ethical issues

Research and EthicsResearch and EthicsDr Ian Terrell

Is this true?Is this true?Let’s face it. Most researchers are surely ‘raiders’ akin to horse rustlers. They come into an area, steal the very best ideas and then make themselves rich and famous, while the poor hard working teacher gets ripped off or even worse publicly hounded for not doing an effective job. Even if the researcher doesn’t get rich, they get their MA or PhD by being an expert at what other people actually do. Researchers are nothing more than parasites living off the knowledge and skill of their victims, both teachers and students in schools.

AimsAimsEthical Issues in ResearchEthical procedures in

assignmentsEthical section in methodology

The Ethical Issues in The Ethical Issues in ResearchResearch

Source.Source.What is Ethics in Research & Why

is It Important?by David B. Resnik, J.D., Ph.D

http://www.niehs.nih.gov/research/resources/bioethics/whatis.cfm

norms for conduct that distinguish between norms for conduct that distinguish between

acceptable and unacceptable behavioracceptable and unacceptable behavior..

Promote the aims of the researchEssential moral and social valuesBasis of collaborationPublic and institutional supportAccountabilities to public and

subjects

* * Adapted from Shamoo A and Resnik D. 2009. Adapted from Shamoo A and Resnik D. 2009. Responsible Conduct of Research, 2nd ed. (New York: Responsible Conduct of Research, 2nd ed. (New York: Oxford University Press)Oxford University Press)

Honesty Strive for honesty in all scientific communications. Honestly report data, results, methods and procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not deceive colleagues, granting agencies, or the public. Objectivity Strive to avoid bias in experimental design, data analysis, data interpretation, peer review, personnel decisions, grant writing, expert testimony, and other aspects of research where objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose personal or financial interests that may affect research.

Integrity Keep your promises and agreements; act with sincerity; strive for consistency of thought and action.

Adapted from Shamoo A and Resnik D. 2009. Adapted from Shamoo A and Resnik D. 2009. Responsible Conduct of Research, 2nd ed. (New Responsible Conduct of Research, 2nd ed. (New York: Oxford University Press)York: Oxford University Press)

Carefulness Avoid careless errors and negligence; carefully and critically examine your own work and the work of your peers. Keep good records of research activities, such as data collection, research design, and correspondence with agencies or journals. Openness Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

Respect for Intellectual Property Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished data, methods, or results without permission. Give credit where credit is due. Give proper acknowledgement or credit for all contributions to research. Never plagiarize. Confidentiality Protect confidential communications, such as papers or grants submitted for publication, personnel records, trade or military secrets, and patient records.

Adapted from Shamoo A and Resnik D. 2009. Adapted from Shamoo A and Resnik D. 2009. Responsible Conduct of Research, 2nd ed. (New York: Responsible Conduct of Research, 2nd ed. (New York: Oxford University Press)Oxford University Press)

Responsible Publication

Publish in order to advance research and scholarship, not to advance just your own career. Avoid wasteful and duplicative publication.

Responsible Mentoring

Help to educate, mentor, and advise students. Promote their welfare and allow them to make their own decisions.

Respect for colleagues Respect your colleagues and treat them fairly.


Social Responsibility Strive to promote social good and prevent or mitigate social harms through research, public education, and advocacy.

Non-Discrimination Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or other factors that are not related to their scientific competence and integrity.

Competence Maintain and improve your own professional competence and expertise through lifelong education and learning; take steps to promote competence in science as a whole.

Legality Know and obey relevant laws and institutional and governmental policies.


Human Subjects Protection

When conducting research on human subjects, minimize harms and risks and maximize benefits; respect human dignity, privacy, and autonomy; take special precautions with vulnerable populations; and strive to distribute the benefits and burdens of research fairly.

Case Study Discussion: What Case Study Discussion: What ethical issues are involved?ethical issues are involved?A teacher decides to research the teaching

in another department for her Masters award.

She collects data through photographs, assessment data for each individual student, and teaching methods through observation.

She describes the learning activities, and concludes that 70% of lessons are inadequate. Her analysis of assessmnet data shows that in 7 out of ten classes students do not progress at the national expected level. The assignment is left outside of a University office where a member of the public reads it and sends the results to the press.

TensionsTensions

Right to knowRight to ImproveRight to make accountable

Right to ConfidentialityRight to SafetyRight to ProtectionRespect for Colleagues

versus

TensionTension

The nature and tests for truthfulness

Objectivity and SubjectivityProcedural Objectivity

ValidityDescriptive ValidityAnalytical ValidityFace Validity

TensionTensionWho decides

◦Harm and benefit◦Discrimination◦Representation and Voice◦Balance between stakeholders◦Truthfulness, accuracy

Ethical procedures in Ethical procedures in assignmentsassignments

Your responsibilityEthics Cover SheetSchool-Institutional Ethics PolicyBERA (2004) Revised Ethical Guidelines for Educational Research www.bera.ac.uk/publications/guides.php ESRC (2005) Research Ethics Framework www.esrcsocietytoday.ac.uk/ESRCInfoCentre/opportunities/research_ethics_framework/

Middlesex University School of Arts and Education ethics policy*

(*Non existent to all intent and purpose)

Ethics Cover SheetEthics Cover SheetYour assignment and research must comply with both the policies of your own institution and Middlesex University policies and ethical statements.

In particular, we expect and emphasis upon: -The importance of informed consent of stakeholders and participants.Explicit rules for confidentiality and anonymity wherever possible.Maximising opportunity for improvement.Minimising any harm to individuals.Meeting high professional and academic standards. To aid you, and to ensure that you have considered the ethical issues raised by your research we must have the following checklist attached to all assignments .

Ethical ChecklistEthical Checklist Rules for confidentiality Managers, participants, stakeholders, and parents have

been informed about the rules for confidentiality that the study will use.

I agree that I can maintain anonymity in the Mdx submitted work.

Purpose and Audience I have checked my institutional policy for concerned with

ethical behaviour. I have checked the BERA code of practice I have checked the Mdx School of Arts and Education policy

for practitioner research

Ethics ChecklistEthics ChecklistVoluntary Informed ConsentI have informed relevant managers,

participants, stakeholders, and parentsI have asked for the consent to carry out

the research of relevant managers, participants, stakeholders, parents and others involved or connected with the research.

Participants have given the consent freely and without duress or inappropriate use of power.

The right to withdraw from the research process has been made clear to appropriate participants

Ethical ChecklistEthical Checklist I have clarified with participants that the purpose of the research is to

improve practice, to generate knowledge and to gain a qualification. Participants are aware that their permission relates only to the

purpose of the research project and that any further use will be renegotiated with them.

Participants have been informed that the purposes will be to maximising good and minimising harm to individuals and institutions.

I have made clear to participants that the audience is ◦ the University and tutors*,

◦ other participants of the professional development programme

◦ appropriate staff in the school

◦ a wider audience

Legal requirements of the Data Protection Act have been addressed. The research data will be kept securely. *normally compulsory unless explicit negotiated with the Director of

Programmes

Ethics ChecklistEthics Checklist Rights of response I have agreed with participants the rules for feeding back

reports to them and allowing a right of response.

Truthfulness I commit to using my scholarship and research skills to

producing research, which is honest, truthful and verifiable. I commit to ensuring that the research will not deliberately

advantage or disadvantage any specific individuals or groups. Disruption I have minimised the disruption the research exercise creates. I agree only to collect sufficient evidence for the research

project purposes.

Ethical section in Ethical section in methodologymethodologyOutline the ethical position of the

research using the checklist headings

Show dilemmas, tensions and resolutions

Outline the procedure◦Gaining Consent and Permissions◦Use and publication/audience

FurtherFurtherRespecthttp://www.respectproject.org/ma

in/index.php

H. Simons & R. Usher [2000], Situated Ethics in Educational Research. London: Routledge. Emphasis added.)

http://education.leeds.ac.uk/~edu-jdp/image/moral_maze.html