciplinary Research. Bioscience 2015. [DOI: 10.1093/biosci/biv017] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Mecca JT, Medeiros KE, Giorgini V, Gibson C, Mumford MD, Connelly S. Biases and Compensatory Strategies: The Efficacy of a Training Intervention. ETHICS & BEHAVIOR 2014. [DOI: 10.1080/10508422.2014.997878] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Mumford MD, Steele L, Watts LL. Evaluating Ethics Education Programs: A Multilevel Approach. ETHICS & BEHAVIOR 2014. [DOI: 10.1080/10508422.2014.917417] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Kligyte V, Connelly S, Thiel C, Devenport L. The Influence of Anger, Fear, and Emotion Regulation on Ethical Decision Making. HUMAN PERFORMANCE 2013. [DOI: 10.1080/08959285.2013.814655] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Li J, Fu S. A systematic approach to engineering ethics education. SCIENCE AND ENGINEERING ETHICS 2012; 18:339-349. [PMID: 21104334 DOI: 10.1007/s11948-010-9249-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2010] [Accepted: 11/08/2010] [Indexed: 05/30/2023]
Abstract
Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.
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Affiliation(s)
- Jessica Li
- Department of Learning Technologies, University of North Texas, UNT Discovery Park, 3940 North Elm Street, G150, Denton, TX 76207, USA.
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31
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Stenmark CK, Mumford MD. Situational impacts on leader ethical decision-making. LEADERSHIP QUARTERLY 2011. [DOI: 10.1016/j.leaqua.2011.07.013] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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Schienke EW, Baum SD, Tuana N, Davis KJ, Keller K. Intrinsic ethics regarding integrated assessment models for climate management. SCIENCE AND ENGINEERING ETHICS 2011; 17:503-23. [PMID: 20532667 DOI: 10.1007/s11948-010-9209-3] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2010] [Accepted: 05/17/2010] [Indexed: 05/14/2023]
Abstract
In this essay we develop and argue for the adoption of a more comprehensive model of research ethics than is included within current conceptions of responsible conduct of research (RCR). We argue that our model, which we label the ethical dimensions of scientific research (EDSR), is a more comprehensive approach to encouraging ethically responsible scientific research compared to the currently typically adopted approach in RCR training. This essay focuses on developing a pedagogical approach that enables scientists to better understand and appreciate one important component of this model, what we call intrinsic ethics. Intrinsic ethical issues arise when values and ethical assumptions are embedded within scientific findings and analytical methods. Through a close examination of a case study and its application in teaching, namely, evaluation of climate change integrated assessment models, this paper develops a method and case for including intrinsic ethics within research ethics training to provide scientists with a comprehensive understanding and appreciation of the critical role of values and ethical choices in the production of research outcomes.
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Affiliation(s)
- Erich W Schienke
- Science, Technology, and Society Program, The Pennsylvania State University, 124 Willard Building, University Park, PA 16802, USA.
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Brown RP, Tamborski M, Wang X, Barnes CD, Mumford MD, Connelly S, Devenport LD. Moral Credentialing and the Rationalization of Misconduct. ETHICS & BEHAVIOR 2011; 21:1-12. [PMID: 21503267 DOI: 10.1080/10508422.2011.537566] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Recent studies lead to the paradoxical conclusion that the act of affirming one's egalitarian or pro-social values and virtues might subsequently facilitate prejudiced or self-serving behavior, an effect previously referred to as "moral credentialing." The present study extends this paradox to the domain of academic misconduct and investigates the hypothesis that such an effect might be limited by the extent to which misbehavior is rationalizable. Using a paradigm designed to investigate deliberative and rationalized forms of cheating (von Hippel, Lakin, & Shakarchi, 2005), we found that when participants had credentialed themselves (versus a non-close acquaintance) via a set of hypothetical moral dilemmas, they were more likely to cheat on a subsequent math task, but only if cheating was highly rationalizable. When cheating was difficult to rationalize, moral credentialing had almost no impact on cheating.
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Affiliation(s)
- Ryan P Brown
- Department of Psychology, The University of Oklahoma
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Martin LE, Stenmark CK, Thiel CE, Antes AL, Mumford MD, Connelly S, Devenport LD. The Influence of Temporal Orientation and Affective Frame on use of Ethical Decision-Making Strategies. ETHICS & BEHAVIOR 2011; 21:127-146. [PMID: 21572582 PMCID: PMC3092480 DOI: 10.1080/10508422.2011.551470] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study examined the role of temporal orientation and affective frame in the execution of ethical decision-making strategies. In reflecting on a past experience or imagining a future experience, participants thought about experiences that they considered either positive or negative. The participants recorded their thinking about that experience by responding to several questions, and their responses were content-analyzed for the use of ethical decision-making strategies. The findings indicated that a future temporal orientation was associated with greater strategy use. Likewise, a positive affective frame was associated with greater strategy use. Future orientation may permit better strategy execution than a past orientation because it facilitates more objective, balanced contemplation of the reflected-upon situation, and minimizes potential self-threat associated with past behavior. A positive affective frame likely improves strategy execution because it facilitates active analysis of the experience. Future directions and implications of these findings are discussed.
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Antes AL, Wang X, Mumford MD, Brown RP, Connelly S, Devenport LD. Evaluating the effects that existing instruction on responsible conduct of research has on ethical decision making. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2010; 85:519-26. [PMID: 20182131 PMCID: PMC4578657 DOI: 10.1097/acm.0b013e3181cd1cc5] [Citation(s) in RCA: 53] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
PURPOSE To examine the effects that existing courses on the responsible conduct of research (RCR) have on ethical decision making by assessing the ethicality of decisions made in response to ethical problems and the underlying processes involved in ethical decision making. These processes included how an individual thinks through ethical problems (i.e., meta-cognitive reasoning strategies) and the emphasis placed on social dimensions of ethical problems (i.e., social-behavioral responses). METHOD In 2005-2007, recruitment announcements were made, stating that a nationwide, online study was being conducted to examine the impact of RCR instruction on the ethical decision making of scientists. Recruitment yielded contacts with over 200 RCR faculty at 21 research universities and medical schools; 40 (20%) RCR instructors enrolled their courses in the current study. From those courses, 173 participants completed an ethical decision-making measure. RESULTS A mixed pattern of effects emerged. The ethicality of decisions did not improve as a result of RCR instruction and even decreased for decisions pertaining to business aspects of research, such as contract bidding. Course participants improved on some meta-cognitive reasoning strategies, such as awareness of the situation and consideration of personal motivations, but declined for seeking help and considering others' perspectives. Participants also increased their endorsement of detrimental social-behavioral responses, such as deception, retaliation, and avoidance of personal responsibility. CONCLUSIONS These findings indicated that RCR instruction may not be as effective as intended and, in fact, may even be harmful. Harmful effects might result if instruction leads students to overstress avoidance of ethical problems, be overconfident in their ability to handle ethical problems, or overemphasize their ethical nature. Future research must examine these and other possible obstacles to effective RCR instruction.
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Affiliation(s)
- Alison L Antes
- Department of Psychology, Center for Applied Social Research, University of Oklahoma, Norman, Oklahoma 73072, USA.
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Mumford MD, Waples EP, Antes AL, Brown RP, Connelly S, Murphy ST, Devenport LD. Creativity and Ethics: The Relationship of Creative and Ethical Problem-Solving. CREATIVITY RESEARCH JOURNAL 2010; 22:74-89. [PMID: 21057603 DOI: 10.1080/10400410903579619] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Students of creativity have long been interested in the relationship between creativity and deviant behaviors such as criminality, mental disease, and unethical behavior. In the present study we wished to examine the relationship between creative thinking skills and ethical decision-making among scientists. Accordingly, 258 doctoral students in the health, biological, and social sciences were asked to complete a measure of creative processing skills (e.g., problem definition, conceptual combination, idea generation) and a measure of ethical decision-making examining four domains, data management, study conduct, professional practices, and business practices. It was found that ethical decision-making in all four of these areas was related to creative problem-solving processes with late cycle processes (e.g., idea generation and solution monitoring) proving particularly important. The implications of these findings for understanding the relationship between creative and deviant thought are discussed.
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Mumford MD, Antes AL, Caughron JJ, Connelly S, Beeler C. Cross-Field Differences in Creative Problem-Solving Skills: A Comparison of Health, Biological, and Social Sciences. CREATIVITY RESEARCH JOURNAL 2010; 22:14-26. [PMID: 20936085 DOI: 10.1080/10400410903579510] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
In the present study, 258 doctoral students working in the health, biological, and social sciences were asked to solve a series of field-relevant problems calling for creative thought. Proposed solutions to these problems were scored with respect to critical creative thinking skills such as problem definition, conceptual combination, and idea generation. Results indicated that health, biological, and social scientists differed with respect to their skill in executing various operations, or processes, involved in creative thought. Interestingly, no differences were observed as a function of the students' level of experience. The implications of these findings for understanding cross-field, and cross-experience level, differences in creative thought are discussed.
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Antes AL, Murphy ST, Waples EP, Mumford MD, Brown RP, Connelly S, Devenport LD. A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences. ETHICS & BEHAVIOR 2009; 19:379-402. [PMID: 19838311 DOI: 10.1080/10508420903035380] [Citation(s) in RCA: 105] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery methods, in addition to factors of the evaluation study itself, such as the field of investigator and criterion measure utilized. An examination of the characteristics contributing to the relative effectiveness of instructional programs revealed that more successful programs were conducted as seminars separate from the standard curricula rather than being embedded in existing courses. Furthermore, more successful programs were case-based, interactive and allowed participants to learn and practice the application of real-world ethical decision-making skills. The implications of these findings for future course development and evaluation are discussed.
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Brock ME, Vert A, Kligyte V, Waples EP, Sevier ST, Mumford MD. Mental models: an alternative evaluation of a sensemaking approach to ethics instruction. SCIENCE AND ENGINEERING ETHICS 2008; 14:449-472. [PMID: 18568427 DOI: 10.1007/s11948-008-9076-3] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2008] [Accepted: 05/28/2008] [Indexed: 05/26/2023]
Abstract
In spite of the wide variety of approaches to ethics training it is still debatable which approach has the highest potential to enhance professionals' integrity. The current effort assesses a novel curriculum that focuses on metacognitive reasoning strategies researchers use when making sense of day-to-day professional practices that have ethical implications. The evaluated trainings effectiveness was assessed by examining five key sensemaking processes, such as framing, emotion regulation, forecasting, self-reflection, and information integration that experts and novices apply in ethical decision-making. Mental models of trained and untrained graduate students, as well as faculty, working in the field of physical sciences were compared using a think-aloud protocol 6 months following the ethics training. Evaluation and comparison of the mental models of participants provided further validation evidence for sensemaking training. Specifically, it was found that trained students applied metacognitive reasoning strategies learned during training in their ethical decision-making that resulted in complex mental models focused on the objective assessment of the situation. Mental models of faculty and untrained students were externally-driven with a heavy focus on autobiographical processes. The study shows that sensemaking training has a potential to induce shifts in researchers' mental models by making them more cognitively complex via the use of metacognitive reasoning strategies. Furthermore, field experts may benefit from sensemaking training to improve their ethical decision-making framework in highly complex, novel, and ambiguous situations.
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Affiliation(s)
- Meagan E Brock
- Department of Psychology, University of Oklahoma, 455 W. Lindsey Street, Dale Hall Tower, Room 705, Norman, OK 73019-2007, USA.
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