What is this about? (Is About)
From The Embassy of Good Science
A short summary providing some details about the theme/resource (max. 75 words)
- ⧼SA Foundation Data Type⧽: Text
I
This book contains some cases of unsuccessful interdisciplinary and transdisciplinary projects. It offers failure scenarios for:
- projects that did not get off the ground
- projects that did not have the correct personnel for some objectives
- projects that did not reach their original objectives but met other objectives
- projects that failed to anticipate important differences among collaborators. +
To acquire the skills needed to ‘pass the expertise’ and train others, and to understand the aim, content and didactics of each exercises, trainees need to practice them. Therefore, between the first and the second face-to-face session trainees need to facilitate the 5 exercises that they have learned about and experienced during the first part of the face-to-face program ([https://embassy.science/wiki/Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea Self-Declaration Approach]; [https://embassy.science/wiki/Instruction:Ac206152-effd-475b-b8cd-7e5861cb65aa Debate and Dialogue]; [https://embassy.science/wiki/Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b Virtues and Norms]; [https://embassy.science/wiki/Instruction:522ba3d0-9f26-41d5-9ecf-b4c88214887c The middle position]; and [https://embassy.science/wiki/Instruction:A0dd2e82-52e7-4030-a396-54525630e75c Dilemma game]). +
Between the first and the second face-to-face group sessions trainees facilitate the 5 exercises experienced during the first part of the face-to-face sessions ([https://embassy.science/wiki/Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea Self-Declaration Approach]; [https://embassy.science/wiki/Instruction:Ac206152-effd-475b-b8cd-7e5861cb65aa Debate and Dialogue]; [https://embassy.science/wiki/Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b Virtues and Norms]; [https://embassy.science/wiki/Instruction:522ba3d0-9f26-41d5-9ecf-b4c88214887c The middle position]; and [https://embassy.science/wiki/Instruction:A0dd2e82-52e7-4030-a396-54525630e75c Dilemma game]). In order to learn about their experience and prepare for the last face to face group session trainers need to collect and analyse the '''[https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 self reflection forms]'''. This will support trainers in understanding which issues should be addressed and which exercises need more practice during the last session of the training. +
The document 'Code of Ethics Young Scientists', developed in 2018 in International, is a international guideline that addresses the principles of research integrity. Authored by World Economic Forum, and available in English, it targets the research community in International. It provides clear expectations for responsible conduct in research and defines practices that safeguard honesty, transparency, and accountability. The text outlines responsibilities of both individual researchers and institutions. It identifies misconduct such as plagiarism, data falsification, fabrication, and unethical authorship, while also promoting good practices in publication, peer review, and collaborative research. It emphasizes effective data management, openness in reporting, and respect for colleagues, participants, and the wider community. Institutions are encouraged to create supportive environments through policies, training, and oversight mechanisms. The document serves as an official reference for aligning national research standards with international expectations, reinforcing ethical norms across research fields. +
This form allows authors of a manuscript to share information with readers about the interests of the authors, and about anything that could influence how the manuscript is read. +
The ICMJE recommendations on ''the conduct, report, editing and publication of scholarly work in journals'' are the leading recommendations in the field of medical sciences on authorship and contributor criteria. The recommendations cover three main topics.
#'''Roles & responsbilities''' of authors, contributors, financial disclosure, journals, peer reviewers and protection of research participants
#'''Publishing & editorial issues''', e.g. retractions, copyright, overlapping publications, correspondence, predatory journals, fees, supplements, sponsorship, electronic publishing, advertising and the media
#'''Manuscript preparation and submission''' covers how to prepare and send a manuscript ready for submission to a journal
<br /> +
The Council for International Organizations of Medical Sciences (CIOMS) published these guidelines in 2002, to replace guidelines published in 1992. This document provides 21 guidelines and commentary on issues relating to issues like the ethical justification of biomedical research, informed consent, confidentiality, and the conduct of research involving vulnerable groups. +
International Statement of Principles and Practices for Research Ethics, Integrity, and Culture in the Context of Rapid-Results Research 2022 +
The document 'Statement of Principles and Practices for Research Ethics, Integrity, and Culture in the Context of Rapid-Results Research ', developed in 2022 in International, is a international guideline that addresses the principles of research integrity. Authored by Global Research Council, and available in English, it targets the research community in International. It provides clear expectations for responsible conduct in research and defines practices that safeguard honesty, transparency, and accountability. The text outlines responsibilities of both individual researchers and institutions. It identifies misconduct such as plagiarism, data falsification, fabrication, and unethical authorship, while also promoting good practices in publication, peer review, and collaborative research. It emphasizes effective data management, openness in reporting, and respect for colleagues, participants, and the wider community. Institutions are encouraged to create supportive environments through policies, training, and oversight mechanisms. The document serves as an official reference for aligning national research standards with international expectations, reinforcing ethical norms across research fields. +
In 2015, a Royal Commission into Institutional Responses to Child Sexual Abuse was established to understand the nature and extent of sexual abuse that occurred in Australian institutions and to determine ways that past failures might be avoided into the future. In addition to private sessions with survivors, public forums and case studies that investigated occurrences of abuse and organisation’s responses the Royal Commission implemented an ambitious research agenda to gather new knowledge to enhance strategies for identifying and responding to child sexual abuse. As part of this agenda, the Royal Commission contracted us to complete a series of studies to understand how children and young people think about and experience safety and ways that they would like adults and organisations to prevent abuse and respond when children are harmed. One group of children and young people who were deemed most vulnerable to institutional child sexual abuse, peer sexual violence and exploitation were those living in residential care. Understandably, the Royal Commission and various stakeholders and gatekeepers were anxious about researchers engaging children and young people about issues such as child sexual abuse. In addition to concerns that discussing such topics might be triggering for survivors of abuse, stakeholders were fearful that in participating in the study some young people would be introduced to content and safety threats to which they had not previously been exposed. However, the Royal Commission was adamant that children and young people should be provided an opportunity to engage in this important discussion. +
This module presents a collection of training materials developed by EU funded initiatives to introduce learners to the main issues and topics related to research ethics and integrity. The following training material can be used within and/or outside the academic environment. The materials presented have been developed by EU-funded initiatives namely: [[Initiative:6962aecc-e99c-45de-8d63-d4197a9ce10a|PRINTEGER]], [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]] and [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]].
For each set of materials developed by each project the target audience is indicated. +
This module presents a collection of training materials developed by EU funded initiatives to introduce learners to the main issues and topics related to research ethics and integrity. The following training material can be used within and/or outside the academic environment. The materials presented have been developed by EU-funded initiatives namely: [[Initiative:6962aecc-e99c-45de-8d63-d4197a9ce10a|PRINTEGER]], [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]] and [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]].
For each set of materials developed by each project the target audience is indicated. +
This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:
<br />
*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.
*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.
*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.
*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously. +
By taking these interactive modules you will learn about and reflect on:
*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you can self-assess your knowledge of the most relevant characteristics of virtue ethics.
*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts whilst analyzing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other a moral dilemma.
*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).
*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously. +
This a free online course (MOOC Massive Open Online Course) where participants will learn some basic concepts about scientific integrity and good scientific practice, particularly in the biomedical field.
The course consists on 6 different modules:
1. Introduction to research integrity
2. Data Management
3. Conflict of interest
4. Animal research
5. Human research
6. Practice and politics of publication
From the Pompeu Fabra University (UPF). +
By taking eLearning modules you will learn about: <br />
*'''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. <br />
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.
*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about a researcher's responsibilities and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. +
This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:
<br />
*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices. +
By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling. +
By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.
*'''General responsibilities:''' You will be introduced to the general responsibilities that can apply to anyone enrolled in research, regardless of the role.
*'''Roles:''' You will be introduced to the different roles in a research environment and their corresponding responsibilities.
*'''Virtue Ethics approach:''' Virtue ethics will be applied to supervision, mentoring and role-modeling with some interactive exercises
*'''Role-modeling:''' You will be introduced to the concept of role-modeling, the responsibilities of a role model and how it can influence research practice and culture. +
This micro-module introduces the concept of '''environmental justice''' and explores how environmental harms and benefits are often distributed unequally across different communities. It encourages participants to reflect on the '''responsibility''' they hold in shaping sustainable and fair outcomes. Through a questionnaire and stakeholder mapping, learners will explore how '''environmental and social inequalities''' can emerge in their own work. +
The BEYOND Trainer Guide serves as a comprehensive resource for educators seeking to equip and support researchers and research communities with the knowledge, skills, and attitudes necessary to conduct research ethically and with integrity. By fostering critical reflection, ethical decision-making, and responsible behaviour, educators play a critical role in training the next generation of researchers who are committed to the highest ethical standards in their work.
The BEYOND Trainer Guide provides a research-based overview of state-of-the art in teaching research ethics and integrity. According to the extant knowledge base, case-based and collaborative teaching and learning activities, which make use of scaffolding techniques are the best ways to support learning in the context of research ethics and integrity.
This guide provides guidance on how to effectively design teaching activities to foster responsible conduct of research to different target groups, such as students, early career researchers, experienced researchers and supervisors. It draws on prior research on teaching and learning research ethics and integrity and makes use of the vast training resources produced through selected EU-funded projects targeting ethics and integrity. It is a comprehensive resource equipped to empower trainers in delivering impactful training sessions. Trainers can adapt and personalise it based on their specific audience, training context, and personal style. But its core purpose remains clear: to equip trainers with the knowledge, strategies, and resources needed to deliver engaging, informative, and ultimately impactful training sessions. by bringing together research-based knowledge about research ethics and integrity teaching and learning, trainings produced in several EU-funded projects, and templates and activities for adapting materials to various target groups.
The Trainer Guide can be also found here: https://zenodo.org/records/17222961 +
