Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges (...) of post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

This article contains critical reflections of a multidisciplinary research group studying the human and technological dynamics around some newly offered electronic services in a specific rural area of Finland. For their research, the group adopted ethnography. On facing the challenges of doing ethnographic research in a multidisciplinary setting, the group evolved its own breed of research practice based on multiple forms of triangulation. This implied the use of multiple data sources, methods, theories, and researchers, in (...) different combinations. One of the outcomes of the work is a model for collaborative research. It highlights, among others, the importance of creating a climate for collaboration within the research group and following a process of individual and collaborative writing to achieve the potential benefits of such research. The article also identifies a set of remaining challenges relevant to collaborative research. (shrink)

Within the Participatory Design community as well as the Computer Supported Cooperative Work tradition, a lot of effort has been put into the question of letting field studies inform design. In this paper, we describe how game-like approaches can be used as a way of exploring a practice from a design point of view. Thinking of ethnographic fieldwork as a base for sketching, rather than descriptions, creates openness that invites collaborative authoring. The concept of playful collaborative exploration (...) suggests certain ways of interacting with material from field studies so that it becomes a design material for an open-ended design process. We have carried out field studies, transformed the field material into design material, and set up a design game for working with it together with the people we followed in the field. The design game builds on an idea about the power of narratives and the benefits of constraining rules. We believe that this framework for collaboration opens for playfulness, experimentation, and new design ideas. (shrink)

Determining appropriate authorship recognition in student-faculty collaborative research is a complex task. In this quantitative study, responses from 1346 students and faculty in education and some social science disciplines at 36 research-intensive institutions in the United States were analyzed to provide a description of current and recommended practices for authorship in student-faculty collaborative research. The responses revealed practices and perceptions that are not aligned with ethical guidelines and a lack of consensus among respondents about appropriate (...) practice. Faculty and student respondents agreed that students deserve more authorship recognition than they get in common practice but they did not agree on the appropriate authorship arrangement for several of the collaborative scenarios described in the study or on the relative value of various contributions to research projects. The misalignment with ethical codes and lack of consensus among the respondents is problematic because student-faculty collaborative research is common and authored publications are powerful indicators of research competency. With these detailed results, students and faculty can better anticipate areas where their perspectives are likely to differ and faculty can work to clarify ambiguous expectations. (shrink)

This article is a response to a Main Article published in this journal: Thurner, T. W., & Proskuryakova, L. (2013). Collaborative research in energy efficiency and renewable energy: Evidence from 5 years of US-Russian research cooperation. Journal of Research Practice, 9(1), Article M4.

Studies of epistemic communities and collaborative research in the social sciences have deepened the understanding of how science works, and more specifically how the social dimensions of scientific practice both enable and impede social scientists in realizing their epistemic goals. Two types of studies of epistemic communities are distinguished: general theories of epistemic communities aim to construct accounts of theoretical change applicable to all social scientific specialties, whereas historical studies emphasize the contingencies that affect specific social scientific (...) disciplines, subfields, or institutions. Although collaborative research plays a less pronounced role in the social sciences than in the natural sciences, collaboration has enabled social scientists to investigate topics that would otherwise be difficult to investigate. (shrink)

Establishing interdisciplinary academic departments has been a common response to the challenge of addressing complex problems. However, the assumptions that guide the formation of such departments are rarely questioned. Additionally, the designers and managers of interdisciplinary academic departments in any field of endeavour struggle to set an organisational climate appropriate to the diversity of their members. This article presents a preliminary analysis of collaborative dynamics within two interdisciplinary university departments in Australia focused on sustainability. Social network diagrams and metrics (...) of coauthorship and cosupervision are analysed qualitatively. A "vicarious interdisciplinarity" was identified among key academics working narrowly in order to earn the resources that allow them to support others working interdisciplinarily. Those supported in this way appear to benefit from the esteem and nonredundant collaborative connections their mentors provide via this strategy, but they experience uncertainty about their own career opportunities in similar settings. This article thus unearths a conundrum of succession for interdisciplinary academic environments, and suggests that simple colocation of diverse academic stars is an inadequate strategy to achieve effective intradepartmental collaboration. (shrink)

Multi-stakeholder initiatives for biodiversity conservation on working landscapes often necessitate strategies to facilitate learning in order to foster successful collaboration. To investigate the learning processes that both undergird and result from collaborative efforts, this case study employs the concept of boundary work as a lens to examine learning between rice growers and conservation professionals in California’s Central Valley, who were engaged in a collaborative research project focused on migratory bird conservation. Through analysis of workshop observations, project documents, (...) and interviews with rice growers and conservation professionals, we identified five distinct factors of the collaborative research process that influenced learning amongst these two groups: having mutually beneficial goals, sharing ownership of the collaborative research process, building trust, integrating knowledge, and institutional alignment. We also examined and identified learning outcomes for both rice growers and conservation professionals, which included new knowledge of the social-ecological system, new practices around farming and collaboration, and shifting identities. Our findings suggest that applying these factors and outcomes for learning when structuring collaborative research, and other multi-stakeholder initiatives, can foster learning amongst diverse stakeholder groups to support new approaches for balancing resource use and adaptive management. (shrink)

BackgroundThe methodology of medical ethics during the last few decades has shifted from a predominant use of normative-philosophical analyses to an increasing involvement of empirical methods. The articles which have been published in the course of this so-called 'empirical turn' can be divided into conceptual accounts of empirical-normative collaboration and studies which use socio-empirical methods to investigate ethically relevant issues in concrete social contexts.DiscussionA considered reference to normative research questions can be expected from good quality empirical research in (...) medical ethics. However, a significant proportion of empirical studies currently published in medical ethics lacks such linkage between the empirical research and the normative analysis. In the first part of this paper, we will outline two typical shortcomings of empirical studies in medical ethics with regard to a link between normative questions and empirical data: (1) The complete lack of normative analysis, and (2) cryptonormativity and a missing account with regard to the relationship between 'is' and 'ought' statements. Subsequently, two selected concepts of empirical-normative collaboration will be presented and how these concepts may contribute to improve the linkage between normative and empirical aspects of empirical research in medical ethics will be demonstrated. Based on our analysis, as well as our own practical experience with empirical research in medical ethics, we conclude with a sketch of concrete suggestions for the conduct of empirical research in medical ethics.SummaryHigh quality empirical research in medical ethics is in need of a considered reference to normative analysis. In this paper, we demonstrate how conceptual approaches of empirical-normative collaboration can enhance empirical research in medical ethics with regard to the link between empirical research and normative analysis. (shrink)

We reviewed the output of research and innovation cooperation between Russia and the US, including publications and patents, in the four prospective areas of energy efficiency and renewable energy during 2007-2011. Joint US-Russia research groups appear to focus primarily on hydrogen energy (fuel cells), followed by solar photovoltaics. The upcoming areas of smart grid and biofuels were left out entirely both from research and innovation collaboration. Russian patents in green energy technologies registered in the US are very (...) low in comparison to those from Japan, Korea, and China. (shrink)

This article about collaborative research approaches between professors at Chinese universities and teachers in public schools examines theory–practice relationships and the cooperative interaction...

In this piece, we articulate the "collaborative autoethnographic practice" we utilized to illustrate the complexities of mothering that involved: (a) individually writing autoethnographic narratives on mothering, (b) sharing these autoethnographic narratives in a public forum, (c) publicly discussing the heuristic commonalities across these autoethnographic narratives, (d) tying those commonalities back to the literature, and (e) revisiting the autoethnographic narratives for aspects of social critique where our autoethnographic narratives (intentionally or unintentionally) hegemonicaly reproduced cultural scripts. We argue that presenting (...) knowledge of mothering in this way, through collaborative autoethnographic practice, creates a myriad of opportunities for growth and self-reflexivity, and our stories illuminate a part of our existence that often remains unexamined in other methodologies. (shrink)

The current ethical structure for collaborative international health research stems largely from developed countries' standards of proper ethical practices. The result is that ethical committees in developing countries are required to adhere to standards that might impose practices that conflict with local culture and unintended interpretations of ethics, treatments, and research. This paper presents a case example of a joint international research project that successfully established inclusive ethical review processes as well as other groundwork and components (...) necessary for the conduct of human behavior research and research capacity building in the host country. (shrink)

Purpose Intellectual honesty and integrity are the cornerstones of conducting any form of research. Over the last few years, scholars have shown great concerns over questionable research practices (QRPs) in academia. This study aims to investigate the questionable research practices amongst faculty members of medical and dental colleges in Pakistan. Method A descriptive multi-institutional online survey was conducted from June-August 2022. Based on previous studies assessing research misconduct, 43 questionable research practices in four domains: Data (...) collection & storage, Data analysis, Study reporting and Collaboration & authorship were identified and investigated. Descriptive (Frequencies, Percentages, Mean, SD) and Inferential (chi square) statistics were calculated. Results A total of 654 faculty members responded. Every respondent reported committing at least one QRP in their career. The most common QRPs included deliberately failing to mention funding, publishing program evaluation data not meant for research purposes or approved by an ethical body, inappropriately storing identifiable information and non-disclosure of any conflicts. There was significant association of age, gender and academic rank with QRPs in ‘Data collection and storage’ and ‘Data Analysis’ domains. Conclusion Medical and dental faculty members participating in this study are involved in a range of questionable research practices (QRPs) in Pakistan. Their confession might have contributed to the faculty developing self-awareness and reinforcing academic integrity. There is a need for reviewing policies and practices to improve research culture. Future research should explore the factors resulting in such practices. (shrink)

Innovative modes of collaboration between archaeologists and Indigenous communities are taking shape in a great many contexts, in the process transforming conventional research practice. While critics object that these partnerships cannot but compromise the objectivity of archaeological science, many of the archaeologists involved argue that their research is substantially enriched by them. I counter objections raised by internal critics and crystalized in philosophical terms by Boghossian, disentangling several different kinds of pluralism evident in these projects and offering (...) an analysis of why they are epistemically productive when they succeed. My central thesis is that they illustrate the virtues of epistemic inclusion central to proceduralist accounts of objectivity, but I draw on the resources of feminist standpoint theory to motivate the extension of these social -cognitive norms beyond the confines of the scientific community. (shrink)

Collaborative research is quite common in contemporary society; indeed, it may be thought that scientists cannot live without it. Yet, it seems difficult to engage in good interdisciplinary collaboration when research methods and background assumptions often differ widely. I suggest in this paper that a disposition to inquire into another person is essential to good collaborative research. I first explain what I mean by “empersonal inquisitiveness” and why it is important in interdisciplinary collaboration. Inquiring into (...) a person serves as an important precursor to engaging in interdisciplinary collaboration, because it allows researchers to form shared frameworks and develop a shared plan for the research project. I then discuss social-cognitive mechanisms and their ability to generate knowledge of other persons. In the final section of the paper, I explain how social cognition can allow persons to engage in truly collaborative projects, in particular by way of shared mental models and shared reasoning. The result is that empersonal inquisitiveness, when employed by potential research partners, produces important empersonal knowledge that advances collaborative research. (shrink)

The very beginning of collaborative research endeavors often lies in politically difficult and practically challenging entanglements. The purpose of this paper is to empirically capture and theoret...

This monograph investigates the collaborative creation of scientific knowledge in research groups. To do so, I combine philosophical analysis with a first-hand comparative case study of two research groups in experimental science. Qualitative data are gained through observation and interviews, and I combine empirical insights with existing approaches to knowledge creation in philosophy of science and social epistemology. -/- On the basis of my empirically-grounded analysis I make several conceptual contributions. I study scientific collaboration as the interaction (...) of scientists within research groups. Thereby, I argue that research groups and their role in scientific practice deserve more philosophical attention than they have hitherto received. In contemporary natural science, research groups are key to the formulation and corroboration of scientific knowledge claims prior to their publication. Specifically, I suggest epistemic difference and the porosity of social structure as two conceptual leitmotifs in the study of group collaboration. With epistemic difference, I emphasize the value of socio-cognitive heterogeneity in group collaboration. With porosity, I underline the fact that a research group as social structure does not entirely contain the inter-individual efforts necessary to formulate and corroborate knowledge claims. -/- In my analysis of research groups, I focus on the division of epistemic labor among group members. Through their complementary collaborative efforts single scientists engage in relations of mutual epistemic dependence. To deepen philosophy’s understanding of scientific practice in its diversity, a distinction should be made between opaque and translucent epistemic dependence. While opaque epistemic dependence involves asymmetries in expertise, translucent epistemic dependence does not. As epistemic dependence is facilitated by trust, I investigate the dynamics of epistemic trust in group collaboration. Trust among collaborating scientists is inherently incomplete, and I show that scientists make use of diverse strategies to increase and to supplement personal trust. Based on my reflections on trust and dependence, I give an account of the relation between individual knowing and collaboratively created knowledge in research groups. Together these investigations contribute to the discussion of philosophical methodology in the study of scientific practice and promote the use of empirical methods. (shrink)

International research collaborations engage multiple countries, researchers, and universities. This enhances the magnitude of contextual challenges, including legal and ethical dimensions across various jurisdictions, that must be bridged in qualitative research regardless of discipline, also in the construction of informed consents. From a Scandinavian perspective, this discussion paper explores challenges pertaining to the construction of informed consents related to EU data protection legislation, to which research institutions are subject when processing data related to EU residents. Next, it (...) discusses challenges related to different traditions in terms of handling informed consent and research participants’ integrity, including the possibilities to waive anonymity in research. In international, multidisciplinary studies where researchers also operate in relatively ‘unknown territory’, it is especially important to be aware of and reflect on (inter)national possibilities and limitations related to laws, ethics, and culture/traditions in societies and within the academic fields. The variations in laws, ethical guidelines, and traditions in different countries demand that researchers are up to date with laws and ethical guidelines in the studied countries. Their practical implementation in the countries at stake in international, collaborative research endeavours are important, especially since such regulations and guidelines are far from static and change over time. The implementation of good ethical research practice requires democratic, reflexive, and responsive processes in all phases of research. Especially the preparation phase functions as a period to increase and ensure the knowledge and legal/ethical competences of the entire research team to meet the demands in the countries at stake. (shrink)

BackgroundThe objective of this study was to evaluate the nature and extent of reproducible and transparent research practices in neurology publications.MethodsThe NLM catalog was used to identify MEDLINE-indexed neurology journals. A PubMed search of these journals was conducted to retrieve publications over a 5-year period from 2014 to 2018. A random sample of publications was extracted. Two authors conducted data extraction in a blinded, duplicate fashion using a pilot-tested Google form. This form prompted data extractors to determine whether publications (...) provided access to items such as study materials, raw data, analysis scripts, and protocols. In addition, we determined if the publication was included in a replication study or systematic review, was preregistered, had a conflict of interest declaration, specified funding sources, and was open access.ResultsOur search identified 223,932 publications meeting the inclusion criteria, from which 400 were randomly sampled. Only 389 articles were accessible, yielding 271 publications with empirical data for analysis. Our results indicate that 9.4% provided access to materials, 9.2% provided access to raw data, 0.7% provided access to the analysis scripts, 0.7% linked the protocol, and 3.7% were preregistered. A third of sampled publications lacked funding or conflict of interest statements. No publications from our sample were included in replication studies, but a fifth were cited in a systematic review or meta-analysis.ConclusionsCurrently, published neurology research does not consistently provide information needed for reproducibility. The implications of poor research reporting can both affect patient care and increase research waste. Collaborative intervention by authors, peer reviewers, journals, and funding sources is needed to mitigate this problem. (shrink)

In this paper, we explain how our individual PhD enquiries have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education and the African based Global e-Schools and Communities Initiative project Leadership Development in ICT and (...) the Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value. (shrink)

This book investigates how collaborative scientific practice yields scientific knowledge. At a time when most of today’s scientific knowledge is created in research groups, the author reconsiders the social character of science to address the question of whether collaboratively created knowledge should be considered as collective achievement, and if so, in which sense. Combining philosophical analysis with qualitative empirical inquiry, this book provides a comparative case study of mono- and interdisciplinary research groups, offering insight into the (...) day-to-day practice of scientists. The book includes field observations and interviews with scientists to present an empirically-grounded perspective on much-debated questions concerning research groups’ division of labor, relations of epistemic dependence and trust. (shrink)

Finding solutions to complex health problems, such as obesity, violence, and climate change, will require radical changes in cross-disciplinary education, research, and practice. The fundamental determinants of health include many interrelated factors such as poverty, culture, education, environment, and government policies. However, traditional public health training has tended to focus more narrowly on diseases and risk factors, and has not adequately leveraged the rich contributions of sociology, anthropology, economics, geography, communication, political science, and other disciplines. Further, students are (...) often not sufficiently trained to work across sectors to translate research findings into effective, large-scale sustainable actions. During the past 2 decades, national and international organizations have called for more effective interdisciplinary, transdisciplinary, and translational approaches to graduate education. Although it has been difficult to work across traditional academic boundaries, some promising models draw on pedagogical theory and feature cross-disciplinary training focused on real-world problems, linkage between research, professional practice, community action, and cultivation of leadership skills. We describe the development the Doctor of Public Health program at the University of California, Berkeley, USA and its efforts to improve transdisciplinary and translational research education. We stress the need for international collaboration to improve educational approaches and better evaluate their impact. (shrink)

Breaches of research integrity have gained considerable attention due to high-profile scandals involving questionable research practices by reputable scientists. These practices include plagiarism, manipulation of authorship, biased presentation of findings and misleading reports of significance. To combat such practices, policymakers tend to rely on top-down measures, mandatory ethics training and stricter regulation, despite limited evidence of their effectiveness. In this study, we investigate the occurrence and underlying factors of questionable research practices (QRPs) through an original survey of (...) 3,005 social and medical researchers at Swedish universities. By comparing the role of the organizational culture, researchers´ norms and counter norms, and individual motivation, the study reveals that the counter norm of Biasedness—the opposite of universalism and skepticism—is the overall most important factor. Thus, Biasedness was related to 40–60% of the prevalence of the questionable practices. The analysis also reveals the contradictory impact of other elements in the organizational environment. Internal competition was positively associated with QRP prevalence, while group-level ethics discussions consistently displayed a negative association with such practices. Furthermore, in the present study items covering ethics training and policies have only a marginal impact on the prevalence of these practices. The organizational climate and normative environment have a far greater influence. Based on these findings, it is suggested that academic leaders should prioritize the creation and maintenance of an open and unbiased research environment, foster a collaborative and collegial climate, and promote bottom-up ethics discussions within and between research groups. (shrink)

Authorship is commonly used as the basis for the measurement of research productivity. It influences career progression and rewards, making it a valued commodity in a competitive scientific environment. To better understand authorship practices amongst collaborative teams, this study surveyed authors on collaborative journal articles published between 2011 and 2015. Of the 8364 respondents, 1408 responded to the final open-ended question, which solicited additional comments or remarks regarding the fair distribution of authorship in research teams. This (...) paper presents the analysis of these comments, categorized into four main themes: disagreements, questionable behavior, external influences regarding authorship, and values promoted by researchers. Results suggest that some respondents find ways to effectively manage disagreements in a collegial fashion. Conversely, others explain how distribution of authorship can become a “blood sport” or a “horror story” which can negatively affect researchers’ wellbeing, scientific productivity and integrity. Researchers fear authorship discussions and often try to avoid openly discussing the situation which can strain team interactions. Unethical conduct is more likely to result from deceit, favoritism, and questionable mentorship and may become more egregious when there is constant bullying and discrimination. Although values of collegiality, transparency and fairness were promoted by researchers, rank and need for success often overpowered ethical decision-making. This research provides new insight into contextual specificities related to fair authorship distribution that can be instrumental in developing applicable training tools to identify, prevent, and mitigate authorship disagreement. (shrink)

In this paper, we argue that to reverse the excess of specialization and to create room for interdisciplinary cross-fertilization, it seems necessary to move the existing epistemic plurality towards a collaborative process of social cognition. In order to achieve this, we propose to extend the psychological notion of joint attention towards what we call joint intellectual attention. This special kind of joint attention involves a shared awareness of sharing the cognitive process of knowledge. We claim that if an interdisciplinary (...) research team aspires to work collaboratively, it is essential for the researchers to jointly focus their attention towards a common object and establish a second-person relatedness among them. We consider some of the intellectual dispositions or virtues fostered by joint intellectual attention that facilitate interdisciplinary exchange, and explore some of the practical consequences of this cognitive approach to interdisciplinarity for education and research. (shrink)

This paper examines the US Atomic Energy Commission’s radioisotope distribution program, established in 1946, which employed the uranium piles built for the wartime bomb project to produce specific radioisotopes for use in scientific investigation and medical therapy. As soon as the program was announced, requests from researchers began pouring into the Commission’s office. During the first year of the program alone over 1000 radioisotope shipments were sent out. The numerous requests that came from scientists outside the United States, however, sparked (...) a political debate about whether the Commission should or even could export radioisotopes. This controversy manifested the tension between the aims of the Marshall Plan and growing US national security concerns after World War II. Proponents of international circulation of radioisotopes emphasized the political and scientific value of collaborating with European scientists, especially biomedical researchers. In the end, radioisotopes were shipped from the Commission’s Oak Ridge facility to many laboratories in England and continental Europe, where they were used in biochemical research on animals, plants, and microbes. However, the issue of radioisotope export continued to draw political fire in the United States, even after the establishment of national atomic energy facilities elsewhere. (shrink)

In relatively recent years, quite a number of diverse case studies concerning the use of visual displays—such as graphs, diagrams, tables, pictures, drawings, etc.—in both the physical and biological sciences have been offered in the literature of the history and philosophy of science —see, e.g., Miller 1984; Lynch and Woolgar 1990; Baigrie 1996; Pauwels 2006. These case studies have shown that visual representations fulfill important functions in both the theoretical and experimental practices of science, thereby emphasizing the non-verbal dimension of (...) scientific inquiry that had been neglected by the traditional language-based conception of science, which takes the production, justification and... (shrink)

The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on (...) and further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis. (shrink)

This paper reviews current trends in the development of agricultural biotechnology, including (1) the recent and potential biotechnology products and processes in the plant, animal and food sciences, and (2) the enormous increase in Federal and State government and industrial investments in biotechnology research. Next we analyze the impacts and possible consequences of agricultural biotechnology for public and private agricultural research and for the structure and nature of the food system in this country and around the world. We (...) conclude with a range of proposals for agricultural research policies. Among the possible consequences we discuss are: (1) a shift in disciplinary emphasis in the research community to molecular biology, (2) reduction of research on systems, ecology, and the social sciences, (3) increased concentration of research funds at a small number of institutions, (4) reduction of long-term research in the public sector, (5) increased collaboration between industry, government and universities with a restriction of scientific communication, and a potential for conflict of interest, favoritism and increased scientific misconduct, (6) a change of the primary goals and agenda of the public sector research community, and (7) increased concentration in the agribusiness sector and the industrialization of the food system. Our policy suggestions include: (1) maintaining and strengthening an independent public research and teaching system, (2) striking a balance between short-term proprietary biotechnology and long-term nonproprietary research, (3) maintaining an extension system that delivers biotechnology information and products to all potential users, (4) developing a regulatory system that adequately protects the public and provides clear guidelines to industry. (5) assisting developing nations to reap the benefits of the biotechnology revolution, and (6) establishing mechanisms to foster broad-based understanding of the social and ethical issues relating to agricultural biotechnology and to promote research on the social and ethical impacts. (shrink)

Academic education largely concerns knowledge and skills. Where there is attention to ethics, this tends to focus on study-related misconduct such as plagiarising assignments and, more recently, methodological misconduct. The current paper argues that it is also essential to teach students about social misconduct in science, with a focus on questionable collaboration practices. First, this would increase future early career researchers’ ability to succeed and avoid academic snares. Enhancing this ability would appear to be an ethical responsibility going hand-in-hand with (...) our attempts at endowing students with skills that we know could be exploited. Second, such teaching would establish authoritative norms about collaborative practices that are and are not acceptable. This would help to adjust scientific attitudes in next generations of graduates, to the benefit of both themselves and science. Teaching on science-specific social misconduct would also naturally tie in with addressing general forms of antisocial conduct which also occur in academia, such as bullying or sexual harassment. The paper provides a framework for defining and recognizing questionable collaboration practices, and for how to provide students with the attitudes, concepts and skills necessary to protect themselves as they enter the reality of the academic arena. (shrink)

Wagenknecht a récemment introduit une distinction conceptuelle entre dépendance épistémique translucide et dépendance épistémique opaque, dans le but de mieux rendre compte de la diversité des relations de dépendance épistémique au sein des pratiques collaboratives de recherche. Dans la continuité de son travail, mon but est d’expliciter les différents types d’expertise requis lorsque sont employés instruments et ordinateurs dans la production de connaissance, et d’identifier des sources potentielles d’opacité. Mon analyse s’appuie sur un cas contemporain de création de connaissance scientifique, (...) à savoir le traitement de données astrophysiques. (shrink)

Policy makers call upon researchers from the natural and social sciences to collaborate for the responsible development and deployment of innovations. Collaborations are projected to enhance both the technical quality of innovations, and the extent to which relevant social and ethical considerations are integrated into their development. This could make these innovations more socially robust and responsible, particularly in new and emerging scientific and technological fields, such as synthetic biology and nanotechnology. Some researchers from both fields have embarked on (...) class='Hi'>collaborative research activities, using various Technology Assessment approaches and Socio-Technical Integration Research activities such as Midstream Modulation. Still, practical experience of collaborations in industry is limited, while much may be expected from industry in terms of socially responsible innovation development. Experience in and guidelines on how to set up and manage such collaborations are not easily available. Having carried out various collaborative research activities in industry ourselves, we aim to share in this paper our experiences in setting up and working in such collaborations. We highlight the possibilities and boundaries in setting up and managing collaborations, and discuss how we have experienced the emergence of ‘collaborative spaces.’ Hopefully our findings can facilitate and encourage others to set up collaborative research endeavours. (shrink)

Discourses on Responsible Innovation and Responsible Research and Innovation, in short RI, have revolved around but not elaborated on the notion of critique. In this article, generative critique is introduced to RI as a practice that sits in-between adversarial armchair critique and co-opted, uncritical service. How to position oneself and be positioned on this spectrum has puzzled humanities scholars and social scientists who engage in interdisciplinary collaborations with scientists, engineers, and other professionals. Recently, generative critique has been presented (...) as a solution to the puzzle in interdisciplinary collaborations on neuroscientific experiments. Generative critique seeks to create connections across disciplines that help remake seemingly stable objects in moments when taken-for-granted ways of seeing and approaching objects are unsettled. In order to translate generative critique from the neurosciences to RI, socio-technical integration research is proposed as a practice of generative critique in interdisciplinary RI collaborations. These collaborations aim to account for societal aspects in research and technology development. For this purpose, a variety of approaches have been developed, including STIR and video-reflexive ethnography. STIR and VRE resemble each other but diverge on affective, collaborative, and temporal dimensions. Their juxtaposition serves to develop suggestions for how STIR could be modified on these dimensions to better enact generative critique in interdisciplinary RI collaborations. In this way, the article contributes to ongoing discussions in RI and in the engaged programme in science and technology studies more broadly on the dynamics of positioning in collaborative work. (shrink)

Dans le domaine de l’éducation, le partenariat recherche-pratique consiste en l’établissement d’une collaboration fréquente et à long terme entre des praticiens et des chercheurs autour d’objectifs conjointement définis. Le but de cet article est de présenter un état des connaissances sur la façon dont un tel partenariat émerge et se conçoit, à partir d’une recension d’articles publiés sur cette question entre 2010 et 2020. La recension a été articulée selon trois niveaux d’analyse : a) individuel ; b) collectif ; et (...) c) administratif, gouvernance et communauté externe. Un des principaux constats mis en lumière concerne l’influence des éléments du niveau individuel, tel que la relation de confiance, sur certains éléments du niveau collectif, dont la composition et l’organisation des équipes de chercheurs et de praticiens. Il ressort de cette étude que la qualité de la relation de confiance entre les praticiens et les chercheurs peut influencer ou moduler les rôles que les uns et les autres joueront au sein de l’équipe, ainsi que leur engagement. Des pistes de recherche sont aussi présentées. (shrink)

BackgroundAustralian health and medical research funders support substantial research efforts, and incentives within grant funding schemes influence researcher behaviour. We aimed to determine to what extent Australian health and medical funders incentivise responsible research practices.MethodsWe conducted an audit of instructions from research grant and fellowship schemes. Eight national research grants and fellowships were purposively sampled to select schemes that awarded the largest amount of funds. The funding scheme instructions were assessed against 9 criteria to determine (...) to what extent they incentivised these responsible research and reporting practices: publicly register study protocols before starting data collection, register analysis protocols before starting data analysis, make study data openly available, make analysis code openly available, make research materials openly available, discourage use of publication metrics, conduct quality research, collaborate with a statistician, and adhere to other responsible research practices. Each criterion was answered using one of the following responses: “Instructed”, “Encouraged”, or “No mention”.ResultsAcross the 8 schemes from 5 funders, applicants were instructed or encouraged to address a median of 4 of the 9 criteria. Three criteria received no mention in any scheme. Importantly, most incentives did not seem strong as applicants were only instructed to register study protocols, discourage use of publication metrics and conduct quality research. Other criteria were encouraged but were not required.ConclusionsFunders could strengthen the incentives for responsible research practices by requiring grant and fellowship applicants to implement these practices in their proposals. Administering institutions could be required to implement these practices to be eligible for funding. Strongly rewarding researchers for implementing robust research practices could lead to sustained improvements in the quality of health and medical research. (shrink)

This research study aims to highlight the personal experiences encountered by the participants, compare the differences between both narrations, and lastly identify common phenomena. This study utilized the auto-ethnographical research study. Ellis and Bochner (2000) describe autoethnography as "an autobiographical form of writing that exhibits several levels of awareness, linking the personal to the cultural". Autoethnography may include a wide variety of topics, from personal research experiences to parallel explorations of the researcher's and participants' experiences, as well (...) as the researcher's experience while undertaking a particular piece of research (Ellis & Bochner, 2000; Maso, 2001). It appears that practice teaching enables interns to experience the actual classroom teaching and school paperwork preparation. Aside from the technical aspects of the internship process, it prepares the student-teachers as well in the different course of school activities that will immerse them in the process of management. Generally, the personal experiences of the different interns vary from the school environment, protocols, and learning resources of the school assigned. The different practice- teaching experiences narrated by the interns that will have a common phenomenon will be a strong determinant of a certain situation. (shrink)

This paper examines the US Atomic Energy Commission's radioisotope distribution program, established in 1946, which employed the uranium piles built for the wartime bomb project to produce specific radioisotopes for use in scientific investigation and medical therapy. As soon as the program was announced, requests from researchers began pouring into the Commission's office. During the first year of the program alone over 1000 radioisotope shipments were sent out. The numerous requests that came from scientists outside the United States, however, sparked (...) a political debate about whether the Commission should or even could export radioisotopes. This controversy manifested the tension between the aims of the Marshall Plan and growing US national security concerns after World War II. Proponents of international circulation of radioisotopes emphasized the political and scientific value of collaborating with European scientists, especially biomedical researchers. In the end, radioisotopes were shipped from the Commission's Oak Ridge facility to many laboratories in England and continental Europe, where they were used in biochemical research on animals, plants, and microbes. However, the issue of radioisotope export continued to draw political fire in the United States, even after the establishment of national atomic energy facilities elsewhere. (shrink)

This book addresses the various systems in place for collaborative e-research and how these practices serve to enhance the quality of research across disciplines, covering new networks available through social media as well as traditional methods such as mailing lists and forums.

This research focuses on how research ethics committee and integrity board members discuss and decide on solutions to case scenarios that involve a dimension of research ethics or integrity in collaborative settings. The cases involved issues around authorship, conflict of interest, disregard of good scientific practice and ethics review, and research with vulnerable populations (children and neonates). The cases were set in a university, a hospital, or a research institute. In the research, (...) we used a deductive qualitative approach with thematic analysis. Twenty-seven research ethics committee and research integrity board members from 16 European countries and one country outside Europe participated. Participants represented natural and life sciences, social sciences, and humanities. They worked on cases involving ethical/integrity issues in six different constellations. Results show that experts apply key elements of ethical decision making, namely identification of ethical issues, stakeholders, guidelines, solutions, and own positionality, in dealing collaboratively with ethics/ integrity problems, and the nature of the application depends on the complexity of the case. Understanding how individuals knowledgeable in research ethics and integrity, in this case, individuals serving on research ethics committees and integrity boards, approach ethical/ moral issues can help to identify strategies that may be useful in the development of research ethics and integrity training for junior researchers who may benefit from learning professional strategies. (shrink)

Philosophical understanding of experimental scientific practice is impeded by disciplinary differences, notably that between philosophy and sociology of science. Severing the two limits the stock of philosophical case studies to narrowly circumscribed experimental episodes, centered on individual scientists or technologies. The complex relations between scientists and society that permeate experimental research are left unexamined. In consequence, experimental fields rich in social interactions have received only patchy attention from philosophers of science. This paper sketches a remedy for both the (...) symptom and its root cause. An empirical study of social interactions in an established field of biomedicine grounds a robust account of success in experimental practice. The core idea is the concept of collaboration, of participants working together on a common project toward a shared goal. The interactive social integument of experimental research is both examined and enacted in a study integrating socio-historical research and philosophical investigation. The two approaches are used in concert to explicate the concept of scientific objectivity. Their joint explication of this contested epistemic ideal demonstrates that philosophical and sociological approaches can work together toward a social epistemology of scientific practice. The explication is in three stages. First, a minimal framework for investigating collaborative activities is established. Social action is understood and evaluated in terms of the connection between shared goals that participants hope to accomplish together, and the coordinated means by which they try to do so. This connection is explicated as participation, a relation mediating between a group and its members, which includes minimal constraints of instrumental rationality. Second, this framework is fleshed out via empirical study of scientific practices. The focal case examines the intersection of immunology and stem cell research in mid-20th century biomedicine, tracing the key social interactions within and among laboratory groups, as the field of blood stem cell research emerged in the 1960s and advanced throughout the next four decades. The study yields a robust empirical result. Participants consistently recognize two aspects of scientific success: construction of improved models of blood cell development, and formation of new boundaries among scientific groups. In the third and final stage, this result is generalized to other experimental episodes and shown to fit with recent accounts of models in scientific practice. The generalized result approximates a familiar normative view of scientific knowledge. An epistemic ideal of scientific objectivity in practice is then derived from this robust general result, using the minimal constraints on rational participation. The derivation is analogous to specification of ends in moral philosophy; given the means taken and assuming some hope of success, what must the goal of scientific inquiry be like? The aim of science so conceived corresponds to a classic conception of scientific objectivity: knowledge independent of epistemic criteria specific to particular persons or groups. This result weaves together sociological and philosophical accounts of science, explicating the epistemic ideal of objectivity in relation to social aspects of scientific practice. This undercuts the entrenched dualism between normative, vs. descriptive approaches to scientific knowledge. Socio-historical study of science does not deflate, but vindicates, scientific objectivity. Philosophy and sociology are recast as collaborating participants in articulating social epistemology of science. (shrink)

This Teacher Education Project is an intervention research aimed at creating new school roles for educating students as readers and writers as well as citizens. The methodological framework was based on Vygotsky’s discussions of method as praxis, as well as on both the Marxist practical–materialistic–revolutionary activity and Engeström’s extensions of Cultural Historical Activity Theory. The work at school was motivated by students’ limited awareness of reading and writing. The goal was to involve the school as a community in understanding (...) and transforming the ways in which reading and writing were addressed in classrooms. The methodology used for organizing and carrying out the project was devised so as to allow for three activity systems that partially interact with their objects – that is, reading and writing as tools for teaching-learning in different areas in order to constitute students as citizens. However, for this paper, we will focus solely on the Teacher Education Activity System, which we termed Teacher Support Team. Three episodes are discussed in this paper: Two video sessions with the Teacher Support Team, the first of which took place in 2010, and the second in 2011; and a classroom reading class session that was videotaped in 2011 as part of the Teacher Support Team work. The theoretical and practical work developed was targeted at creating a mutual Zone of Proximal Development that supported teachers, coordinators, and the principal, through the appropriation of reading and writing as processes. The results show that the organization of the project as interrelated activity systems enhanced the entire school’s prospects of appropriating the reading and writing teaching-learning processes, by focusing on the same object, in the diverse systems that framed the project. (shrink)

Here I examine the potential for art-science collaborations to be the basis for deliberative discussions on research agendas and direction. Responsible Research and Innovation has become a science policy goal in synthetic biology and several other high-profile areas of scientific research. While art-science collaborations offer the potential to engage both publics and scientists and thus possess the potential to facilitate the desired “mutual responsiveness” between researchers, institutional actors, publics and various stakeholders, there are potential challenges in effectively (...) implementing collaborations as well as dangers in potentially instrumentalizing artistic work for science policy or innovation agendas when power differentials in collaborations remain unacknowledged. Art-science collaborations can be thought of as processes of exchange which require acknowledgement of and attention to artistic agendas as well as identification of and attention to aesthetic dimensions of scientific research. I suggest the advantage of specifically identifying public engagement/science communication as a distinct aspect of such projects so that aesthetic, scientific or social science/philosophical research agendas are not subsumed to the assumption that the primary or only value of art-science collaborations is as a form of public engagement or science communication to mediate biological research community public relations. Likewise, there may be potential benefits of acknowledging an art-science-RRI triangle as stepping stone to a more reflexive research agenda within the STS/science communication/science policy community. Using BrisSynBio, an EPSRC/BBSRC-funded research centre in synthetic biology, I will discuss the framing for art-science collaborations and practical implementation and make remarks on what happened there. The empirical evidence reviewed here supports the model I propose but additionally, points to the need to broaden the conception of and possible purposes, or motivations for art, for example, in the case of cross-sectoral collaboration with community engaged art. (shrink)

Background Nurses and physicians are key members of healthcare teams. While physicians are responsible for the diagnosis and treatment of patients, nurses are part of the treatment and the primary practitioners of patient care. Nurses’ professional autonomy, collaboration with physicians, and practice behaviors in treatment and patient care practices are interrelated. Objectives In the present study, we examined the mediating effect of physician–nurse collaboration on the relationship between nurses’ practice behaviors and their professional autonomy. Design The present study (...) utilized a cross-sectional survey design following quantitative methods. Methods This study was conducted in the Istanbul Province of Turkiye from September to October 2022. The sampling method used was a convenience sampling strategy to provide easier access to participants when selecting nurses from different health institutions. The mean age of the 295 nurses was 31.23 years, with ages ranging from 21 to 59 years. The data analysis was conducted using IBM’s SPSS 24.0 software package and the Process Macro 4.0 plug-in. Ethical consideration Research ethics approval was obtained from the researcher’s university. Results Physician–nurse collaboration is positively associated with practice behaviors and professional autonomy. Nurses’ professional autonomy in practice behaviors through physician–nurse collaboration is significant (95% CI [0.043, 0.135]). Discussion Our results revealed the relationships among physician‒nurse collaboration, professional autonomy, and practice behaviors among nurses. Conclusion Our results provide evidence on the underlying factors of nurses’ practice behaviors in patient care and guide the development of an intervention program to enhance this collaboration. Hospital managers can contribute to a collaborative physician‒nurse working environment. (shrink)

Interdisciplinary research has been a topic of interest for many decades – perhaps longer. And yet, even now, there is still much we do not understand about how to stimulate collaboration across research disciplines. This article reports the results of a systematic review of the academic literature on strategies for promoting new interdisciplinary research collaborations, which returned only a very small number of empirical studies. A broader review of the scholarship in this area reveals a literature that (...) is highly theorized, but not adequately operationalized for empirical investigation of how to enable new collaborations. A shift toward a better formulation of research questions, with a view toward generating more empirical data on practical strategies for connecting researchers and encouraging them to work together across disciplinary boundaries, will be required to further the research agenda on interdisciplinary collaboration. (shrink)

Realizing a comprehensive approach to evidence-based practice in psychology requires the collaboration of academic researchers and practicing clinicians. Increased collaboration is likely to contribute to the growing trend of multi-investigator projects, multiple-authored publications, and the subsequent conflicts regarding authorship credit and order. Recommendations and guidance on determining authorship credit and order are available in the literature; however, few concrete tools are available to assist in determining authorship credit and order. A model policy on authorship is presented. The model policy (...) was derived from recommendations published in the literature, in ethical standards, and in the editorial policies of both psychological and the biomedical fields. The model policy can be adopted by academic and clinical organizations, and is a useful tool for preventing authorship conflicts and encouraging collaboration in clinical research. (shrink)

In addressing social issues, organizations have a responsibility to promote diverse participation, yet often struggle to harness the benefits of racial and gender diversity. Using a community-based participatory research design, with data collected over an 18 month field study, we examined how a social change organization, FoodLab, facilitated diverse collaboration. FoodLab aimed to grow a good food economy in Detroit, Michigan, through working with their members, local food entrepreneurs. We found that recurrent episodes of practicing dialogue catalyzed collaborative (...) action around multiple issues, including shared kitchens, licensing, and membership. Practicing dialogue included intentional convening, participatory devices, and collective language. While leaders set up the initial procedures and rules, leaders and members, together, enacted these structures. Through high quality interactions, participants developed additional resources, knowledge, motivation, and relationships. Across episodes of practicing dialogue, traces of high quality interactions supported sustained effort around social issues. Our findings demonstrate the dynamic aspects of organizational structure and individual action in working towards diverse collaborative action. (shrink)

Ghostwriting scandals are pervasive in industry-funded biomedical research, and most responses to them have presumed that they represent a sharp transgression of the norms of scientific authorship. I argue that in fact, ghostwriting represents a continuous extension of current socially accepted authorship practices. I claim that the radically collaborative, decentralized, interdisciplinary research that forms the gold standard in medicine is in an important sense unauthored, and that this poses a serious problem in applied social epistemology. It is (...) no easy matter to find procedural or architectural solutions that can secure epistemic trust and accountability for collaborative publishing in biomedicine. (shrink)