Text (Instruction Step Text)
From The Embassy of Good Science
Describe the actions the user should take to experience the material (including preparation and follow up if any). Write in an active way.
- ⧼SA Foundation Data Type⧽: Text
3
<span lang="EN-US">A PhD candidate, meets with their esteemed but chaotic promotor every 6 weeks, where their unpreparedness and inconsistent advice leave them feeling unsupported. This scenario is focused on handling conflicts and communication issues with a supervisor.</span> +
<span lang="EN-US">A PhD candidate, would like to bring new practices (specifically focused on reproducibility) to their research team but they face a lot pushback from their colleagues especially more senior ones. This scenario is focused on how to approach colleagues who are resilient to change.</span> +
<span lang="EN-US">Now you have a brief interaction to feminist research processes! Whilst these four principles are by no means all encompassing, we hope they have provided entry points for being more reflective and transformative within research ethics.</span> +
Match the key concepts in planetary health to their descriptions. +
There are two complementary approaches through which technology can contribute to sustainability:
*Greening by Tech: using technology to enable sustainable solutions (e.g., climate monitoring, carbon tracking, energy-efficient transportation).
*Greening of Tech: making the technologies themselves — including software, cloud, and hardware — more sustainable and energy-efficient. +
Read the slides carefully. The purpose of the exercise is to familiarise participants with certain key issues in the logic and philosophy of post-growth innovation. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner. +
Read the slides carefully and reflect on how research conferences and events can be planned and conducted in an environmentally responsible way. You will explore practical strategies to reduce carbon emissions, minimize waste, and promote social and environmental sustainability while ensuring accessibility and inclusivity. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner. +
Environmental justice does not only invite us to reflect on "what" is affected by research but also "who" is affected, and who has power to shape decisions. In this activity we will engage in an exercise to '''identify''' and explore the '''stakeholders''' connected to your research. This will help you better understand who is affected by your work and in what ways. The Rainbow Diagram will be used to classify stakeholders based on their proximity and influence. The closer a stakeholder is placed to the center, the more directly they are affected by the research or have influence over it. +
Please watch the video carefully! The purpose of this exercise is to test your comprehension of circularity and the key processes that support it. Circularity is not only about recycling but also about refusing, reducing, reusing, repairing, refurbishing, remanufacturing, and repurposing materials—always guided by the principle of “reduce by design.” +
<div>
<span lang="EN-US">The course invites learners to step into the role of the '''Sustainable Researcher''', i.e. a professional who not only understands sustainability as a concept but lives it as a practice. Throughout the programme, you will develop the knowledge, skills, and attitudes needed to respond meaningfully to today’s intertwined social, environmental, and climate challenges.</span>
</div><div>
<span lang="EN-US">The course is organized into four thematic sections that together guide participants from foundational understanding to practical application. Each section contains multiple micromodules that address specific aspects of sustainability and eco-justice in research.</span>
</div><div>
<span lang="EN-US">It begins with '''Embodying Sustainability Values''', exploring personal and professional values such as care, fairness, respect, humility and responsibility shape research practice. From there, it moves to '''Embracing Complexity''', where you will engage with systems thinking, interdisciplinarity, and the dynamic relationships between ecological systems and social justice. In '''Envisioning Sustainable Futures''', you will learn to imagine and critically assess alternative futures, strengthening your capacity to think long-term and work creatively with uncertainty. Finally, '''Acting for Sustainability''' focuses on translating insights into practice, developing the reflexivity, collaboration skills, and community engagement strategies necessary to create tangible impact.</span> [[File:Re2.png|center|frameless|600x600px]]<span lang="EN-US">Image generated by Microsoft Copilot (2026) to illustrate the four sections of a sustainability course.</span>
<div>
<span lang="EN-US">These four domains reflect the professional competence profile of the Sustainable Researcher. This profile was shaped through 28 in-depth interviews and a Delphi survey involving 21 participants ensuring it is grounded in lived experience and collective expertise. The competence profile of the Sustainable Researcher forms the foundation of the course and mirrors the structure of the European sustainability competence framework, GreenComp (Bianchi et al., 2022).</span>
</div><div>
<span lang="EN-US">At the heart of this course is the understanding that sustainability is not only about environmental protection. The Sustainable Researcher recognizes the interconnectedness of ecological integrity and social and climate justice. They cultivate reflexivity in their own practice, collaborate across disciplines, engage meaningfully with communities, and approach complex problems with systems thinking.</span>
</div><span lang="EN-US">This course is an invitation to grow into that role, developing not just expertise, but a way of being and acting in the world that advances sustainability in research and beyond. Even though taking this course can feel like an isolating endeavor, the course developers encourage you to approach it as food for thought and to use it as a conversation starter, sharing and discussing your reflections and learning with others. Knowledge, after all, is a collective process and the first step toward action.</span>
</div>
As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.
This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.
The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.
According to Whyte and Cuomo (2016) indigenous conceptions of care include:
1) the importance of one’s awareness of their own place within a web of different connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles)
2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities
3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices
4) the will to restore people and communities wounded by injustices by rebuilding relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss
5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.
These conceptions of care align with the idea that in indigenous knowledge, care responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.
Watch the video below (you can expand the image by clicking on the bottom right button):
In this step you’ll learn about the energy and resource demands of generative AI, as well as realistic strategies that reduce environmental impacts while maintaining performance.
You can expand the image by clicking on the button on the bottom right-hand corner. +
Listen to the podcast from 08:07 to 15:35 and answer the questions below. +
Ethics-by-design Concept +
Not every sequence of information forms a story.
A narrative simply describes events in sequence. It tells what happened, but does not necessarily explain why those events matter or to whom.
A story, however, introduces change, tension, emotional engagement, and a personal point of view. It shows how a situation is disrupted and what follows from that disruption and why.
Example:
A narrative gives you the sequence of events, the skeleton. It tells you what happened in a straightforward, almost clinical way.
Example: “The researchers conducted a study, collected data, and published their results.”
It’s factual, efficient, and emotionally neutral. You understand the actions, but you don’t feel anything about them.
A story gives you the emotional logic—the heartbeat. It tells you why it mattered and how it felt.
Example: “Researchers noticed that some patients weren’t responding to treatment as expected, and at first, the unexpected results made them uneasy. But that worry soon shifted into curiosity, pushing them to dig deeper. Their investigation uncovered a new explanation—one that could reshape how the condition is treated.”
A story adds tension, motivation, and transformation. It doesn’t just say what happened;it shows how the people involved changed because of it.
Test your knowledge by completing the drag and drop. +
The goal in training students and PhD candidates in RE/RI is to support ever-deepening understanding of ethical principles and practices in research. This includes exploring aspects of honesty, transparency, objectivity and accountability at all stages of the research process, from conception to dissemination of results. The goal is to equip students with the knowledge and skills to conduct research responsibly, avoid misconduct such as plagiarism or falsification, comply with relevant regulations and guidelines, and uphold the integrity of the scientific community.
Although these examples can be used to train students and PhD candidates, they can be used in training more senior profiles to brush up competencies on the topic.
Resources for PhD candidates include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):
*The [https://printeger.eu/upright/toc/obas-introduction/ introductory module][https://printeger.eu/upright/toc/ , the modules focusing specific RE and/or RI issues anf the dilemmas] ([https://printeger.eu/upright/toc/dilemma-with-a-little-help/ With a little help][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-mutual-favours/ Mutual favours][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-sharing-data/ Sharing data][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-so-close/ So close][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-different-results/ Different results][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-put-your-supervisor-first/ Put your supervisor first][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-flexible-scope/ Flexible scope][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-outliers/ Outliers][https://printeger.eu/upright/toc/ , and] [https://printeger.eu/upright/toc/dilemma-invalid-data/ Invalid data]) developed for [https://printeger.eu/upright/toc/ the Upright training] by [https://printeger.eu/ PRINTEGER].
*The e-learning modules on [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|virtue ethics relevant for RI]], [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|virtue ethics under current research conditions]] and the a series of introductory [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|videos]] produced by the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]]. The [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Dilemma Game]] developed by the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project.
*The introductory videos and information on the teaching methodology and the learning cards ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards Y]) focusing on doctoral students, alongside a dedicated handbook ([https://www.path2integrity.eu/ri-materials Y-Series handbook]) developed by [https://www.path2integrity.eu/ri-materials Path2Integrity Training Programme]
*The RID-SSISS training materials for ECRs and junior academics ([https://www.researchethicstraining.net/ advanced level]).
*The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] provides [https://www.academicintegrity.eu/wp/bridge-modules-2/ training modules] and [https://www.academicintegrity.eu/wp/vignettes_interactive/ vignettes] that can be inserted into research ethics and integrity courses.
*The [https://h2020integrity.eu/toolkit/tools-phd-students/ modules and a full interactive training] developed by the [https://h2020integrity.eu/ INTEGRITY] project.
*The scenarios produced by EnTIRE for The Embassy of Good Science ([https://embassy.science/wiki-wiki/index.php/Resource:F6100097-fddb-4c77-9098-1bc767c34a6a Research Procedures and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70 Collaborative Working Between Academia and Industry];[https://embassy.science/wiki-wiki/index.php/Resource:45a04c31-5a75-4816-8484-2dd9b71d1674 Data Practices, Data Management and FAIR Principles];[https://embassy.science/wiki-wiki/index.php/Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3 Publication, Dissemination and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead Research Environments and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183 Reviewing, Evaluating, Editing and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:67caae86-68db-49ea-8305-2010fe701aa6 Training, Supervision and Mentoring with Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:E99e20d0-8116-4d77-84ec-7df396703bf4 Safeguards, Data-sharing and the Disclosure of Sensitive Results]).
Trainers can select one or more of the following tools for evaluating training effectiveness for PhD candidates and early career researchers:
{| class="wikitable"
|+
Table 6: BEYOND Tools for evaluating training effectiveness for early-career researchers
!'''Tool for collecting learning outputs'''
!'''Details'''
!'''Analysis instrument **'''
|-
|'''Self-Reflection Form/Compass'''
|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] * (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Pre-post texts'''
|Collect a short text (e.g. a response to a case or short essay) before the training and after the training
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Learning diaries'''
|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Group reports'''
|Ask groups working together to provide a (short) group report (or provide a template with points to work on)
|SOLO taxonomy, content criteria
|-
|'''Group discussions'''
|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)
|SOLO taxonomy, content criteria
|-
|'''Group dynamics'''
|''CoTrack'' application: https://www.cotrack.website/en/
|learning analytics
|-
|'''Online learning platform'''
|Make use of accumulated authentic learning outputs in the learning platform.
|statistics, SOLO taxonomy, reflection scale, content criteria
|-
|'''Domain-specific/ domain-transcending measure'''
|Use either of the two forms (WP4.2) measuring recognition and exemplifying of ethical issues.
|statistics, SOLO taxonomy, content criteria
|-
|'''Retention check'''
|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.
|SOLO taxonomy, content criteria
|-
|'''Vignettes'''
|This can be used for measuring ethical sensitivity in (non-)training context
|statistics, EASM (based on the SOLO taxonomy), content criteria
|-
|'''National surveys'''
|Can be used for analysing training-related content in reports and monitoring the display of REI leadership.
|statistics, REI leadership framework
|}
For instance, to measure participants’ reactions during or right after the training, Self-Reflection Form can be used. In addition, if learners worked in groups so their group discussions can be monitored, and if they provided a group-report, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. With this target group the domain-specific and domain-transcending measure could be implemented. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points.
Examples for implementation can be found here: [https://helsinkifi.sharepoint.com/:p:/r/sites/BEYONDHelsinkiteam/Shared%20Documents/ENERI%20CR%20material%20example%20for%20ECRs.pptx?d=w10c8dc6f452042fdae8775faf52ca081&csf=1&web=1&e=NAqYpk ENERI CR material example for ECRs.pptx]
'"`UNIQ--nowiki-00000014-QINU`"' The Self-Reflection Form link enables the facilitator to make a copy of the form, which they can then edit, and the data will accumulate on the facilitator’s cloud service (Google or Microsoft).
'"`UNIQ--nowiki-00000015-QINU`"' Analysis instruments are described in WP4.2, later available at the Embassy’s website.
The goal in training students and PhD candidates in RE/RI is to support ever-deepening understanding of ethical principles and practices in research. This includes exploring aspects of honesty, transparency, objectivity and accountability at all stages of the research process, from conception to dissemination of results. The goal is to equip students with the knowledge and skills to conduct research responsibly, avoid misconduct such as plagiarism or falsification, comply with relevant regulations and guidelines, and uphold the integrity of the scientific community.
Although these examples can be used to train students and PhD candidates, they can be used in training more senior profiles to brush up competencies on the topic.
Resources for PhD candidates include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):
*The [https://printeger.eu/upright/toc/obas-introduction/ introductory module][https://printeger.eu/upright/toc/ , the modules focusing specific RE and/or RI issues anf the dilemmas] ([https://printeger.eu/upright/toc/dilemma-with-a-little-help/ With a little help][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-mutual-favours/ Mutual favours][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-sharing-data/ Sharing data][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-so-close/ So close][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-different-results/ Different results][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-put-your-supervisor-first/ Put your supervisor first][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-flexible-scope/ Flexible scope][https://printeger.eu/upright/toc/ ,] [https://printeger.eu/upright/toc/dilemma-outliers/ Outliers][https://printeger.eu/upright/toc/ , and] [https://printeger.eu/upright/toc/dilemma-invalid-data/ Invalid data]) developed for [https://printeger.eu/upright/toc/ the Upright training] by [https://printeger.eu/ PRINTEGER].
*The e-learning modules on [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|virtue ethics relevant for RI]], [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|virtue ethics under current research conditions]] and the a series of introductory [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|videos]] produced by the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]]. The [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Dilemma Game]] developed by the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project.
*The introductory videos and information on the teaching methodology and the learning cards ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards Y]) focusing on doctoral students, alongside a dedicated handbook ([https://www.path2integrity.eu/ri-materials Y-Series handbook]) developed by [https://www.path2integrity.eu/ri-materials Path2Integrity Training Programme]
*The RID-SSISS training materials for ECRs and junior academics ([https://www.researchethicstraining.net/ advanced level]).
*The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] provides [https://www.academicintegrity.eu/wp/bridge-modules-2/ training modules] and [https://www.academicintegrity.eu/wp/vignettes_interactive/ vignettes] that can be inserted into research ethics and integrity courses.
*The [https://h2020integrity.eu/toolkit/tools-phd-students/ modules and a full interactive training] developed by the [https://h2020integrity.eu/ INTEGRITY] project.
*The scenarios produced by EnTIRE for The Embassy of Good Science ([https://embassy.science/wiki-wiki/index.php/Resource:F6100097-fddb-4c77-9098-1bc767c34a6a Research Procedures and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70 Collaborative Working Between Academia and Industry];[https://embassy.science/wiki-wiki/index.php/Resource:45a04c31-5a75-4816-8484-2dd9b71d1674 Data Practices, Data Management and FAIR Principles];[https://embassy.science/wiki-wiki/index.php/Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3 Publication, Dissemination and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead Research Environments and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183 Reviewing, Evaluating, Editing and Research Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:67caae86-68db-49ea-8305-2010fe701aa6 Training, Supervision and Mentoring with Integrity];[https://embassy.science/wiki-wiki/index.php/Resource:E99e20d0-8116-4d77-84ec-7df396703bf4 Safeguards, Data-sharing and the Disclosure of Sensitive Results]).
Trainers can select one or more of the following tools for evaluating training effectiveness for PhD candidates and early career researchers:
{| class="wikitable"
|+
Table 6: BEYOND Tools for evaluating training effectiveness for early-career researchers
!'''Tool for collecting learning outputs'''
!'''Details'''
!'''Analysis instrument **'''
|-
|'''Self-Reflection Form/Compass'''
|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] * (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Pre-post texts'''
|Collect a short text (e.g. a response to a case or short essay) before the training and after the training
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Learning diaries'''
|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Group reports'''
|Ask groups working together to provide a (short) group report (or provide a template with points to work on)
|SOLO taxonomy, content criteria
|-
|'''Group discussions'''
|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)
|SOLO taxonomy, content criteria
|-
|'''Group dynamics'''
|''CoTrack'' application: https://www.cotrack.website/en/
|learning analytics
|-
|'''Online learning platform'''
|Make use of accumulated authentic learning outputs in the learning platform.
|statistics, SOLO taxonomy, reflection scale, content criteria
|-
|'''Domain-specific/ domain-transcending measure'''
|Use either of the two forms (WP4.2) measuring recognition and exemplifying of ethical issues.
|statistics, SOLO taxonomy, content criteria
|-
|'''Retention check'''
|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.
|SOLO taxonomy, content criteria
|-
|'''Vignettes'''
|This can be used for measuring ethical sensitivity in (non-)training context
|statistics, EASM (based on the SOLO taxonomy), content criteria
|-
|'''National surveys'''
|Can be used for analysing training-related content in reports and monitoring the display of REI leadership.
|statistics, REI leadership framework
|}
For instance, to measure participants’ reactions during or right after the training, Self-Reflection Form can be used. In addition, if learners worked in groups so their group discussions can be monitored, and if they provided a group-report, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. With this target group the domain-specific and domain-transcending measure could be implemented. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points.
Examples for implementation can be found here: [https://helsinkifi.sharepoint.com/:p:/r/sites/BEYONDHelsinkiteam/Shared%20Documents/ENERI%20CR%20material%20example%20for%20ECRs.pptx?d=w10c8dc6f452042fdae8775faf52ca081&csf=1&web=1&e=NAqYpk ENERI CR material example for ECRs.pptx]
'"`UNIQ--nowiki-0000001C-QINU`"' The Self-Reflection Form link enables the facilitator to make a copy of the form, which they can then edit, and the data will accumulate on the facilitator’s cloud service (Google or Microsoft).
'"`UNIQ--nowiki-0000001D-QINU`"' Analysis instruments are described in WP4.2, later available at the Embassy’s website.
The ethical conduct of research is crucial for maintaining the integrity of science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training Responsible Conduct of Research] (RCR) advances scientific goals, fosters a collaborative research environment, and builds public trust in scientific advances that benefit society. Conversely, unethical research practices such as data fabrication and falsification lead to the dissemination of false hypotheses and unreliable data, which harms the search for valid knowledge. Similarly, plagiarism and harassment undermine respect and trust among researchers, while fraudulent or socially irresponsible research weakens public trust and support for science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training The goals of RCR training] include developing a culture of integrity in science and improving knowledge and awareness about the conduct of research.
RCR training and education should be continuous and extend beyond the academic programme throughout a scientist's career. This education can take place in a variety of contexts, such as seminars, workshops, conferences on research ethics and informal mentoring sessions, training courses and laboratory meetings where ethical behaviour and practises are discussed.
As described by van den Hoven and colleagues, multiple factors influence research integrity (RI) training (learning objectives), RI learning (learning outcomes), and changes in RI behaviour (learning outcomes).'"`UNIQ--ref-0000002A-QINU`"' Through these, it is possible to promote trustworthy science, responsible research practices, and high integrity/ethical standards. "Training effects" Can be conceptualised through the (intended) impacts of RI training on various performance levels, including individual, institutional, and societal levels.'"`UNIQ--ref-0000002B-QINU`"' Furthermore, the authors distinguish among intended training effects (for example changes in behaviour);training input and output (that is training focus/content and learners orientating themselves towards this content);outcomes (that is, learners change their behaviour);and training impact (manifestation of the outcome, such as decreases in misconduct).
[https://nap.nationalacademies.org/read/21896/chapter/15 Effective education in research ethics and integrity aims to achieve several crucial goals.]Defining goals for teaching research integrity and research ethics is crucial to promote and foster responsible research practices and a trustworthy research ecosystem. The main goals to achieve in training RE/RI are related to promoting knowledge (in relation to responsible research practices, norms, and guidelines), skills (in relation to ethical decision-making, problem solving and critical thinking), ‘theoretical’ attitude (in relation to what should be done to foster responsible research) and ‘practical’ behaviour (in relation to how researchers behave in their daily practice).'"`UNIQ--ref-0000002C-QINU`"'
'"`UNIQ--references-0000002D-QINU`"'
The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-0000004B-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training.
*<span lang="EN-GB">'''Foundational knowledge''': understand and recall ethical information.</span>
*<span lang="EN-GB">'''Application''': demonstrate skills in ethical analysis and problem-solving.</span>
*<span lang="EN-GB">'''Integration''': connect ethical theories and compare different approaches.</span>
*<span lang="EN-GB">H'''uman dimension''': recognize the impact of ethical decisions on oneself and others.</span>
*<span lang="EN-GB"> C'''aring''': develop empathy and values related to ethics.</span>
* L'''earning to learn:''' reflect on the learning process and self-assess ethical understanding.
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The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-0000006E-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training. The fact that this taxonomy emphasises care and empathy makes it very suitable for training on ethics and integrity. The following is a short overview of the various dimensions:
''Foundational knowledge''
This dimension focuses on content knowledge and includes recalling and understanding of information and ideas.
''Application''
Here the learner demonstrates skills – they can be related to the use of knowledge or include skills necessary to interact in the subject, e.g. critical and creative thinking, decision-making, solving problems etc. For example, using the steps of ethical analysis to solve a situation involving an integrity-related challenge.
''Integration''
In this dimension the learner perceives connections between various ideas, disciplines, and experiences. It includes relating various ideas to each other, comparing, contrasting ideas and examples, and so on. For example, in solving an ethical issue, different ethical theoretical viewpoints may lead to diverse actions and solutions. Recognising how for example a virtue ethical approach may lead to a different solution than reasoning based on utilitarianism may be an expression of integration.
''Human dimension''
Learners learn with others, and they gain new understanding of themselves as well as others and alsoin the learning process. They recognise how people influence each other. Understanding how to respectfully work together for the greater good is an example of how the human dimension materialises positively in practice.
''Caring''
The caring dimension includes an affective stance and involves change in a learner. The learners start to see the reason to care about a topic, they gain new interests, feelings and values about the subject. Empathy and an ethics of care are values compatible with caring.
''Learning to learn''
In this dimension the learner understands that it is not only the outcome of learning that matters but also the process is important. This dimension includes guiding one’s learning for instance by inquiry, reflection and self-assessment. The role of reflection has been emphasised as a key activity in learning and individual development.'"`UNIQ--ref-0000006F-QINU`"'
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