Difference between revisions of "Resource:571bc2b5-9c13-4d5e-b371-c6eadd53a851"
From The Embassy of Good Science
| Line 12: | Line 12: | ||
|Has Link=https://osf.io/ya3qj | |Has Link=https://osf.io/ya3qj | ||
}} | }} | ||
| − | {{Related To}} | + | {{Related To |
| + | |Related To Resource=Resource:Ec446069-1899-43b3-b006-590fe73b39dd;Resource:3e9423dc-231c-4e43-8366-2fbb2911926b;Resource:E205949b-f8b5-4b8b-91de-2aeaeca98b4c;Resource:571bc2b5-9c13-4d5e-b371-c6eadd53a851;Resource:Dd4e2cd2-c665-43a6-86ec-8e75a43eef3a | ||
| + | |Related To Theme=Theme:847b9778-3589-42fc-9a7e-5d2d7c92402e | ||
| + | }} | ||
{{Tags | {{Tags | ||
|Involves=SOPs4RI | |Involves=SOPs4RI | ||
}} | }} | ||
Latest revision as of 16:16, 18 November 2022
ResourcesGuidelines
SOPs4RI Guidelines for research institutions on the research integrity education of institutional research integrity stakeholders
What is this about?
This document provides guidance to research institutions on what to include in their research integrity education strategy for institutional research integrity stakeholders who are not directly involved in conducting research (e.g. privacy officers, Research Integrity and Ethics Officers, research administrators).
Why is this important?
Education and training are needed to raise awareness about research integrity and provide stakeholders with the required tools to promote responsible research practices.
Not only researchers, but also other research integrity stakeholder can benefit from research integrity education. Research integrity education can equip various research integrity stakeholders to adequately support researchers in engaging in responsible research practices.For whom is this important?
Research institutionsResearch performing organisationsResearch AdministratorsResearch Integrity Officersresearch leaders
What are the best practices?
Given the broad diversity that exists among research institutions, it is possible that some recommendations are not applicable in all research settings. For this reason, the guidelines should not be seen as a ‘one-size-fits-all’, but rather as a tool that can be used flexibly and adapted to meet institutions’ specific needs.
