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  1. Seeking Approval: International Higher Education Students’ Experiences of Applying for Human Research Ethics Clearance in Australia.K. Davis, L. Tan, J. Miller & M. Israel - 2022 - Journal of Academic Ethics 20 (3):421-436.
    University human research ethics application procedures can be complicated and daunting, especially for international students unfamiliar with the process and the language. We conducted focus groups and interviews with four research higher degree and 21 Master’s coursework international students at an Australian university to gain their views on the human ethics application process. We found the most important influences on their experience were: the time it took to do an application; support from supervisors, peers and others; their own language skills; (...)
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  • Reflecting on Responsible Conduct of Research: A Self Study of a Research-Oriented University Community.Rebecca L. Hite, Sungwon Shin & Mellinee Lesley - 2022 - Journal of Academic Ethics 20 (3):399-419.
    Research-oriented universities are known for prolific research activity that is often supported by students in faculty-guided research. To maintain ethical standards, universities require on-going training of both faculty and students to ensure Responsible Conduct of Research. However, previous research has indicated RCR-based training is insufficient to address the ethical dilemmas that are prevalent within academic settings: navigating issues of authorship, modeling relationships between faculty and students, minimization of risk, and adequate informed consent. U.S. universities must explore ways to identify and (...)
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  • Evaluating Ethics Education Programs: A Multilevel Approach.Michael D. Mumford, Logan Steele & Logan L. Watts - 2015 - Ethics and Behavior 25 (1):37-60.
    Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for (...)
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  • Graduate Students’ Experiences with Research Ethics in Conducting Health Research.Wendy Petillion, Sherri Melrose, Sharon L. Moore & Simon Nuttgens - 2017 - Research Ethics 13 (3-4):139-154.
    Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students’ actual experience with the research ethics process. Qualitative description was (...)
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  • Research Ethics in the Assessment of PhD Theses: Footprint or Footnote?Allyson Holbrook, Kerry Dally, Carol Avery, Terry Lovat & Hedy Fairbairn - 2017 - Journal of Academic Ethics 15 (4):321-340.
    There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in quality indicators and codes of responsible researcher conduct, it appears to have little profile in doctoral assessment. There seems to be an implicit assumption that ethical competence has been achieved by the end of doctoral candidacy and that there is no need for candidates to report on the ethical dimensions of their study nor (...)
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  • The Role of Culture and Acculturation in Researchers’ Perceptions of Rules in Science.Alison L. Antes, Tammy English, Kari A. Baldwin & James M. DuBois - 2018 - Science and Engineering Ethics 24 (2):361-391.
    Successfully navigating the norms of a society is a complex task that involves recognizing diverse kinds of rules as well as the relative weight attached to them. In the United States, different kinds of rules—federal statutes and regulations, scientific norms, and professional ideals—guide the work of researchers. Penalties for violating these different kinds of rules and norms can range from the displeasure of peers to criminal sanctions. We proposed that it would be more difficult for researchers working in the U.S. (...)
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  • Social-Cognitive Barriers to Ethical Authorship.Jordan R. Schoenherr - 2015 - Frontiers in Psychology 6.
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  • Exploring the Ethics and Psychological Impact of Deception in Psychological Research.M. H. Boynton, D. B. Portnoy & B. T. Johnson - 2013 - IRB: Ethics & Human Research 35 (2):7-13.
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  • Detecting Duplication in Students’ Research Data: A Method and Illustration.Peter J. Allen, Amanda Lourenco & Lynne D. Roberts - 2016 - Ethics and Behavior 26 (4):300-311.
    Research integrity is core to the mission of higher education. In undergraduate student samples, self-reported rates of data fabrication have been troublingly high. Despite this, no research has investigated undergraduate data fabrication in a more systematic manner. We applied duplication screening techniques to 18 data sets submitted by psychology honors students for assessment. Although we did not identify any completely duplicated cases, there were numerous partial duplicates. Rather than indicating fabrication, however, these partial duplicates are likely a consequence of poor (...)
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  • Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences.Erika Löfström & Kirsi Pyhältö - 2014 - Ethics and Behavior 24 (3):195-214.
    Our aim was to identify the ethical issues faced by students in the behavioral and natural sciences during their doctoral programmes. The participants were 28 PhD students who were interviewed about their doctoral study and supervision experiences. We identified a total of 102 ethical issues compromising the principles of nonmaleficence, beneficence, autonomy, justice, or fidelity. There were some differences in emphases, with the students in the behavioral sciences displaying a broader range of ethical compromises than the students in the natural (...)
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