Promoting Responsible Research Practices by Training Researchers’ Virtues

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 93-93
Author(s):  
Giulia Inguaggiato ◽  
◽  
Nathalie Evans ◽  
Margreet Stolper ◽  
Bert Molewijk ◽  
...  
Keyword(s):  
Code Of Conduct ◽  
Research Integrity ◽  
Online Training ◽  
International Level ◽  
High Quality ◽  
Good Science ◽  
Training Materials ◽  
Core Elements ◽  
European Code ◽  
Responsible Research

"Promoting research integrity is crucial to achieve high quality and relevant results, and preserve public trust in science. In recent years, many codes of conducts, guidelines and regulations on national and international level, such as the European Code of Conduct for Research Integrity, have been issued to tackle this issue. However, these documents are often perceived as an externally imposed set of rules that researchers need to comply with in order to tick the box of integrity and get their research done. These research integrity efforts are important, but are they enough? We argue that in order to foster ‘good’ science, educating ‘good’ researchers is crucial. To respond to these issues, the VIRT2UE project has created an open source online training for researchers and educators that supports the internalization of the practices and principles of good science by building upon a virtue-based approach. Core elements of this approach are reflections on the intrinsic motivation of researchers and the cultivation of those moral characters which support the practices and principles of good science. The VIRT2UE training consists of a toolbox with training materials which can be used both online and offline, easy to use and adaptable to context. Starting from the assumption that virtues are learned through experience and by example, we will show what role trainers and educators can play in promoting a virtue-based approach to research integrity and what this implies for their own education and professionalization as trainers. "

scholarly journals 13.F. Skills building seminar: “There is never a dull moment in science”. Designing engaging responsible conduct in research courses

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  
Keyword(s):  
Role Models ◽  
Code Of Conduct ◽  
Research Integrity ◽  
Nobel Laureate ◽  
Education Programme ◽  
Lessons Learned ◽  
Time Sharing ◽  
Responsible Conduct ◽  
Starting Point ◽  
Responsible Research

Abstract Background The 1954 Nobel Laureate for physics Max Born said: “There is no philosophical high-road in science, with epistemological signposts. No, we are in a jungle and find our way by trial and error, building our roads behind us as we proceed. We do not find sign-posts at cross-roads, but our own scouts erect them, to help the rest.” Science is a quest with many uncertainties. Society demands from scientists that they pursue this quest in an responsible way. Responsible conduct in science (RCR) is/ought to be on every researchers' agenda. The European Code of Conduct for Research Integrity (https://allea.org/code-of-conduct/) for example is the reference document for research integrity for all EU-funded research projects and as a model for organisations and researchers across Europe. RCR however is not only about referring to a code, it is also about acting on it, and raising awareness. Education is pivotal. Two pitfalls definitely need to be avoided in teaching RCR: 1. making it a highly theoretical endeavor that in most cases will not result in the internalization of the principles of RCR; 2. limiting the teaching to a small staff, thus not involving a large group of researchers as role models. Therefore, it is necessary to design RCR courses in which students feel challenged to discover the underlying principles and moral issues in responsible research themselves whilst at the same time sharing this discovery with their role models. For senior researchers (role models, teachers) the challenge is not to impose rules and regulations but to foster an environment in which junior researchers feel free to discuss the decisions and questions they have in upholding principles of responsible research. Very often, senior researchers are unaware of the dilemma's young researchers encounter. Consequently, courses in RCR can remain highly theoretical. Objectives In this skills building seminar, both junior and senior researchers will be offered an engaging and interactive method for starting effective RCR education. Aim 1 experiencing collaborative designing of RCR education Aim 2 Empowering junior and senior researchers in addressing RCR. Method Participants will be introduced to the “7 minutes - 7 people = RCR education programme” as developed by the seminar leader. Programme Short introduction: DIY RCR education (15 minutes)Interactive session: Acquiring the skill of “7 minutes - 7 people = RCR education programme” (35 minutes)Experiences, successes and limitations of this method (20 minutes)Discussion - wrap up -lessons learned (20 minutes) Key messages The driving force of Responsible Conduct in Research courses is taking the process of discovery of junior researchers as starting point. The seminar will teach students (junior researchers) and teachers (senior researchers) how to draft a challenging programme for RCR-education in 30 minutes.

scholarly journals Virtue-based ethics and integrity of research: train-the-trainer programme for upholding the principles and practices of the European Code of Conduct for Research Integrity (VIRT2UE)

2021 ◽  
Vol 7 ◽  
Author(s):  
Natalie Evans ◽  
Ana Marusic ◽  
Nicole Foeger ◽  
Erika Lofstrom ◽  
Marc van Hoof ◽  
...  
Keyword(s):  
Code Of Conduct ◽  
Research Integrity ◽  
Moral Dilemmas ◽  
Training Programme ◽  
Educational Resources ◽  
Teaching Material ◽  
Train The Trainer ◽  
Face To Face ◽  
European Code ◽  
Consistent Application

Background: Recognising the importance of addressing ethics and research integrity (ERI) in Europe, in 2017, the All European Academies (ALLEA) published a revised and updated European Code of Conduct for Research Integrity (ECoC). Consistent application of the ECoC by researchers across Europe will require its widespread dissemination, as well as an innovative training programme and novel tools to enable researchers to truly uphold and internalise the principles and practices listed in the Code. Aim: VIRT2UE aims to develop a sustainable train-the-trainer blended learning programme enabling contextualised ERI teaching across Europe focusing on understanding and upholding the principles and practices of the ECoC. Vision: The VIRT2UE project recognises that researchers not only need to have knowledge of the ECoC, but also to be able to truly uphold and internalise the principles underpinning the code. They need to learn how to integrate them into their everyday practice and understand how to act in concrete situations. VIRT2UE addresses this challenge by providing ERI trainers and researchers with an innovative blended (i.e. combined online and off-line approaches) learning programme that draws on a toolbox of educational resources and incorporates an e-learning course (including a YouTube channel) and face-to-face sessions designed to foster moral virtues. ERI trainers and researchers from academia and industry will have open access to online teaching material. Moreover, ERI trainers will learn how to facilitate face-to-face sessions of researchers, which focus on learning how to apply the content of the teaching material to concrete situations in daily practice. Objectives: VIRT2UE’s work packages (WP) will: conduct a conceptual mapping amongst stakeholders to identify and rank the virtues which are essential for good scientific practice and their relationship to the principles and practices of the ECoC (WP1); identify and consult ERI trainers and the wider scientific community to understand existing capacity and deficiencies in ERI educational resources (WP2); develop the face-to-face component of the train-the-trainer programme which provides trainers with tools to foster researchers’ virtues and promote the ECoC and iteratively develop the programme based on evaluations (WP3); produce educational materials for online learning by researchers and trainers (WP4); implement and disseminate the train-the-trainer programme across Europe, ensuring the training of sufficient trainers for each country and build capacity and consistency by focusing on underdeveloped regions and unifying fragmented efforts (WP5); and develop the online training platform and user interface, which will be instrumental in evaluation of trainers’ and researchers’ needs and project sustainability (WP6). Impact: The VIRT2UE training programme will promote consistent application of the ECoC across Europe. The programme will affect behaviour on the individual level of trainers and researchers – simultaneously developing an understanding of the ECoC and other ERI issues, whilst also developing scientific virtues, enabling the application of the acquired knowledge to concrete situations and complex moral dilemmas. Through a dedicated embedding strategy, the programme will also have an impact on an institutional level. The train-the-trainer approach multiplies the impact of the programme by reaching current and future European ERI trainers and, subsequently, the researchers they train.

scholarly journals Guidance on research integrity provided by European discipline-specific learned societies: A scoping review

2022 ◽  
Author(s):  
Rosemary Claire Hastings ◽  
Krishma Labib ◽  
Iris Lechner ◽  
Lex Bouter ◽  
Guy Widdershoven ◽  
...  
Keyword(s):  
Social Sciences ◽  
Content Analysis ◽  
Code Of Conduct ◽  
Research Integrity ◽  
Health Sciences ◽  
Natural Sciences ◽  
Research Culture ◽  
Learned Societies ◽  
European Code ◽  
Dissemination Of Results

There is little research on how guidance provided in the European Code of Conduct for Research Integrity (ALLEA code) compares with recommendations developed by European discipline-specific learned societies. We identified, and conducted a content analysis of, 58 guideline documents from 245 societies. Less than 25% of societies in any discipline provide guidance and there are notable disciplinary differences. Recommendations not reflected in the ALLEA code relate primarily to research culture and environment. Medical and Health Sciences societies often focus on regulatory and procedural aspects of research, whereas Natural Sciences societies emphasize the importance of accurate and appropriate dissemination of results. Humanities and Social Sciences societies’ recommendations are more heterogenous and relate to the nature of specific sub-disciplines. Our results reflect differences in epistemological approaches as well as the specific role and responsibilities of societies as membership organizations. We recommend that societies develop, or endorse, appropriate research integrity guidance.

scholarly journals Trends in Data Centre Energy Consumption under the European Code of Conduct for Data Centre Energy Efficiency

Energies ◽  
2017 ◽  
Vol 10 (10) ◽  
pp. 1470 ◽  
Author(s):  
Maria Avgerinou ◽  
Paolo Bertoldi ◽  
Luca Castellazzi
Keyword(s):  
Energy Efficiency ◽  
Energy Consumption ◽  
Code Of Conduct ◽  
Data Centre ◽  
European Code

scholarly journals Path2Integrity Learning Cards: First Year Experiences of an Educational Programme to Foster Research Integrity

Edukacja ◽  
2021 ◽  
Vol 2020 (1) ◽  
pp. 54-66
Author(s):  
Julia Priess-Buchheit ◽  
Keyword(s):  
Research Integrity ◽  
Role Playing ◽  
Educational Programme ◽  
First Year ◽  
Research Practices ◽  
Citizen Education ◽  
Research Results ◽  
Research Education ◽  
Dialogical Approach ◽  
Responsible Research

This article outlines the experience gained in the first twelve (12) months of the Path2Integrity (P2I) learning programme, an initiative designed to promote reliable research results and responsible research practices with all students, not only those destined to be researchers. Path2Integrity learning cards are student-centred instructions with a dialogical approach, using role-playing and storytelling aimed at fostering a culture of research integrity. This report shows that feedback gathered in this first year of the P2I programme supported the following three actions. First, the feedback informed distinctions between the different contexts of research education and citizen education. Second, a handbook was prepared to accompany the learning cards. And finally, students will be asked in the future to reflect on the competencies each learning card features. A review of the feedback and actions will be followed by an overview of the implications for the programme itself and for research integrity education in general.

scholarly journals Digital Badge in the Responsible Conduct of Research

2019 ◽  
Author(s):  
Aoife Coffey ◽  
◽  
Louise Burgoyne ◽  
Brendan Palmer
Keyword(s):  
Data Management ◽  
Research Integrity ◽  
Responsible Conduct Of Research ◽  
Central Research ◽  
Graduate Studies ◽  
Research Environment ◽  
Learning Platform ◽  
Responsible Conduct ◽  
Open Research ◽  
Responsible Research

University College Cork is committed to the highest standard of Research Integrity (RI). The recently published National Framework on the Transition to an Open Research Environment aims to move Ireland another step closer to an open research environment (National Open Research Forum, 2019). One of the central elements underpinning the framework is Research Integrity and Responsible Research practice. This is also reflective of the international emphasis on not only a more open research environment but on more transparent and robust research practices generally, with a particular focus on data management and availability (​ Wilkinson et al., 2016).​ In 2016 a Research Integrity Pilot was run in the UCC Skills Centre in collaboration with the Office of the Vice President for Research and Innovation (OVPRI) and interested academics from the UCC community. Working closely with the Dean of Graduate studies, this pilot resulted in the development of the module PG6015 An​ Introduction to Research Integrity, Ethics and Open Science for postgraduate students. The new module did not address the needs of staff however, who needed an offering that was more condensed, targeted yet flexible when required. Along this developmental journey, UCC consulted with some leading experts in the field of Research Integrity (RI) by hosting, Prof. Philip DeShong and Prof. Robert Dooling from the University of Maryland via a Fulbright Specialist Award. This award facilitated real insight and a fuller understanding of what RI means together with the need for discipline specific discussion and debate around the topic of Responsible Conduct in Research in its fullest sense. In 2018, access to the Epigeum online course in Research Integrity was enabled through the National Research Integrity Forum. This course provides a good basis for learning in the area of RI but it does not address a need for a blended learning approach around the topics of Responsible Conduct of Research. Through this process began the genesis of an idea which in 2019 resulted in the development of the UCC Digital Badge in the Responsible Conduct of Research. Micro-credentials are a new and innovative learning platform that rewards learner effort outside of traditional pathways, digital badges are an example of these. The Digital Badge in the Responsible Conduct of Research is a research led, team based initiative developed through a unique interdisciplinary collaboration between central research services at UCC. The collaborative process has resulted in an offering that gives an integrated and comprehensive view of three distinct but related areas, Research Integrity, Research Data Management & the Fair Principles and Reproducible Research. Developed by OVPRI, UCC Library and the Clinical Research Facility-Cork (CRF-C), each of the collaborators were already providing training and resources in there own niche but realised a more holistic approach would be greater than the sum of its parts. The purpose of the Digital Badge is to foster and embed best practice and the key elements of Responsible Research in the UCC research community. It offers researchers an opportunity to address significant gaps in their skills and prepares them for the changes in the research landscape occurring both nationally and internationally.

The Embassy of Good Science: A Community-Based Initiative to Strengthen Research Integrity and Ethics

2021 ◽  
Vol 66 (Special Issue) ◽  
pp. 76-77
Author(s):  
Natalie Evans ◽  
◽  
Giulia Inguaggiato ◽  
Marc Van Hoof ◽  
Bert Gordijn ◽  
...  
Keyword(s):  
Research Integrity ◽  
Easy Access ◽  
Community Based ◽  
Teaching Resources ◽  
Good Science ◽  
Mutual Learning ◽  
Accessible Information ◽  
Initial Content ◽  
Semantic Mediawiki

"The areas of Research Ethics and Research Integrity (RE+RI) are rapidly evolving. Guidelines, standards, and laws have been drafted in many countries, regions and institutions. However, the regulatory proliferation does not necessarily yield clear guidance for practice: researchers often lack up-to-date and easily accessible information and guidance on how to apply principles and norms. The same is true for RE+RI evaluation committees, who lack easy access to case studies. The Embassy of Good Science is an online initiative to address these problems. The Semantic MediaWiki platform brings together, and makes smart connections between, relevant guidelines and regulations, cases and scenarios, and teaching materials. The platform provides practical information about how to apply norms and principles in every day practice and how to teach about them. For example, The Embassy contains cases and scenarios on researchers’ day-to-day dilemmas, a discussion forum where researchers can share experiences, and easily adaptable teaching resources. Developed in consultation with stakeholders, the Embassy is managed by the European funded EnTIRE project. The initial content has been gathered via systematic reviews and is continually added to and updated by users. In the long-term, The Embassy will be community-owned and sustainable. The Embassy primarily supports researchers and RE+RI committee members. The platform also presents the opportunity to compare RE+RI principles, norms and practices worldwide, facilitating mutual learning and making the diversity of the RE+RI regulatory framework apparent. In this session, we will describe and demonstrate The Embassy’s value for practice, education and policy. "

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