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With this form, you create a step-by-step module on research integrity or ethics. This can be used to provide instruction on a particular topic. You might want to use it for a tutorial, teaching material, case analysis tool, or an educational game.

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Instructions for:ParticipantTrainer

Perspective Participant

Kember and his colleagues (Kember, 1999;Kember et al., 2000;for elaborations see also Kember et al., 2008;Bell et al., 2011) have specified Mezirow’s (1991) reflection levels:

1) Non-reflective thinking – which means showing habitual action and just repeating words

2) Descriptive level – which means describing what happens and how it is happening

3) Analytical level – may include other levels but also includes reflection on experience, i.e., what it means (to me)
-reflective/critical level – may include all previous levels but the crucial part is to display change or redirection, recognition of own pre-defined beliefs and values, and understanding how those influence any perspectives taken.

In a similar way, ethics sections in doctoral dissertations can be seen as one type of display of learning of REI, especially if the final piece of writing can be compared to earlier drafts. Based on an analysis of the ethics sections of 60 PhD dissertations, Marita Cronqvist (2024) has identified topic areas and corresponding criteria (Table 3). This framework could be applied in the analysis of the content and evaluating the quality of ethical considerations displayed in the research ethics section of dissertations (Table 3).

Both frameworks—the levels of reflective thinking and the framework for assessing ethics sections—can thus be used to monitor and analyse how reflection and ethical awareness are demonstrated and developed in the context of REI.

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