There is increased recognition that lecturing supervisors about responsible supervision may not be the most useful approach. Below are some innovative examples that integrate responsible research with responsible supervision. This list is far from comprehensive, but should serve as a starting point for exploration of the topic. First, Whitbeck described a group mentoring approach that was intended to support the discussion of research integrity in supervision. '"`UNIQ--ref-0000014C-QINU`"'Besides, the research group was assisted in grasping the complexity of situations they may encounter that challenge the integrity of their research. Second, Kalichman & Plemmons have developed a workshop curriculum for supervisors.'"`UNIQ--ref-0000014D-QINU`"' This workshop curriculum is explicitly designed to convey responsible research in the actual research environment, as opposed to a classroom environment that is separated from the lab. Thirdly, Anne Walsh and Mark Hooper from Queensland University of Technology office of Research Ethics and Integrity are developing a fully online training module that challenges supervisors to reflect on their own supervision and formulate concrete goals to improve their supervision skills, explicitly connected to responsible research.'"`UNIQ--ref-0000014E-QINU`"' Their full training will be released late 2019. Finally, as part of the Academic Research Climate in Amsterdam project, an interactive training called ''Superb Supervision'' was developed. The training continuously alternates responsible research and soft skill development and participants meet in between to discuss their own dilemmas, see [http://www.amsterdamresearchclimate.nl/superb-supervision/ here]. The [https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/scientific-integrity/dilemma-game Erasmus Dilemma game] lists a variety of example dilemmas from the perspective of the junior researcher as well as from the senior researcher. These example dilemmas may serve as useful conversation starters when discussing responsible supervision. '"`UNIQ--references-0000014F-QINU`"'
Academic research has a long tradition of master-apprentice relationships, where the apprentice (here: junior researcher) learns the fine skills of the trade (here: research) through the extensive supervision of a master (here: senior researcher). The more one grows in an academic career, the more likely a researcher is to supervise junior researchers (often PhD candidates). Responsible supervision involves two main things. On the one hand, the supervisor should model responsible research, so that junior researchers are naturally socialized into responsible research practices. This could involve a variety of things: from assuring that the junior researcher is involved in good data management from the start of the project, to an open and timely conversation about (co-) authorship. On the other hand, responsible supervision involves creating a safe learning climate for junior researchers to learn. The idea here is that if the learning climate is not safe, junior researchers may lack the space and confidence to share their concerns about the interpretation of the data, the planning of a particular research project, or the limitations of their capacity. Hence, if no safe professional relationship exists, certain doubts, concerns or limitations may remain under the radar, ultimately slowing down academic research.
Research ethics and integrity do not just comprise of what researchers do research-wise. An additional duty of many researchers beyond the PhD level is the supervision of junior researchers and PhD candidates. Besides responsible conduct of research, it is thought that one should also supervise others responsibly. This page sums up the existing resources, practices and ideas about responsible supervision.
Display Title: Responsible mentoringResponsible supervision
Display Title: Responsible mentoringResponsible supervision# QUERY1dfa11ae2f0560fe94f4bfcd472a0508
Display Title: Responsible mentoringResponsible supervision# QUERY5eecdce5c6e83c9b77d23941fcd768d2
Theme:Ab4200ca-c14d-413d-a9f6-aa5a93e1800e Page author.Full Name::+
Display Title: Responsible mentoringResponsible supervision# QUERY8ccec4d3ea68e33047236b71d4c3d9ec
Display Title: Responsible mentoringResponsible supervision# QUERY9853f117b32e5cd34c4d14fca6706def
Display Title: Responsible mentoringResponsible supervision# QUERY18a5faed4dae791516bf0d6362913306
Display Title: Responsible mentoringResponsible supervision# QUERYe1344deaf55daa1b11ba97529906b409
Display Title: Responsible mentoringResponsible supervision# QUERY7ea592176642a3e35db3d259768e4eee
Display Title: Responsible mentoringResponsible supervision# QUERY23f12dfae0edcf50138d9d6dc1c16bdf
Author Misconduct: Not Just the Editors' Responsibility
Code of Good Scientific Practices of the Spanish National Research Council (CSIS)
Finnish Guidelines on Doctoral Supervision and Review
Inconsistent Findings Between Trainee and Researcher
Infographic - SOPs4RI Guidelines on Responsible Supervision and Leadership
Introduction to Responsible Supervision, Mentoring and Role-modeling
KU Leuven - Supervisor tips to promote research integrity
Learning about Supervision and Mentorship
Research Environments and Research Integrity: An Educational Scenario by the EnTIRE project
SOPs4RI Guidelines on Supervision - PhD guidelines
Training, Supervision and Mentoring with Integrity: An Educational Scenario by the EnTIRE project
Respectable and honest supervision ensures responsible and ethical research in the future.
Display Title: Responsible mentoringRespectable and honest supervision ensures responsible and ethical research in the future.
Superb Supervision: integrity training for supervisors
Display Title: Responsible mentoringSuperb Supervision: integrity training for supervisors