Breeding cheats

Systemic Explanations of Scientific Misconduct: Provoked by Spectacular Cases of Norm Violation?

In the past two decades, individual explanations of scientific misconduct (‘bad apples’) have increasingly given way to systemic explanations (‘bad systems’). Where did this interest in systemic factors (publication pressure, competition for research funding) come from? Given that research ethicists often present their interventions as responses to scientific misconduct, this article tests the hypothesis that these systemic explanations were triggered by high-visibility cases of scientific norm violation. It does so by examining why Dutch scientists in 2011 explained Diederik Stapel’s grand-scale data fabrication largely in systemic terms, whereas only fifteen years earlier, in the René Diekstra affair (1996), such explanations had been close to absent. Drawing on a wealth of historical sources, the article suggests that cases like Stapel’s as such do not explain why early 21st-century commentators exchanged individual explanations for systemic ones. Only against the background of an existing discourse of criticism of the science system, developed in the 1990s and 2000s in response to rapidly increasing competition for research funding, could the Stapel affair achieve notoriety as an example of how systemic factors provoke bad conduct.

Deep impact: unintended consequences of journal rank

Most researchers acknowledge an intrinsic hierarchy in the scholarly journals ("journal rank") that they submit their work to, and adjust not only their submission but also their reading strategies accordingly. On the other hand, much has been written about the negative effects of institutionalizing journal rank as an impact measure. So far, contributions to the debate concerning the limitations of journal rank as a scientific impact assessment tool have either lacked data, or relied on only a few studies. In this review, we present the most recent and pertinent data on the consequences of our current scholarly communication system with respect to various measures of scientific quality (such as utility/citations, methodological soundness, expert ratings or retractions). These data corroborate previous hypotheses: using journal rank as an assessment tool is bad scientific practice. Moreover, the data lead us to argue that any journal rank (not only the currently-favored Impact Factor) would have this negative impact. Therefore, we suggest that abandoning journals altogether, in favor of a library-based scholarly communication system, will ultimately be necessary. This new system will use modern information technology to vastly improve the filter, sort and discovery functions of the current journal system.

Deep impact: unintended consequences of journal rank

Most researchers acknowledge an intrinsic hierarchy in the scholarly journals (“journal rank”) that they submit their work to, and adjust not only their submission but also their reading strategies accordingly. On the other hand, much has been written about the negative effects of institutionalizing journal rank as an impact measure. So far, contributions to the debate concerning the limitations of journal rank as a scientific impact assessment tool have either lacked data, or relied on only a few studies. In this review, we present the most recent and pertinent data on the consequences of our current scholarly communication system with respect to various measures of scientific quality (such as utility/citations, methodological soundness, expert ratings or retractions). These data corroborate previous hypotheses: using journal rank as an assessment tool is bad scientific practice. Moreover, the data lead us to argue that any journal rank (not only the currently-favored Impact Factor) would have this negative impact. Therefore, we suggest that abandoning journals altogether, in favor of a library-based scholarly communication system, will ultimately be necessary. This new system will use modern information technology to vastly improve the filter, sort and discovery functions of the current journal system.

Do pressures to publish increase scientists' bias? An empirical support from US States Data

The growing competition and “publish or perish” culture in academia might conflict with the objectivity and integrity of research, because it forces scientists to produce “publishable” results at all costs. Papers are less likely to be published and to be cited if they report “negative” results (results that fail to support the tested hypothesis). Therefore, if publication pressures increase scientific bias, the frequency of “positive” results in the literature should be higher in the more competitive and “productive” academic environments. This study verified this hypothesis by measuring the frequency of positive results in a large random sample of papers with a corresponding author based in the US. Across all disciplines, papers were more likely to support a tested hypothesis if their corresponding authors were working in states that, according to NSF data, produced more academic papers per capita. The size of this effect increased when controlling for state's per capita R&D expenditure and for study characteristics that previous research showed to correlate with the frequency of positive results, including discipline and methodology. Although the confounding effect of institutions' prestige could not be excluded (researchers in the more productive universities could be the most clever and successful in their experiments), these results support the hypothesis that competitive academic environments increase not only scientists' productivity but also their bias. The same phenomenon might be observed in other countries where academic competition and pressures to publish are high.

Advancing a program of research within a nursing faculty role

Doctoral students and new faculty members often seek advice from more senior faculty on how to advance their program of research. Students may ask whether they should choose the manuscript option for their dissertation or whether they should seek a postdoctoral fellowship. New faculty members wonder whether they should pursue a career development award and whether they need a mentor as they strive to advance their research while carrying out teaching, service, and practice responsibilities. In this article, we describe literature on the impact of selected aspects of pre- and postdoctoral training and faculty strategies on scholarly productivity in the faculty role. We also combine our experiences at a school of nursing within a research-intensive university to suggest strategies for success. Noting the scarcity of research that evaluates the effect of these strategies, we are actively engaged in collecting data on their relationship to the scholarly productivity of students and faculty members within our own institution.