Journal of Business Ethics 49 (3):213-234 (2004)

This research focuses on the perceptions of research integrity held by administrative science faculty members in French-language universities in Québec. More specifically, the survey was conducted to isolate and analyse the opinions of the target group concerning the seriousness and frequency of various types of conduct generally associated with a lack of integrity among researchers, peer reviewers and editors (or other assessment supervisors), the causes attributed to research misconduct, and the solutions proposed. Its main interest is to encourage researchers to reflect on the standards they would like to see introduced, based on their own statements concerning what they think and do about research integrity. Each of the 699 faculty members surveyed received a 91-item questionnaire by mail, and 136 completed and returned it. The results show, among other things, that the respondents did not take the question of research integrity lightly; in almost all cases, they considered the types of conduct studied to be at least moderately reprehensible and often very reprehensible. In addition, the same types of conduct were considered to be, or almost to be, moderately frequent. Causes were closely linked to the achievement of professional success. Solutions related to the promotion of publication quality instead of quantity and to the inclusion of at least one full session on research integrity in advanced programs were very clearly favoured. However, in all cases, the consensus did not appear to be very strong. The limits of the results are discussed, along with the recommendations and research possibilities to which they lead.
Keywords administrative science  research integrity  scientific integrity
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DOI 10.1023/B:BUSI.0000017967.83925.63
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Ethics and Accounting Doctoral Education.Stephen E. Loeb - 1994 - Journal of Business Ethics 13 (10):817 - 828.

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Scientists Admitting to Plagiarism: A Meta-Analysis of Surveys.Vanja Pupovac & Daniele Fanelli - 2015 - Science and Engineering Ethics 21 (5):1331-1352.
The Problem of Humiliation in Peer Review.Debra R. Comer & Michael Schwartz - 2014 - Ethics and Education 9 (2):141-156.

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