What are the best practices? (Has Best Practice)
From The Embassy of Good Science
R
Various practices are related to research misconduct, ranging from building an environment conducive to good research conduct to the policies and procedures for reporting misconduct. Below, some initiatives to improve the reporting of misconduct are detailed.
The European Code of Conduct for Research Integrity focuses on the adherence to Integrity and Fairness in misconduct procedures. Find the code [https://www.embassy.science/resources/the-european-code-of-conduct-for-research-integrity here.]
The Committee on Publishing Ethics (COPE) outline the responsibilities of journal editors and publishers in their ‘core practices’ [https://publicationethics.org/resources/elearning/introduction-publication-ethics/publication-ethics-and-misconduct here]. Recommendations include:
*"Journals must take seriously allegations of misconduct pre-publication and post-publication"
*"Journals should have a clearly described process for handling allegations, however they are brought to the journal's or publisher's attention"
*"COPE expects members to have robust and well-described, publicly documented practices in all these areas for their journals and organisations" +
- Following the OeAWI guidelines on Good Scientific Practice
- Scientific record-keeping +
The European Code of Conduct for Research Integrity (ECoC RI) defines a good practice in mentorship:'"`UNIQ--ref-00000008-QINU`"'
“Senior researchers, research leaders and supervisors mentor their team members and offer specific guidance and training to properly develop, design and structure their research activity and to foster a culture of research integrity.” The ECoC RI also defines the misuse of seniority to encourage violations of research integrity as an unacceptable practice.
The Office for Research Integrity of the US Department of Health and Human Services defines the expectations of trainees and mentors in the research process.'"`UNIQ--ref-00000009-QINU`"'
“Trainees need to know:
· how much time they will be expected to spend on their mentor’s research;· the criteria that will be used for judging performance and form the basis of letters of recommendation;· how responsibilities are shared or divided in the research setting;· standard operating procedures, such as the way data are recorded and interpreted;and, most importantly,
· how credit is assigned, that is, how authorship and ownership are established.
Mentors need to know that a trainee will:
· do assigned work in a conscientious way,
· respect the authority of others working in the research setting,
· follow research regulations and research protocols, and
· live by agreements established for authorship and ownership.”
'"`UNIQ--references-0000000A-QINU`"' +
Good scientific practice involves researchers providing explicit information on the origin of their test material in a way that is clear to readers of the paper.
All authors of a scientific article have responsibility for its overall content, including reading the final manuscript carefully before submitting it to a journal. +
Reviewing, Evaluating, Editing and Research Integrity: An Educational Scenario by the EnTIRE project +
The aim of all eight scenarios is to allow researchers, research ethics committees ('RECs'), research integrity offices ('RIOs') and research administrators to focus their reflection on core principles and research contexts that enshrine good research practice as well as their local rules and practices. +
S
SOPs4RI - Guidelines for research institutions on community building for a positive research culture +
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 tools that can be used flexibly and adapted to meet institutions’ specific needs. +
Given the broad diversity that exists among research institutions, it is possi- ble that some recommendations are not applicable in all research settings. For this reason, the guideline 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. +
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.
Furthermore, several best practices are highlighted in the guidelines itself. +
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.
Furthermore, several best practices are highlighted in the guidelines itself. +
SOPs4RI Guidelines for research institutions on Responsible Supervision and Leadership - Supervision requirements & guidelines +
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.
Furthermore, several best practices are highlighted in the guidelines itself. +
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. +
SOPs4RI Guidelines for research institutions on the research integrity education of bachelor, master and PhD students +
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. +
SOPs4RI Guidelines for research institutions on the research integrity education of institutional research integrity stakeholders +
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. +
SOPs4RI Guidelines for research institutions on the research integrity education of post-doctorate and senior researchers +
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. +
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.
Furthermore, several best practices are highlighted in the guidelines itself +
Safeguards, Data-sharing and the Disclosure of Sensitive Results: An Educational Scenario by the EnTIRE project +
The aim of all eight scenarios is to allow researchers, research ethics committees ('RECs'), research integrity offices ('RIOs') and research administrators to focus their reflection on core principles and research contexts that enshrine good research practice as well as their local rules and practices. +
Authors highlight the role that organisations such as the US Office of Research Integrity or the Danish Committees on Scientific Dishonesty can play in streamlining the process of dealing with cases of misconduct. +
It shows that researchers' responsibilities towards their projects and collected data extends beyond the duration of their employement in a particular research institute. +
Specific advice for authors: "Do not put your name on a manuscript written by someone else. • Do not insert someone else’s text as a place-holder in a draft manuscript. The original might not be replaced later. • Do not copy verbatim the background section of someone else’s paper. Copying an amount beyond fair use might violate copyright law. The background section could be incomplete or erroneous. A subsequent inquiry or investigation would consume a lot of time from faculty and administrators, and it could embarrass the institution. • Include references to all sources, with appropriate citations, in all manuscripts and grant proposals. • Take allegations of plagiarism to a research integrity officer. If there is no research integrity officer, then consult a knowledgeable administrator"'"`UNIQ--ref-00000000-QINU`"'
'"`UNIQ--references-00000001-QINU`"' +
- Establishing research networks
- Quality assessment of scientific training +
