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Mapping research connections to environmental justice: Crisis Tree exercise + (Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]))
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Please go through the PowerPoint presentation.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Please go through the PowerPoint presentation )
Incorporating gender, health, and climate justice in your research: A reflexive question card exercise + (Please go through the summary PowerPoint p … Please go through the summary PowerPoint presentation about the rationale for incorporating gender, health, and climate dimensions together.These themes (gender and social positioning, health equity, climate justice, reflexivity, and intersectionality) help uncover hidden power dynamics in research.The goal is not to memorise definitions, but to reflect on how these issues relate to their own research.these issues relate to their own research.)
Mapping research connections to environmental justice: Crisis Tree exercise + (Please match the key terms related to the Crisis Tree with their descriptions)
Circularity in Research and Innovation + (Please take a close look at the following slide show, which provides a brief introduction to what the 9R strategy is and what it aims to achieve.)
Circularity in Research and Innovation + (Please watch the video carefully! The purp … Please watch the video carefully! The purpose of this exercise is to assess your understanding of the concept of circularity and its role in addressing today’s environmental challenges. Circularity is essential because it helps reduce resource extraction, waste, and pollution while keeping materials in use for as long as possible. By fostering more sustainable production and consumption patterns, circularity contributes to protecting ecosystems, supporting equitable economies, and achieving the Sustainable Development Goals.hieving the Sustainable Development Goals.)
Circularity in Research and Innovation + (Please watch the video carefully! The purp … 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.”ed by the principle of “reduce by design.”)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (Plenary discussion of oneVariety of Goodne … Plenary discussion of oneVariety of Goodness in research. The trainer prepared a presentation including:*Brief explanation of this Variety of Goodness*Links the Variety of Goodness to research*Links ECoC to this Variety of Goodness*Links examples for the preparation sheet by participants to the Variety of GoodnessIn each step of the reflection on this Variety of Goodness, the trainer asks the participants to also name examples of research, the code of conduct and own experiences., the code of conduct and own experiences.)
Reflecting on Experiences and Practicing Exercises + (Practice again (elements and variations of) the exercises supervised by a trainer. Discuss with your trainers and with the group the possibility to adapt the training materials.)
Debate and Dialogue + (Present an example (hypothetical) research … Present an example (hypothetical) research integrity case with a clearly formulated moral dilemma (please see practical tips for an example). While choosing a case, be aware of the target group. Pick a case that is recognizable for the target group - it should be part of their practice. It is important to choose a case which is short and has a clearly formulated dilemma (2 clear choices). Display the case description clearly on a monitor during the debate/dialogue. Participants should be able to re-read the case description at any time. Make sure you give enough information about the case, otherwise participants will start to ask questions about the case itself. to ask questions about the case itself. )
Measurement tools for collecting learning outputs: medium term effects + (Prior research has confirmed (Tammeleht et … Prior research has confirmed (Tammeleht et al., 2019; 2022) that using ‘the epistemic artefacts’ in the form of group reports or portfolios reflect the advancement of knowledge and co-creation of knowledge. In addition, a written collaborative ‘artefact’ with facilitator induced guidelines provides structural scaffolding like decomposing the task, asking leading questions, redirecting learners, goal orientation and highlighting important aspects (Tammeleht et al., 2020). Thus, providing a written group report to be filled during the training may act as a didactical as well as a measurement tool as after the training the facilitator can monitor the advancement of ethics competencies of learners based on the report (Kirkpatrick’s level 2).Group reports/portfolios can be analysed by using the ECAG (the SOLO taxonomy) and content criteria (ethical principles, ethical analysis, ethical approaches). Occasionally, it is possible to monitor the advancement of understanding of separate topics and this can also be visualised (see figure 1).[[File:Img19.png|center|frameless|450x450px]]Figure 1. Display of the learning process of one group based on their group portfolio. T1-T8 are topics; Ül1-4 are separate tasks outlined in the group report; numbers 0-4 indicate the SOLO levels.The tool is suitable for all target groups in HE context.An example template for a group portfolio can be found in Appendix 1.roup portfolio can be found in Appendix 1.)
The Middle Position + (Prior to the exercise, get in contact with … Prior to the exercise, get in contact with participants and ask them to reflect on a personal case or situation from their work as a researcher in which they experienced a kind of moral doubt about what happened or about what they could/should do/have done (i.e. cases in which it is absolutely clear that something is morally wrong with respect to are not good cases). It is important that participants reflect on their own experiences, yet the case does not have to be written down beforehand. It does not have to be a dramatic case, ordinary cases of questionable research practices are also suitable.able research practices are also suitable.)
The Middle Position + (Prior to the session you will be asked to sign a confidentiality statement to formalize the expectation that information shared during the exercise will be kept confidential by you and the other participants in the session.)
Virtues and Norms + (Prior to the session you will be asked to sign a confidentiality agreement in order to formalize the fact that the information shared during the exercise will be kept confidential and will be destroyed after the training.)
05 - REalistiC Decisions: A Method for Analysing Cases in Research Ethics and Research Integrity + (Produce a synopsis of the case *Only include the facts of the case *If the issue is ambiguous, then attempt to clarify what issue or set of issues are at stake)
Eğitimi organize etme + (Programı ve takvimi tasarladıktan sonra eğ … Programı ve takvimi tasarladıktan sonra eğitimi ilan edin ve katılımcıları davet edin. Kimleri davet edeceğinize karar verirken lütfen VIRT2UE eğitiminin hedef kitlesinin öncelikle araştırmacılar veya araştırma konusunda deneyimi olan (yani araştırmacı olarak çalışmış ya da çalışıyor olan) eğitmenler/ eğitimciler/ öğretmenler olduğunu unutmayın. Eğitiminize katılan kişilerin araştırma doğruluğuna ilişkin temel bir anlayışı haiz olması gerekmektedir. Katılımcıları eğitime davet ederken örnek davet mektubunu kullanabilirsiniz.n örnek davet mektubunu kullanabilirsiniz.)
Practicing Reflection in Dialogue + (Provide contact information in case of que … Provide contact information in case of questions or if doubts arise during the practice time in between the participatory sessions. Set a deadline and give instructions for the submission of the self-reflection forms. This should be at least one week prior to the follow up participatory session.or to the follow up participatory session.)
Debatte und Dialog + (Präsentiere ein (hypothetisches) Fallbeisp … Präsentiere ein (hypothetisches) Fallbeispiel mit einer Research Integrity – Fragestellung, einschließlich eines klar formulierten moralischen Dilemmas (siehe „Praktische Tipps“ für ein Beispiel).Wichtig bei der Auswahl des Fallbeispiels: * Berücksichtige deine Zielgruppe, d.h. du solltest ein Fallbeispiel auswählen, das im Erfahrungshorizont der Teilnehmenden liegt, also z.B. einen Bestandteil ihres Arbeitsalltags beschreibt. * Wähle ein Fallbeispiel, das kurz formuliert ist und ein klar formuliertes moralisches Dilemma beinhaltet (d.h. es gibt zwei distinkte Handlungsmöglichkeiten).Zeige dieses Fallbeispiel deutlich lesbar während der Debatte / dem Dialog (z.B. auf einem Handout, einem Monitor, oder über den Beamer). Den Teilnehmenden sollte es möglich sein, die Fallbeschreibung während der Übung durchzulesen. Präsentiere den Fall mit genügend Informationen und lass Zeit für Rückfragen der Teilnehmenden, da diese Fragen ansonsten in der Übung auftauchen und die Debatte / den Dialog unterbrechen würden. Debatte / den Dialog unterbrechen würden.)
Evaluating the content of learning outputs + (REI leadership framework outlined in figur … REI leadership framework outlined in figure 4 (Tammeleht et al., 2022; Tammeleht et al., submitted) can be used to guide a meta-analysis of surveys or documents guiding the practices of REI.[[File:Img12.png|center|frameless|600x600px]]Figure 4. REI leadership framework (improved version from Tammeleht et al., submitted)The meta-analysis can be guided by the following template (figure 5) (from Tammeleht et al., submitted): {| class="wikitable"|+Figure 5. Template for the individual case meta-analysis (from Tammeleht et al., submitted).Data analysis example (based on the Estonian and Finnish national REI surveys):For the theme researchers’ needs evidence could be sought of what was perceived as threats or if the needs were directly asked for. For instance, the Finnish survey asked which dimensions of factors were considered as threats to research. The aspects of ownership and rights being unclear may indicate a need for a discussion in the research community or improved REI infrastructure elements.To gain insights about the community themes pertaining to REI infrastructure could be collected (e.g. guidelines, trainings, RI advisors, supervision, team support). For example, the Estonian survey asked if REI infrastructure elements were present and whether researchers had used them.Leaders’ competencies/characteristics became evident mostly from open answers (if they were present) or if there were direct questions about leaders in the institution. For instance, the Finnish survey had open answers that included topics pertaining leadership:“My community has excellent research leaders, but the relationships between them have become toxic. This causes them obvious stress, which is unavoidably reflected onto other researchers. There are plenty of models of good, ethical leadership from elsewhere. I have several different [...] superiors, and there are still more positive and supportive examples available than negative ones” (Salminen & Pitkänen, 2020).Research culture was interpreted from items displaying trust and/or courage, for instance how researchers perceive dealing with misconduct and/or how they perceive support. For example, the Estonian report indicated which forms of misconduct or QRPs were considered more problematic and which ones not so problematic. The survey indicates that salami-slicing is not considered very problematic and is a practice seen among colleagues as well as self-reported practice. Behaviour in the research community may indicate trends in the research culture.!'''Meta-analysis of a national research ethics/integrity survey'''Country: Link to the national survey:REI leadership principle I:Researchers’ needs – what is perceived as a threat? What are the needs?…REI leadership principle II:Community – infrastructure: guidelines, trainings, RI advisors; supervision, team support…REI leadership principle III:Leaders’ competencies – from open answers/ any questions that pertain to leadership/administration…REI leadership principle IV:Open research culture – trust, courage – how do researchers perceive dealing with misconduct, how do they perceive support?|}h misconduct, how do they perceive support? |})
Introduction to the evaluation of the effectiveness of Research Ethics and Integrity (REI) training + (REI training effectiveness should be appro … REI training effectiveness should be approached as a system. While measuring reactions and knowledge (or learning process) is quite simple, it is also important to measure common practices and the environment (impact on the institutions). Training outcomes are influenced by many factors, not least the match between perceived needs and what the training offers, that is, the alignment between needs, intended learning outcomes, training objectives, and training implementation.To get a holistic picture (i.e. to triangulate measurement) of the effectiveness of training it is recommended to combine different measurement tools, use them at various measurement points and align them with a common taxonomy. It is important to consider what to do with the results – what kind of changes are necessary to improve teaching and/or the environment to build a culture of integrity?vironment to build a culture of integrity?)
Preparatory Reading: Introduction to Concepts & Themes + (Read about the concept of debate and dialogue and reflect on the differences between the two. Open the page about [https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 dialogue versus debate].)
Preparatory Reading: Introduction to Concepts & Themes + (Read about virtue ethics and its relevance for research integrity. Open the page about [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtues in research integrity].)
Modified Dilemma Game + (Read the instructions. Please note that th … Read the instructions. Please note that there are some differences between the original game and the modified RDG in terms of aims and applications. In the following steps the procedures for the use of the modified version are explained. This version requires participants not merely to play the game, but at the same time to reflect on their justifications, analyze their and others’ discussion processes, and work together to relate the case at hand with the elements of the European Code of Conduct and research integrity virtues. This version therefore takes longer, and is more demanding.Before the session:If using the Dilemma Game app: - Ask participants to download the [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game app]- Ask participants to watch the introductory [https://www.youtube.com/watch?v=SKhT7qHh9T8&t=8s video]ttps://www.youtube.com/watch?v=SKhT7qHh9T8&t=8s video])
Risks to the environment, animals, plants, and ecosystems + (Read the slides and complete the exercises below!)

Quality of research outputs and data sets + (Read the slides below and complete the interactive exercises!)

Creating and communicating a sustainable research culture + (Read the slides carefully and learn about the concept of climate mainstreaming within organisations and the key steps required for its successful implementation.)
Creating and communicating a sustainable research culture + (Read the slides carefully and reflect on h … 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.le ensuring accessibility and inclusivity.)
Innovation in a post-growth world + (Read the slides carefully, focusing on the goals and methods of the two types of innovation and the differences between them.)
Innovation in a post-growth world + (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.)
‘And the band played on’ movie fragment no. 3 + (Reflect again. What differences did they experience? What felt better? Do they understand the choice of the other team and feel understood by that team themselves, and how did the style of conversation influence that?)
Practicing Reflection in Dialogue + (Reflect on your future role as facilitator and ask clarifying questions to understand how to act as a trainer in your own work setting.)
Reflecting on Experiences and Practicing Exercises + (Remind participants about the fact that in … Remind participants about the fact that in order to become certified VIRT2UE trainers, they have to train 10 others, preferably trainers. If it is not feasible to train 10 trainers they may also train researchers who have the potential to be come trainers.ho have the potential to be come trainers.)
Reflecting on Experiences and Practicing Exercises + (Remind participants of the overall goals of the training and ask them to reflect on the specific goals of the exercises and their contribution to the overall goals.)
Self Declaration Approach - a Reflection on the Varieties of Goodness in Research + (Remind participants that responses provide … Remind participants that responses provided in the self declaration sheet will be used for, and only for, class purposes, and that they should only share information that they are comfortable sharing with the class and that would not necessitate mandatory reporting. It is strongly recommended to ask participants to sign a confidentiality agreement.pants to sign a confidentiality agreement.)
Interim Practice Work + (Remind your trainees to send you the fille … Remind your trainees to send you the filled in '''[https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 self reflection forms]''' in due time. After you have collected them, you analyse them to learn about how the trainees experienced the exercises. In addition to this, you can consider directly asking the trainees what they would like to practice or discuss during the follow up session. This will be helpful in allocating practice time during the session.locating practice time during the session.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Research coordination and cooperation are essential to avoid the unnecessary duplication of studies, which could place unfair burdens on participants and waste time and resources.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Research ethics committee (REC) guidance a … Research ethics committee (REC) guidance and approval should be sought and respected at all times, including during pandemics. RECs should expedite the evaluation of research proposals that address urgent societal needs without compromising rigorous ethical standards.t compromising rigorous ethical standards.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Research must not compromise public health responses. In particular, the involvement of clinical staff in research should not affect patient care negatively.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Research teams should share the additional responsibilities associated with a pandemic fairly among their members to avoid exacerbating existing inequalities)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Researchers must always use respectful language when communicating through the press or the media, even when under pressure)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Researchers should actively support rigoro … Researchers should actively support rigorous, fast-track scientific review to help combat the erosion of good science during pandemics. They should also support quality control mechanisms for open communication channels such as pre-print servers or social media.such as pre-print servers or social media.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Researchers should answer publishers’ research ethics questions in full, even in rapid review submissions.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Researchers should keep in mind how pandemic conditions may affect all stakeholders in a study (participants, healthcare staff, support staff etc.) and take appropriate measures to ease any additional burdens.)
IRECS Training format (template) + (Return to the icebreaker activity or learn … Return to the icebreaker activity or learning goals (mind mapping or Mentimeter results) and ask participants if their expectations were met.Share a QR code linking to the evaluation form and online modules for continued learning.Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules.d spread the word about the irecs modules.)
IRECS Training format (template) + (Return to the icebreaker activity or learn … Return to the icebreaker activity or learning goals (mind mapping or Mentimeter results) and ask participants if their expectations were met.Share a QR code linking to the evaluation form and online modules for continued learning.Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules.d spread the word about the irecs modules.)
05 - REalistiC Decisions: A Method for Analysing Cases in Research Ethics and Research Integrity + (Review my Early View and associated reason … Review my Early View and associated reasons by addressing each of the following themes and questions: '''Normative Standards'''''"How do normative frameworks help us?"''In order to answer this question, we need: *A basic knowledge of the appropriate regulations that apply to the issue;*To be able to use these regulations to analyse our Early View;*To revise our Early View and to provide reasons for any revisions.'''Experience'''''"How have we approached this issue before?"''In order to answer this question, we need: *To access past decisions;*To compare past cases and the current case and determine whether previous decisions are relevant;*To use disagreement to develop new standards for guiding future considerations;*To be able to explain why, if relevant, we haven’t followed such precedent.'''Expertise'''''"What expertise has been applied to this before?"''To answer this question, we need to: *Access independent expert review;*Access an up-to-date library of authoritative guidance;*Balance guidance documents and judge the relative authority of guidance documents;*Provide reasons if our decisions run contrary to guidance.'''Empathy'''''"What views and opinions do other parties have?"''We turn to the views of those with a legitimate interest in the case (for example, the accused, the complainant, individuals involved with the case, and the public).To answer this question, we need to: *Identify all those with an interest in the case and see it ‘through their eyes’;*Recognize limitations to our empathy;*Confirm or refute any ‘empathy-based decisions’ using answers to the other questions listed above;'''Evidence'''''"What evidence is there on this issue?"''We turn to any published research concerning similar cases. However, we need to be careful when forming prescriptive conclusions based on factual premises. After all, the quality of the evidence may be questionable and there may be significant normative and factual differences between the case in question and situations discussed in published research.In order to answer this question, we need: *To locate, assess, and apply published evidence;*To recognize the proper place of facts when making judgments;*To encourage published research on research integrity and research ethics.'''Expediency'''''"What is possible or realistic in the circumstances?"''We need to ensure that we have not interpreted the case against sets of unrealistic standards. Expediency is built on a realistic evaluation of research constraints and consequences and imposes proportionate and realistic conditions.In order to answer this question, we need to: *Understand and accommodate realistic standards when assessing the case;*Judge when expediency is adequate justification;*Balance expediency and fair standards when forming a judgment about a case.'''Escape'''''"How can we manage this problem of our disagreement?"''In order to answer this question, we might be required to: *Agree to disagree (if it will not affect the final judgment);*Seek elaboration on any of the answers to the questions listed above;*Vote on a set of judgments;*Consider alternatives. to the questions listed above; *Vote on a set of judgments; *Consider alternatives.)
Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft + (Sammle die Arbeitsblätter der Teilnehmende … Sammle die Arbeitsblätter der Teilnehmenden rechtzeitig ein und mache dich mit den Antworten der Teilnehmenden vertraut. Diese Gedanken und Antworten der Teilnehmenden werden für den Workshop sehr nützlich sein.Bereite eine Präsentation vor, um die Reflexionsprozesse während des Workshops zu erleichtern. Falls den Teilnehmenden das Video über die Typologien der Güte in der Wissenschaft gezeigt wurde, kann folgende Präsentation verwendet werden: [https://www.dropbox.com/s/a30do4g82u2a4fb/SDA%20Sample%20ppt%20on%20Goodness%20simplified%20version%20(1).pptx?dl=0 Beispielpräsentation] Falls den Teilnehmenden das Video nicht gezeigt wurde, kann folgende Präsentation gezeigt werden: [https://www.dropbox.com/s/xwiv7e0hggu3h9c/SDA%20Sample%20ppt%20on%20Goodness%20extended%20version.pptx?dl=0 Beispielpräsentation 2].Die Präsentationen können nach Bedarf überarbeitet werden.en können nach Bedarf überarbeitet werden.)
Debatte und Dialog + (Schau dir folgendes Video an, um einen Ein … Schau dir folgendes Video an, um einen Eindruck von der VIRT2UE “Debatte & Dialog Übung” zu bekommen:https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6Debatte und Dialog sind zwei unterschiedliche Modelle der Kommunikation. Das folgende Video erkundet die Unterschiede zwischen den Modellen und hilft den Zuschauer:innen, die Dynamiken, die bei den Beteiligten ausgelöst werden, besser zu reflektieren. Die Unterschiede sind etwas ausführlicher auf der Themenseite “[https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 Dialog versus Debatte]” beschrieben.[[File:ByVirtueof.png|center|frame|[https://www.youtube.com/watch?v=M-nI32JBOyo]]] rtueof.png|center|frame|[https://www.youtube.com/watch?v=M-nI32JBOyo]]] )
Debate and Dialogue + (Share your experiences of participating and facilitating the exercise with the other participants.)
‘And the band played on’ movie fragment no. 3 + (Show the movie fragment.)