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  1. A multi-dimensional learning strategy to foster research integrity.Daniel Pizzolato & Kris Dierickx - 2024 - Research Ethics 20 (2):210-218.
    Responsible research practices are critical to maintaining integrity in research and the provision of institutional trainings is an important means of promoting research integrity. However, studies show contrasting results on the efficacy of institutional training and that these approaches may not be fully effective in promoting research integrity among individuals and improving the overall climate in research integrity. Therefore, a more comprehensive multi-dimensional learning strategy seems to be needed. This includes continuous and tailored training at different institutional levels, the incorporation (...)
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  • Ethical human participant research in Central Asia: a quantitative analysis of attitudes and practices among social science researchers based in the region.Aipara Berekeyeva, Elaine Sharplin, Matthew Courtney & Roza Sagitova - 2024 - Research Ethics 20 (2):304-330.
    Central Asian researchers are underrepresented in the global research production in social sciences, resulting in a limited Central Asian perspective on many social issues. To stimulate the production of local knowledge, it is important to develop strong research cultures, including knowledge of ethical practices in research with human participants. There is currently scarce evidence about research ethics regulations used by social science researchers working in the Central Asian region. This article reports findings from an online survey conducted in Kazakhstan, Kyrgyzstan, (...)
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  • A Taxonomy for Research Integrity Training: Design, Conduct, and Improvements in Research Integrity Courses.Mariëtte van den Hoven, Tom Lindemann, Linda Zollitsch & Julia Prieß-Buchheit - 2023 - Science and Engineering Ethics 29 (3):1-21.
    Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course design decisions in the (...)
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  • Bidding farewell to 2020: what lessons have we learned and what can bioethics continue to teach us?Graeme T. Laurie - 2020 - Asian Bioethics Review 12 (4):375-378.
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