1

PHD

Postal Address Graduate Research Centre Footscray Park Campus PO Box 14428

2

CONTENTS

We acknowledge the Elders, families and forebears of the Wurundjeri and Boonwurrung tribes of the Kulin Nation who were the custodians of University land for many centuries. We acknowledge that the land on which we meet was the place of age old ceremonies of celebration, initiation and renewal and that the Kulin Nation people's living culture had and has a unique role in the life of this region.

CONTENTS PAGE NUMBER

Welcome 3

Introduction 4

Unit Communication 5

Unit Calendar 6

Assessment Summary 8

Portfolio Reflections 10

Poster Presentation 11

Research Paper 15

Assessment Procedures and Criteria 16

Assessment Grading 16

General Information 18

References 20

Main Resource 20

Other Useful Books and Articles 20

Journals 23

Acknowledgement The assistance of Dr Erika Borkoles in the preparation of this guide is gratefully acknowledged.

3

WELCOME TO RESEARCH INTEGRITY AND ETHICS: ROP8002!

This GUIDE will give you the information you need to understand rules and procedures and contains suggestions you may find helpful in getting the most out of the unit. Semester and Year of Study: Semester 1, 2014 Unit Coordinator:

Associate Professor Deborah Zion Office: Building C, Room C308 Phone: 03 9919 4058 Email: Deborah.zion@vu.edu.au Preferred method of communication is via EMAIL. Place to leave message: With the Reception desk in the Graduate Research Centre (GRC) (Building C, C320,

ext. 4522) Teaching Team:

Associate Professor Deborah Zion, (Group 1 Leader – Wednesday morning), and Group 3 Leader, Saturday.VU Human Research Ethics Chair, Office for Research (Email: Deborah.Zion@vu.edu.au) Associate Professor Dennis Hemphill (Group 2 Leader – Monday evening) Dennis.Hemphill@vu.edu.au; College of Sport and Exercise Science

Guest Contributors: Professor Michele Grossman, College of Arts, Centre for Cultural Diversity and Wellbeing Dr Lyle Winton, Associate Director eResearch and Head of the Research Data, Systems Management and Reporting Unit, Office for Research Associate Professor Andrew Smallridge, College of Engineering and Science Dr Patrick Guay, College of Engineering and Science

Communication with the Teaching Team:

The most important person for you to keep in touch with in relation to your studies in the unit is your Group Leader. That person is your primary contact for enquiries related to the work you are doing within the unit. Each group leader will provide you with further details about their preferred approach for you contacting them in the first class. However, as a general rule email is the best means to contact your group leader. Please expect email responses ONLY between the hours of 9 am to 5pm, Monday to Friday, and within 24 business hours of you contacting your leader (unless they have an out of office message indicating otherwise).

PhD Coursework Academic Coordinator:

An additional person who may be able to assist you, especially with issues that do not directly relate to the curriculum and assessment within the unit, is the PhD Coursework Academic Coordinator, Dr Amanda Pearce. Her contact details are:

Dr Amanda Pearce Office: Building C, Room C320 Phone: 03 9919 5652

Email: Amanda.Pearce@vu.edu.au Preferred method of communication is via EMAIL.

Place to leave message: With the Reception desk in the Graduate Research Centre (C320, ext. 4522) Availability: Dr Pearce works part-time and is normally available to speak to and/or meet with

4

students on Tuesdays and Wednesdays only.

Required Resource: Global Research Ethics and Integrity Modules (GREIM). These are theme-oriented

modules including short presentations from leading academics worldwide, information resources and case studies, readings and learning activities. GREIM provides solid initial coverage of the main areas of focus of the unit. It is recommended that you review the GREIM material for each theme. You can also draw on it and the references embedded in each theme to assist you in completing assessment tasks. You access GREIM through the VU Learning Management System (Blackboard). You can access the link to Blackboard from the left on the VU Home page under Student Essentials. This link also takes you directly to the logon: https://ce6.vu.edu.au/webct/entryPageIns.dowebct Log onto Blackboard following the instructions on the home page. You can then either access individual modules of GREIM through the Weekly topic folders under the unit code (ROP8002) or you can access the full GREIM program if you link to the area of Blackboard called ‘ResearchConnect’ and from there to the area called ‘Building Research Capabilities’. Further Reading – two texts and reference list. In addition to GREIM, there are two recommended texts that provide further coverage of the key themes linked to each seminar. You may wish to access these texts and further reading resources depending on the topic and its relevance to your research and your discipline.

Amount of study: A student with an average university reading ability will need to spend approximately 2-3 hours

per weekly topic outside of class reviewing material in GREIM and other relevant texts, engaging in the reading and research activities associated with preparing for the assessments. Students who have less familiarity with the concepts and/or who are working in English as their second language should expect that their preparation for and follow-up after class will take a little longer. In addition, for the weeks where you are required to write up material in relation to that topic for your reflective portfolio, additional time may be required. Additional reading and preparation time will also be involved in researching and writing up material for your other two pieces of assessment.

INTRODUCTION

The contemporary university research environment is increasingly complex with expectations on all researchers that their research is practiced to the highest standards of quality, integrity and ethics. In addition, with an increased expectation that research and its outcomes will contribute to the solution of important social, economic and scientific challenges that impact on individual quality of life and societal wellbeing, the research environment is focused towards harnessing academic expertise from a range of disciplines in multi-disciplinary teams of researchers who together can solve these complex and multi-layered problems. In such contexts, it is critical for all researchers to have an understanding of research practice and the ethical conduct of research, not just as it may have been understood within their own discipline and their own context of research, but also across disciplines and fields of knowledge production. Through a series of 8 themed seminars (for Burst mode students structured into 3 themed days) you will have the opportunity to engage with the most critical aspects of research integrity and ethics in relation to the conduct of research in the current Australian research environment and internationally. Through discussion, debate and reflection on the themes and associated reading materials you will also have the opportunity to work through how this will impact and shape your own approach to research in your specific PhD research project area with your proposed methodology.

5

OVERVIEW OF THE UNIT

This unit of study provides graduate researchers with the opportunity to gain advanced level understandings of integrity and ethics in relation to the conduct of research in a range of disciplinary contexts. It will develop the graduate researchers' capacities to engage in current debates about research ethics and integrity, and to identify and develop positions on critical issues in research integrity and ethics in relation to their own research project area. Topics include research governance and community ethics, research conduct, authorship and intellectual property, research limits, consent and confidentiality, animal research and commercialising research.

LEARNING OUTCOMES:

On successful completion of this unit, students should be able to:

1. demonstrate an advanced understanding of fundamental principles and current debates about ethics and integrity in research;

2. demonstrate familiarity with relevant national codes and university policies that impact on research practice and appropriate conduct in various research environments;

3. identify key areas of ethics and integrity that relate to their own area of research practice; 4. demonstrate ability to critically evaluate options and approaches to resolve issues in research integrity and

ethics that may arise in their field of research; and 5. argue to defend a position in relation to research ethics and integrity as it relates to their own area of research

practice and design of their own research project.

ASSESSMENT:

Portfolio Reflective portfolio on ethics and integrity in research. (approx.1000 words).

20%

Research Paper

Paper on research ethics and integrity in relation to proposed research area. (2000-2,500 words).

60%

Presentation Poster presentation on an ethical or integrity issue in own field or in proposed project

20%

UNIT COMMUNICATION

Essential Website: http://www.vu.edu.au/ On this home page under ‘Student Essentials’ you will find MYVU (student portal) and ASKVU (student help line). Blackboard is the webspace through which you access the weekly powerpoints, GREIM online modules and other learning resources and announcements for the unit. Unit Attendance Seminars will be held in P134 at Footscray Park Campus for all groups. All students are expected to attend all the seminars for their group and to engage in the required preparatory activities for each seminar as well as completing the required assessment tasks. All students are also required to attend and present at the Mini-Conference to be held on Friday, July 18, 2014. on Level 11 at the VU City Campus, 300 Flinders Street, Melbourne. Missed seminars: If circumstances beyond your control mean that you miss a seminar, you will need to notify your group leader in advance and discuss the arrangements to make up for what you have missed.

6

7

UNIT CALENDAR

Class by Format Overview of Topic Supplementary

References/ Resources Weekly Burst Mode

Topic 1 Group 1 Wednesday 9/4/14 Group 2 Monday 7/4/14

DAY 1 9am – 4pm Saturday 26/4/14. Theme: Introduction to Practicing as a Researcher

Introduction to Integrity and Ethics in Research Overview of unit and assessment, including expectations for and questions about the Reflective Portfolio. Underpinning societal value systems and the origins of foundational concepts in ethics and integrity. Different perspectives on the practice of research and ethics.

Prior to Class: Access GREIM and review ‘Introduction’ as well as the introductory quiz in GREIM.

GREIM Introduction

Topic 2 Group 1 Wednesday 16/4/14 Group 2 Monday 14/4/14

Research Conduct in the Student/Supervisor Relationship What constitutes integrity and ethical behaviour in significant relationships in research contexts? What happens when boundaries begin to blur (professional, research and institutional with personal)? Guest Contributor: Prof Michele Grossman

GREIM, Ch. 1 Macrina -- Ch. 3. Mentoring Macrina - Ch. 7. Managing competing interests Macrina - Ch. 8. Collaborative research

Non-teaching week for week for Groups 1 and 2

Topic 3 Group 1 Wednesday 30/4/14 Group 2 Monday 28/4/14

Authorship and Intellectual Property Key terms and concepts in authorship and intellectual property. Legal rights vs Moral rights. Ownership of ideas and professional obligations. Guest Contributor: Prof Michele Grossman

Prior to Class: Locate and read the following VU policies:

- Research Integrity, including the related authorship guidelines

- Intellectual Property Undertake a web search to locate authorship policies or guidelines of 2 other organisations (such as those of other universities where you have previously studied or worked, and/or of a leading journal or research organization in your field) and bring these to the class.

GREIM, Ch. 2 Oliver – Ch. 9 The publication and dissemination of research Macrina -- Ch. 4. Authorship and peer review Grossman, M. ‘A sovereign text? Copyright, Publishing Agreements, and Intellectual Property Issues for Aboriginal and Torres Strait Islander Authors” Pennycook, Alastair 1996 ‘Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism’ TESOL Quarterly, Volume 30, Number 2, Summer 1996, pp. 201-230(30)

Topic 4 Group 1 Wednesday 7/5/2014 Group 2 Monday

DAY 2 9am – 4pm Sat, 17/5/14 Theme: Ethical Research Practice

Data and Recordkeeping in Research A critical element in the management of research integrity and intellectual property is that of recordkeeping and data management. Why is data management important and what constitutes professional current practice in line with national and institutional obligations? What records are required to substantiate an invention or to demonstrate who has been the

GREIM, Ch. 2 Macrina - Ch. 9. Ownership of data and intellectual property Macrina - Ch. 11. Scientific record keeping

8

5/5/2014 creator of a work? How do emerging paradigms for data access and storage, such as those encompassed in eResearch, impact on research opportunities and practice? Guest Contributor: Dr Lyle Winton

In-Class Detailed discussion of the poster task and the Research Paper.

Topic 5 Group 1 Wednesday 14/5/2014 Group 2 Monday 12/5/2014

Integrity, Ethics and Safety in Research at Victoria University Governance and management of integrity, ethics and safety in research at VU. Overview of Ethics and Integrity. 2 themed areas of focus: OHS Identifying and managing risks to health and safety.

HRE Understanding how the Human Research Ethics Application and Committee Processes function and how to produce a high quality ethics application. Prior to Class: Review key VU Policies dealing with Research Integrity, Safety and Ethics

GREIM, Ch. 4 Oliver – Chs. 2-5, Ch. 8

Topic 6 Group 1 Wednesday 21/5/2014 Group 2 Monday 19/5/2014

Consent and Confidentiality in Human Research Key Concepts: Informed Consent; Deception; Power in relationships and consent; Confidentiality; Anonymity; Limits in Confidentiality and Anonymity; Disciplinary issues and differences; Types of risks and risk mitigation; privacy protection and data sets. Guest Contributor: Prof Michele Grossman

Prior to Class: Review Chapter 4 material in GREIM, reading the two case studies.

Topic 7 Group 1 Wednesday 28/5/2014 Group 2 Monday 26/5/2014

DAY 3 9am – 4pm 21/6/2014 Theme: The Institution, Industry and Community in Research Practice

Research Limits and the Case of Animal Research Are there some possible types of research that are not acceptable morally and/or ethically? What are the limits to research in your research environment? How are these limits determined and by whom? Examples of areas where boundaries are regularly being challenged include: research involving nanotechnology, stem cells, gene manipulation, and chemical and biological manipulation for harmful purposes, as well as covert research.

GREIM, Ch. 3 GREIM, Ch. 5 Macrina - Ch. 6. Use of animals in biomedical experimentation Macrina -- Ch. 2. Ethics and the scientist Macrina Ch. 5. Use of

9

In the case of animal research we will consider the cultural construction of animals’ role in human endeavour. Notions of acceptable or defensible practices in animal research will be considered as well as the legislative contexts of animal research. Guest Contributer: Dr Patrick Guay

Prior to Class: Review Chapters 3 and 5 material in GREIM.

humans in biomedical experimentation Macrina Ch. 10. Genetic technology and scientific integrity Oliver Ch. 8. Ethical concerns when using the Internet and technology

Topic 8 Group 1 Wednesday 4/6/2014Group 2 2/6/2014

No formal seminar class – Class time will be devoted to discussion of work underway for the poster and research paper and to workshop and get feedback on drafts.

Non-teaching week Groups 1 and 2

Topic 9 Group 1 Wednesday18/6/2014 Group 2 Monday 16/6/2014

Sponsoring and Commercialising Research: Where market and community meet academia Researchers in many fields need to engage with external funders or wish to benefit from the opportunities that can arise when their research is commercialized. This is becoming even more so with the increasing emphasis by governments on the importance of research for industry development through knowledge transfer and the need in many costly fields to secure significant amounts of external funding to complete research investigations. Research takes place in a variety of other settings beyond the University and ethical considerations also extend to work in professional and community settings. How can competing interests and processes in academic, public and community sectors best be managed in such contexts? Prior to Class: Review Ch. 6 and Ch. 7 in GREIM.

GREIM, Ch. 6

GREIM, Ch. 7

Judson, H. F. 2003 The Difficult Interface: Relations between the Sciences and the Law, Advances in Genetics, Volume 50, pp. 483-505 Macrina - Ch. 9. Ownership of data and intellectual property Oliver – Ch. 7 The funding and sponsorship of research

FINAL SESSION ALL STUDENTS TO ATTEND

DAY 4 9-4pm July 18

End of Semester Conference with Poster Presentations 18 July Level 11, City Flinders

ALL STUDENTS TO ATTEND

ASSESSMENT SUMMARY

You will have three assessment tasks, which together generate the grade awarded to you for the unit.

10

The assessment for this unit is as follows: 1. Reflective Portfolio 20% 2. Ethics and Integrity Research Paper 60% 3. Poster Presentation 20% Total 100% Whilst in the seminars you are expected to engage quite broadly with issues of integrity and ethics in research practice, within the formal assessment tasks you are expected to select topic/s to investigate in greater depth and to write up that are directly relevant to your research project area. The assessment for the unit has been developed in close consultation with doctoral supervisors to support your learning needs. There is an element of negotiation embedded into each assessment to enable you, in consultation with your supervisors, to tailor what you focus on to your developing ideas about your proposed research approach and methodology. In most cases the assessment work you undertake will be able to be directly imported into your proposed methodology and ethics application (where required) and/or to be included in one or more of your thesis chapters dealing with aspects of methodology and research conduct in relation to the project. Brief Summary of Assessment Pieces Portfolio Reflective portfolio on ethics and integrity in research.

The portfolio will involve the collation and presentation of 3 investigative tasks written up as reflections across the first month of the unit (further details below). It is anticipated that you will complete each reflection in the week following your class seminar on the topic/s and that this will involve you in some additional reading and research on that topic leading to a reflective piece of approximately 300-400 words in length. Whilst you may wish to seek some initial feedback on one or more of your reflections as you have developed them either from your group leader or through discussion with class peers, the 3 final pieces for the portfolio will be submitted together once all 3 reflections are complete. Portfolio final due date: Monday, 12 May (Please note that you may hand in your reflective portfolio as soon as you have completed your portfolio of tasks). Word length: Approx. 1000 (Max. 1200) words.

20%

Research Paper

Paper on research ethics and integrity in relation to your proposed research area and emerging research design. Approx. 2000 words (max. 2,500) (which can be incorporated into either the Candidature Proposal and/or subsequent ethics application (where required)). Option 1: Ethics and Integrity in the Conduct of Your Proposed Research Outline your proposed research approach for your PhD research and identify the associated ethical, integrity and safety issues and risks associated with what you are proposing. For each identified area how will these be addressed through the proposed approach to key aspects of the research and how can you substantiate that the approach you are proposing to deal with the identified risks is defensible ethically in relation to codes for research and professional conduct relevant to the field? You may need to consider some or more of the following in your analysis: research design; recruitment and gaining informed consent; protection of human and/or animal rights; vulnerability of your proposed participants and power differential in relationships; data gathering approaches; maintaining anonymity and/or confidentiality, data integrity and management, including dealing with data privacy and security issues; record keeping; laboratory and field procedures; avoiding or minimizing social, psychological, legal and physical risks; ensuring animal welfare and biosafety etc; health and safety for researcher and other research assistants. The material you develop in this topic will be able to be directly incorporated into your candidature and/or ethics application. Option 2: Negotiated Topic relevant to the Conduct of Your Research Please discuss this option with your group leader, if you believe that another topic may be more appropriate than Option 1.

60%

11

Due date: Monday, 28 July 2014. Expected Word length: 2000-2,500 words.

Poster Presentation

Poster presentation on an ethical or integrity issue/s in your own field – Whilst individually developed and presented posters are welcome, group posters are also encouraged where a small number of students (eg. 2-3 from a specific research area/discipline) work together. The poster should be presented in an accessible and attractive A1 poster format with two options provided for its focus in the more detailed guidelines below. Due date: Friday July 4, 2014

20%

PORTFOLIO DETAILS

You must complete short reflection tasks associated with the first three topics in the unit and submit them as your Reflective Portfolio. The tasks for each topic are outlined below. Portfolio final due date: Monday, 12 May 2014 (Please note that you may hand in your reflective portfolio as soon as you have completed your portfolio of tasks). Word length: Approx. 1000 (max. 1200) words. Your reflections should relate the material introduced through the relevant topic’s seminar and associated resource materials to how you will practice with integrity and ethically as a researcher in your field in relation to that topic. Each reflection should be approx. 300-400 words in length and refer to the relevant resources (via referencing), but should NOT just reproduce what has been said in the seminar. You should respond to the question/s posed for each topic as it/they relate to your anticipated research project and research context. A strict essay format is not required in the reflections, so you may choose to use dot points, where appropriate. 1) Topic 1 – Anticipated ethical and integrity dimensions of your discipline and your planned field of research within it. At this stage in your PhD, identify the ethical and research integrity issues that you think are most likely to arise within the context of your discipline and the impact these may have on your research project and those of others in your field. What concepts of integrity and ethics are associated with the issues you have identified? You may wish to interview your supervisor or another experienced researcher in your field to inform your thinking. 2) Topic 2 – Relationships and the Conduct of Research Outline and discuss the ethical dilemmas that may arise in important research relationships, such as those between student and supervisor/s and between members of a research team. How are these best managed to ensure productive, ethical and mutually respectful working relationships? 2) Topic 3 – Authorship and Intellectual Property Research the authorship practices in your discipline through reference to relevant policies (egs. of universities, lead journals, and professional associations) and through discussion with at least one of your supervisors or another experienced researcher in your field. Your reflection on this topic should respond to the following questions:

What are the key elements of how authorship is dealt with in your discipline and how do these conform with the

authorship guidelines of Australian Code for the Responsible Conduct of Research and the Vancouver protocol?

What aspects of the authorship process in your discipline are most likely to be subject to contestation?

How can the authorship process be managed to minimize dispute and ensure integrity?

Assessment of the Portfolio

12

The portfolios will be assessed in relation to the quality of the response to each task (scored/5 per topic), including:

Evidence of appreciation of concepts introduced in each topic area

Capacity to relate the relevant concepts to your research project and context As well as:

Expression and Referencing (scored/5) – mechanics and quality of English expression appropriate to the task; referencing

13

POSTER PRESENTATION

Overview Description of the Poster Presentation Task Poster presentation on an ethical or integrity issue/s in your own field – Whilst individually developed and presented posters are welcome, group posters are also encouraged where a small number of students (eg. 2-3 from a specific research area/discipline) work together. The poster should be presented in an accessible and attractive A1 poster format and be researched and planned to focus on one of the following two options: Either

Option 1: An ethically contentious issue in your field of research - What is the issue and what evidence is there of it

being debated or contentious? Why is it contentious and what are the key positions on the issue? Selected examples

of how researchers have dealt with the issue in their own research practice and your assessment of how acceptable

these approaches are.

Or

Option 2: Ethical and integrity considerations in your proposed research project/s and how these will be managed.

In the case of group presentations – the group will need to keep records of the tasks undertaken in preparing the poster and who contributed to each component (%) to be signed off on by all in the group. The students in a group will normally all receive the same mark, although the assessor reserves the right to adjust marks to take into account differences in the contributions of group members to the overall effort. Due date: July 18, 2014 - for display and assessment at the Mini-Conference 20% Please note that if you want us to arrange printing of your poster you will need to submit it electronically to the PhD Coursework Coordinator a week prior to the conference (Friday , July 11). A suggested approach to the task: 1) Decide whether you wish to work individually or join with one or more other students who are working in a related

field and work as a group. If you choose to work in a group, discuss how you will scope and allocate the tasks to be

undertaken and agree on how you will work together (including recordkeeping of contributions etc.) NB: if you wish

to approach the task in the way proposed for Option 2, but want to work in a group, you will need to find at least one

other student who may be planning to investigate in a similar area to yourself and with similar methodologies that

have common ethical and integrity issues.

2) If you select Option 1 then identify an ethically contentious issue that is relevant to your field of research. This could relate any aspect of the conduct of research in your field – egs.

intellectual property and who ‘owns’ an invention;

the collaborative environment (e.g. peer-reviewed manuscripts, designs, patents) and who is given credit for the achievements/results;

data integrity and reporting of findings/ data falsification;

using data that has been collected unethically;

research design and its link to what can validly be claimed as findings from the research study/ies;

protection and/or violation of participants’ rights;

informed consent and interpretation of what this means;

covert research designs;

harm minimisation and experimentation;

traditional knowledge – consent, ownership and appropriation.

14

If you select Option 2 then identify the range of most commonly occurring ethical and integrity issues or risks associated with the approach you are planning to your proposed research. Depending on your methodology/ies and other characteristics of research within your field, these could include:

research design and its link to what can validly be claimed as findings from the research study/ies;

human research ethics, including: - protection and/or violation of participants’ rights; - informed consent and interpretation of what this means for particular participant groups - risks to participants

animal ethics;

biosafety;

health and safety in laboratory and/or field settings;

intellectual property and who ‘owns’ an invention;

the collaborative environment and the management of relationships and contributions, including potentially those involving external commercial/industry/community partners;

data integrity and data management and reporting.

3) Locate material/s that relate to the conduct of research in your field and that impinges on your selected option and

topic/s.

For Option 1 this could include:

media coverage of one or more controversies related to the issue,

academic resource/s (articles, chapters, books) o about this area of research conduct in your field, and/or o presenting positions on ethical practice in relation to the issue.

For Option 2 this could include:

academic resource/s (articles, chapters, books) o about research integrity and ethical research conduct in your field, and/or o presenting positions on ethical practice in relation to choices that you need to make to manage risks.

4) Analyse the material to plan text and associated illustrations and supporting material with a view to presenting the outcomes of your analysis in a summarized poster format.

For Option 1 Draw on this material and other material you have covered in the unit to undertake an analysis of the contentious issue, including considering possible research approaches and their defensibility from an ethics and integrity perspective.

Your poster should include coverage of the following:

Identification of the issue;

Why has this issue been contentious? – identify principles of research integrity and ethics in research that are challenged;

Examples of past and current research practices in your field in relation to the issue – eg. short descriptions with references to actual studies;

Evaluation of the acceptability of these practices – applying the RIE principles;

Conclusion.

15

For Option 2 Draw on this material and other material you have covered in the unit to undertake an analysis of the most important areas of RIE relevant to your proposed project and methodology, including identifying risks in relation to each area and strategies that you can or will apply to mitigate these risks. Your poster should include coverage of the following:

Identification of the ethical and/or integrity risks in your project area;

Identify approaches/practices that are commonly adopted in your field to manage these risks and determine which may be most relevant for your proposed project and methodology;

Provide examples of past and current research projects in your field that you believe provide ‘best practice’ examples of how to manage the most important risks appropriately;

Outline your proposed approach for dealing with the risks and substantiate it ethically and academically;

Conclusion.

5) Use a poster template (such as the one provided in class, or other poster development template or software of your

choice) to design and communicate the outcomes of your investigation and analysis in a poster format.

Examples of posters will be provided in class, but there is considerable leeway to design your poster in the way you think will be most effective in communicating to your fellow graduate researchers and other mini-conference participants (eg. supervisors).

For an effective poster you need to consider all the following aspects (adapted from Hill 2009: http://fpdc.kent.edu/ay08-09/docs/Creating%20an%20effective%20conference%20poster%20packet.pdf):

Layout and Design – all information should be in focus and able to be viewed from a distance of 1.5-2m.

Coverage of the Topic – focus on capturing the important information about the topic and increasing the audience’s understanding. Think about the nature of your audience and what this means for the level of explanation that might be required, especially in relation to more technical aspects of the field.

Organisation - make sure you present the information in a very organised way with clear titles and subheadings.

Use of Graphics – these can enhance your poster but make sure that any selected graphic/s relate to the topic and make it easier to understand.

Mechanics - No grammatical, spelling or punctuation errors.

Sources - All sources (information and graphics) are accurately acknowledged (referenced).

There are many sources of advice on the design of posters that you can source online. Here are some examples of sites with useful suggestions:

http://www.ga.lsu.edu/Effective%20Poster%20Design%20for%20Academic%20Conferences.pdf

http://colinpurrington.com/tips/academic/posterdesign

http://clt.lse.ac.uk/poster-design/#design

http://library.buffalo.edu/asl/guides/bio/posters.html

http://fpdc.kent.edu/ay08-09/docs/Creating%20an%20effective%20conference%20poster%20packet.pdf Assessment of the Poster The posters will be assessed during the mini-conference on 6 December, 2013. The assessment will integrate the appraisals of both the members of the VU RIE teaching team and other audience participants (e.g. fellow graduate researchers). Those appraising will be asked to provide brief comments and a rating for each of the following and the results will be averaged and used to derive the final mark for each poster (/20):

16

Layout, design and organization into a poster format, including use of appropriate structure and graphics (where applicable) (/8)

Coverage of the topic – relevance and value of the content and quality of the analysis of the identified issue (/8)

Communication – effective tailoring of presentation of material to the audience; mechanics of English expression (/4)

Students working in a Group Working in a group is encouraged where there are common research area/s and interests. As the unit guide indicates, students working in a group will normally all receive the same mark. However, this is based on the assumption that all contribute roughly equally to the development of the poster (although with differences potentially in the tasks that each undertakes and the nature of contributions to the final poster). In submitting the poster all members of the group will be asked to sign off on the agreed % contribution of each member and what that member contributed (similar to the shared authorship protocol or statements required to attribute contributions to an invention). It is recommended that the group agree on an approach to tracking contributions and maintain records of tasks they planned and undertook, including who contributed to each and how much time was involved. Please note that the teaching team assessors reserve the right to adjust marks to take into account differences in the contributions of group members to the overall effort, if there is documented evidence that the group members have not all contributed roughly equally.

RESEARCH PAPER

Overview of the Research Paper Paper on research ethics and integrity in relation to your proposed research area and emerging research design. Approx. 2000 words (max. 2,5000). Please note that material from the research paper should be able to be incorporated into relevant subsequent processes, such as the Candidature Proposal, OHS Risk analysis and/or subsequent ethics application (where required). Option 1: Ethics and Integrity in the Conduct of Your Proposed Research Outline the proposed research design and methodology for your PhD research and identify the associated ethical, integrity and safety issues and risks. For each identified issue and risk, discuss how these will be addressed in a manner that is defensible from the perspective of integrity and ethics with reference to appropriate ethical principles, legislation, institutional policy, and codes of research and professional conduct. You may need to consider some or all of the following in your analysis: research design and methods (eg. laboratory and field procedures, data gathering methods, intrusive or invasive measures, record keeping); protection of human and/or animal rights; vulnerability of the participants and power differential in relationships; recruitment processes and gaining informed consent; maintaining anonymity and/or confidentiality, dealing with data privacy and data management and security issues; avoiding or minimizing social, psychological, legal and physical risks to the participants and/or researcher (eg. researcher occupational health and safety (OHS)); ensuring animal welfare and biosafety etc; avoiding conflicts of interest or other forms of conflict; collaborative practices and managing intellectual property. Option 2: Negotiated Topic relevant to the Conduct of Your Research Please discuss this option with your group leader, if you believe that another topic may be more appropriate than Option 1. Due date: 16 December, 2013 Expected Word length: 2000 (max. 2500) words.

17

A Suggested Format for the Research Proposal (Option 1): Ethics and Integrity in the Conduct of Your Proposed Research Please note that we have tried to be as explicit as possible in our suggestions here to enable what you prepare to be directly used in relevant applications (such as for ethics or OHS risk analysis). The words suggested are indicative only, but in no case should you exceed the maximum word limit of 3000 words. We would expect that for most students 2000 words should be sufficient, and in fact, depending on the PhD project it may be possible to cover all the key areas at an appropriate level of depth in fewer words.

1) Title of the PhD project

2) Simple Language Project description (indicative length: 250-500 words) – aims, project design, significance, potential benefits

3) Data Collection and Management approaches – (indicative length: 500-800 words)

a) Data collection procedures – description of (laboratory, field, clinical) methods to be used to collect

information that will be used in the research (from humans, animals, natural surroundings, data archives or

other material records/sources, laboratory experimentation); and description of the acceptability of these

procedures within your research discipline or field (eg. cite research studies and discussions in the literature

that demonstrate the acceptability of the proposed methods).

b) Data management and protection approaches, including issues of integrity and ethics in collection, storage and analysis of data and to ensure accountability and availability of data for analysis by others (eg. now a requirement for publication in certain journals). This might also include consideration of particular requirements for research that involves research collaboration or an industry partner and other circumstances that could lead to disputes around data ownership, record keeping to demonstrate contributions to inventions and associated matters, such as rights to publish findings, invention disclosures and patents and other matters associated with intellectual property and research commercialization.

4) Identification and management of risks to human participants, animals or the environment

(ONLY REQUIRED for those whose projects involve official ethics or biosafety committee clearance) (indicative

length: 500-1200 words)

a) For those with projects involving Human Research Ethics (indicative length: 500-1200 words)

Subjects – eligibility, recruitment and involvement in project

Risks associated for subjects (e.g. physical, psychological, social, dependency, legal, vulnerable group, privacy protection etc) – identification and management of these risks

OR b) For those with projects involving Animal Ethics (indicative length: 500 -1000 words)

No. and species of animals

Impact on the animals’ wellbeing, including classification and justification for the nature of the impact

Justification for use of animals – scientific benefit, potential to replace or reduce numbers of animals or refine techniques to reduce impact on animals

OR c) For those whose project require Institutional Biosafety review and clearance (indicative length: 500 words)

Nature of the Genetically Modified Organisms proposed to be used and the risks associated with their creation and use

18

Procedures to be adopted for their containment and disposal under the guidelines of the Office of the Gene Technology Regulator

Required submissions and approvals from the Institutional Biosafety Committee.

5) Risks associated with the research for the graduate researcher (and, where relevant, assisting technical or support staff) (e.g. physical, psychological, legal, intellectual property etc) (indicative length: 200-800 words), including

Identification and management of OHS risks. This can include material presented in the format of a formal risk

analysis and management plan for the proposed project.

Assessment of the Research Paper

The following criteria will be applied in assessing the research paper:

Evidence of identification of relevant areas of integrity and ethics in relation to their project (15/60)

Understanding demonstrated of the integrity and ethics concepts and application of these to the specific

research project (30/60)

English expression and referencing - clarity, grammar, appropriacy to audience, accuracy in referencing

(15/60)

ASSESSMENT PROCEDURES AND CRITERIA

Handing in your assignments: A copy of the assignment coversheet is attached. You are required to complete and submit this with each assignment you submit. One easy way to submit this when you submit via Blackboard is to cut and paste it into your assignment as the first page of the submission. Additional copies can be accessed via Blackboard or in the forms section of the Graduate Research Studies website: https://www.vu.edu.au/research/graduate-research-studies/forms-for-research-students What to submit: Students have to submit a coversheet with all their details, as well as an electronic version of the file. Submission will be via the unit assessment submission process in Blackboard. How to submit: For the Reflective Portfolio and Research Paper students are required to submit their assignments by Midnight on the day by lodging their material through Blackboard. Full details of the poster submission process will be provided in class. For all assignments please ensure that you have kept at least one backup copy of what you have submitted in case of computer or other malfunctions that lead to the loss of your submitted work. Presentation criteria: No hand-written copies of the assessment pieces will be accepted. Material in the Reflective Portfolio and the Research Paper should be typed double spaced with margins of at least 2cm. left and right margins. Make sure you include your name and Student ID as well as page numbers in either a header or footer to your document. The VU coversheet, with signed declaration of originality, is required for all written assessment tasks. Assignments without a signed declaration will not be accepted for marking. Penalties for late assignments: Please note the due dates and ensure that you submit your assessment pieces prior to the published deadlines. If you need to negotiate additional time you must seek an extension prior to the due date and provide supporting evidence for the extension to your group leader. Penalties may be imposed for work submitted late without an approved extension.

19

Referencing style: As you are aware there are differences between disciplines in preferred referencing style/s. You may choose to present your referencing in a style commonly used in your discipline, so long as you apply your selected style consistently! Please indicate at the beginning of your piece of assessment the referencing style that you have chosen to use. Further information about referencing and referencing styles can be found here: http://guides.library.vu.edu.au/referencing

ASSESSMENT GRADING

Assessment Grading:

H1 1st Class Honours 80-100 Clear attainment of all learning outcomes, with complete and comprehensive understanding of the unit content, development of relevant skills and intellectual initiative to an extremely high level.

H2A 2nd Class Honours

Division A

70-79 Substantial attainment of most learning outcomes, with a high level of understanding of the unit content and development of relevant analytical and interpretative skills to a high level.

H2B 2nd Class Honours,

Division B

60-69 Sound attainment of most learning outcomes, with a good level of understanding of the unit content and development of relevant analytical and interpretative skills to a moderately high level.

H3 3rd Class Honours 50-59 Satisfactory attainment of some learning outcomes, with basic understanding of unit content and development of relevant skills.

N Fail 40-49 Little or no attainment of learning outcomes, with limited understanding of unit content or skill development.

S Ungraded Pass Requirements to meet the learning outcomes of the unit have been met.

The above was adapted from Sadler, D.R. (2005). Interpretations of criteria based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30, 175-194.

Please note that each assignment will be assigned a numerical mark. On the official University transcript you will receive a grade with 70%+ being the standard we would normally expect for a doctoral student (70%+). To progress from the core PhD coursework to the research phase of the degree, you are required to achieve at minimum an average of 70% across the required coursework units. If you fail to achieve 70% in a unit, you may be provided with the opportunity to revise and resubmit a piece of assessment with a view to improving your grade to 70%. The maximum result you can achieve in the unit if your result has required a resubmission is 70%.

GENERAL INFORMATION

Useful weblinks – showing you how to access your VU email address. You will find that the College, the Graduate Research Centre, your supervisors and group leaders will send you important emails during the semester and it is crucial that you are able to access this information. Students’ rights and responsibilities – this is a list of what you can expect from studying at university, and what the university expects from you. http://wcf.vu.edu.au/GovernancePolicy/PDF/POS080801000.PDF Unit amendment form – this form must be used to add or delete units of study to your enrolment http://www.vu.edu.au/sites/default/files/student-connections/pdfs/A13-Unit-of-Study-enrolment-amendment-HE.pdf

20

Recognition of Prior Learning/Advanced Standing – Use this form to apply for advanced standing or recognition of prior learning for one or more of the PhD coursework units. http://www.vu.edu.au/sites/default/files/student-connections/pdfs/A04-Recognition-of-prior-learning-credit-application-HE.pdf Commonly used forms - These links will give you access to commonly used forms. http://www.vu.edu.au/current-students/student-essentials/commonly-used-forms https://www.vu.edu.au/research/graduate-research-studies/forms-for-research-students Plagiarism – There is a student’s guide to plagiarism, how to avoid it and the penalties involved in engaging in plagiarism or academic dishonesty available here. Cheating or plagiarism on assessment tasks will not be tolerated. Penalties for cheating range up to expulsion from the university with a permanent notation on the student’s record of that fact. Students should familiarize themselves with the definition of plagiarism. Examples of plagiarism include failing to acknowledge the source of ideas in the body of text of a piece of assessment as well as failing to acknowledge passages taken directly from a source (e.g. book or scientific journal article). http://www.vu.edu.au/sites/default/files/Academic%20honesty%20and%20preventing%20plagiarsim%20policy%20FAQ.pdf Scholarly Writing: An academic course of study requires students to read and rely on the research data, reasoned arguments and insights of others. Part of what it means to be a ‘scholar’ is to engage with the work of others, either to extend or refine one’s own ideas or to critique the work of others. Acceptable practice involves giving credit where credit is due, that is, acknowledging the work of others in your own work. Web Resources for Graduate Research: At your recent Induction day you should have received an Induction Booklet. This booklet provides introductory advice and information and also links you to a range of informational resources and forms relevant to your HDR studies at VU. Most of the resources can be accessed directly from the VU website, many of them through the ‘Graduate Research Studies’ link under ‘Research’: https://www.vu.edu.au/research/graduate-research-studies Other important areas on the main website include: https://www.vu.edu.au/library/researcher-support https://www.vu.edu.au/research/our-approach Student Feedback and Complaints: VU students are encouraged to provide feedback to help us develop and improve our courses, teaching, facilities and services. If there is something you are not happy with and you have not succeeded in resolving the matter informally, you can make a formal complaint to the University, which will be investigated to find a resolution. You can seek assistance in making a complaint from a Student Advisor. For more information go to http://www.vu.edu.au/current-students/student-essentials/student-complaints-resolution

Educating for Sustainability: To reduce our carbon footprint, and in line with the VU Environment Management Plan the University has adopted Sustainability Guidelines for the Submission of Student Assessment. Please refer to these when considering printing material and submitting assessment. You can find the Guidelines & make suggestions for further actions see how to be savvy to save your environment: http://tls.vu.edu.au/portal/site/edsus/edsus.aspx

Student Evaluation System – SES - Data & Reports: SES is the Student Evaluation Survey, the name for the combined student evaluation instruments. SES consists of the Student Evaluation of Unit (SEU) and Student Evaluation of Teaching (SET). Students are asked to complete the SEU and SET near the end of this unit of study. You can complete the SES online or on paper at the discretion of your Unit of Study Coordinator.

Teaching and Learning Support: The Graduate Research Centre and VU College work collaboratively to offer a range of learning support programs for graduate research students, particularly focused towards academic literacy and skill development in written and oral communication. The programs include workshops, 1-1 writing consultations and peer supported learning (eg. through participation in a facilitated Research Writing Circle). If you think you would benefit from

21

accessing additional learning support, please contact the Coursework Academic Coordinator for advice on the program/s most likely to assist you. In addition, further information about the range of learning support services is available here: http://www.vu.edu.au/current-students/learning-support or you can go to SNAPVU http://www.snap.vu.edu.au/ for further information about support available to graduate research students: Responsibility for announcements: From time to time, announcements about unit changes are made during seminars. Your group leader or the unit coordinator will also endeavor to email students about such changes. However, students arriving late, or missing a seminar are responsible for obtaining such announcements, and for the consequences of missing announcements. Special consideration: If you feel that illness or personal difficulties have impaired your performance prior or during an assessment, you may ask for Special Consideration which can facilitate late submission, and alternative arrangements for assignments. This can cover both emotional and physical difficulties. You need to contact a student counsellor to arrange this. Special consideration form – Use this form to apply for special consideration in case of illness or personal circumstances that are hindering your ability to study or complete work on time. http://www.vu.edu.au/sites/default/files/student-connections/pdfs/A23-Special-consideration-application.pdf Arrangements for Students with a Disability: See the unit coordinator. Professional Courtesy We encourage and expect high professional standards of communication from you as a provisional doctoral candidate and graduate researcher. To this end:

Be sure that your written work, including papers, projects and essays meet the scholarly standards for the discipline or subject area.

Be sure that your verbal communication in seminars is respectful of others, including fellow students and your teachers.

Be sure that when communicating via email that you clearly identify which unit you are referring to, your College and student number.

Be sure when communicating via email to use correct grammar and not SMS ‘speak’.

Be sure that when seeking an explanation from a staff member, querying a grade, and/or voicing a complaint you do so as a request, not a demand.

Be sure to communicate appropriately with GRC staff and members of the teaching and coordination team for the unit if you are facing a situation that will prevent you from attending a seminar or submitting assessment tasks on time.

Be sure that mobile phones are turned off or put on silent in class. Texting and receiving calls is not appropriate under any circumstances.

REFERENCES

MAIN RESOURCE

Global Research Ethics and Integrity Modules (GREIM) Accessed via Blackboard, under ‘Building Research Capabilities’ in the ResearchConnect area, or through the unit area in Blackboard.

If ResearchConnect is not showing up when you log into WebCT/Blackboard, please contact ITS on x2777 to ask to have

ResearchConnect access added to your student ID access.

22

If you are having difficulty locating GREIM within ReseachConnect or need additional assistance with how to navigate GREIM, please consider contacting a VU Research Ambassador. Full details of the Research Ambassador service can be found at:: http://guides.library.vu.edu.au/seekRA

OTHER USEFUL BOOKS AND JOURNAL ARTICLES

If you choose to undertake work towards your assessment on a specific topic then there are many additional books and journal articles that might be useful for you to consult. As a starting point, please select those relate to your field and research interests. Recommended Additional Texts: Macrina, F. L. 2005 Scientific integrity: Text and cases in responsible conduct of research, (3rd Edition) Washington, D.C.: ASM Press.

Topics included in this text are: Ch. 1. Methods, manners, and the responsible conduct of research / Francis L. Macrina -- Ch. 2. Ethics and the scientist / Bruce A. Fuchs and Francis L. Macrina -- Ch. 3. Mentoring / Francis L. Macrina -- Ch. 4. Authorship and peer review / Francis L. Macrina -- Ch. 5. Use of humans in biomedical experimentation / Paul S. Swerdlow -- Ch. 6. Use of animals in biomedical experimentation / Bruce A. Fuchs and Francis L. Macrina -- Ch. 7. Managing competing interests / S. Gaylen Bradley -- Ch. 8. Collaborative research / Francis L. Macrina -- Ch. 9. Ownership of data and intellectual property / Thomas D. Mays -- Ch. 10. Genetic technology and scientific integrity / Cindy L. Munro -- Ch. 11. Scientific record keeping / Francis L. Macrina -- App. Surveys as a tool for training in scientific integrity / Michael W. Kalichman -- App. Sample protocols for human and animal experimentation -- App. Example of a U.S. patent specification

Oliver, P. 2010 The Student's Guide to Research Ethics, Maidenhead : McGraw-Hill International (UK).

This text is especially useful for students whose research involves human participants. Topics covered are: Pt. 1. Ethics and the research process -- 1. Introduction: ethics and research -- 2. Research and the respondent: ethical issues before the research commences -- 3. Research and the respondent: ethical issues during the research -- 4. Research and the respondent: ethical issues when data collection has been completed -- Pt. 2. Ethical themes -- 5. The privacy of respondents, and restrictions on the use of data -- 6. Differences in the research context -- 7. The funding and sponsorship of research -- 8. Ethical concerns when using the Internet and technology -- 9. The publication and dissemination of research -- 10. Conclusion: the role of the researcher

Other Books

Emanuel, E. J., Crouch, R. A., Arras, J. D., Moreno, J. D. Grady, C. C. (Eds) Ethical and Regulatory Aspects of Clinical Research: Readings and Commentary Emanuel, E. J., Grady, C.C., Crouch, R. A., Lie, R. K., Miller, F. G. and Wendler, D.D. (Eds) The Oxford Textbook of Clinical Research Ethics, Encyclopedia of Applied Ethics Loue, S. and Pike, E. C. 2007. Case studies in ethics and HIV research, MacFarlane, B. 2008. Researching with Integrity: The Ethics of Academic Research, Routledge: London. Piccolo, F.L. and Huw, T. 2009. Ethics and Planning Research, Ashgate Publishing. Shamoo, A. E. and Resnik, D. B. 2003. Responsible Conduct of Research, Oxford University Press: London. te Riele, K. and Brooks, R. (Eds.) 2013. Negotiating ethical challenges in youth research. Routledge: New York and Abingdon. Wells, F. and Farthing, M. (Eds.) 2008. Fraud and misconduct in biomedical research. (4th ed.), Royal Society Press.

23

Journal Articles and Chapters - Exemplars

Adu-Gyamfi, K. and Okech, A. 2010. Ethics in Research in Mathematics Education, Journal of Academic Ethics, 8/2, pp.129-135. Alsmadi, S. 2008. Marketing Research Ethics: Researcher’s Obligations toward Human Subjects, Journal of Academic Ethics, 6/2, pp. 153-160. Beisiegel, U. 2010. Research integrity and publication ethics, Atherosclerosis, 212/2, pp. 383-385. Bekelman, J. E., Y Li, CP Gross 2003. Scope and impact of financial conflicts of interest in biomedical research: a systematic review, JAMA, 289, pp. 454–465 Benos, D. J., Fabres, J., Farmer, J. Gutierrez, J. P., Hennessy, K. Kosek, D. ….. 2005. Ethics and scientific publication, Advances in physiology education, 29/2, pp. 59-74. Bosch, X. and Titus, S. L. 2009. Cultural challenges and international research integrity, The Lancet, 373/9664, pp. 610-2. Briggle, A. 2012. Scientific Responsibility and Misconduct, Encyclopedia of Applied Ethics (Second Edition), 2012, pp. 41-48 Cameron, M., I. Yiu, G. Francis-Pester and D. Hemphill 2011 ‘Case studies in exercise for occupational rehabilitation’, Case Study 4. In M. Cameron, S. Selig and D. Hemphill (eds) Clinical Exercise: a case-based approach, Churchill Livingstone Elsevier, Chatswood NSW, pp. 256-277.. Clarko, J. J. 2009. Why social work practitioners need research ethics knowledge, Social Work, 54/1, p.5. Coleman, D. L. 2007. The legal ethics of pediatric research, Duke Law Journal, 57/3, pp. 517-624. Doherty, T. and Chopra, M. 2008. Ethics in Public Health Research, In: Semba RD, Bloem MW (Eds). Nutrition and Health in Developing Countries. 2nd Ed. New York: Humana Press, pp. 873-886. Editorial, 2006. ‘Ethics and fraud’, Nature, 439, pp. 117-118, Published online 11 January 2006 Fanelli, D. 2009. How many scientists fabricate and falsify research? A systematic review and meta-analysis of survey data, Plos One, 4 (5), p. e5738 Gotzsche, P. C. 2005. Research integrity and pharmaceutical industry sponsorship, The Medical Journal of Australia, 182/11, pp. 549-550. International Committee of Medical Journal Editors 2009 Uniform requirements for manuscripts submitted to biomedical journals: writing and editing for biomedical publications, Available at http://www.icmje.org

International Encyclopedia of the Social & Behavioral Sciences, pp. 13242-1324. Martínez Alemán, A. M. 2002. ‘Feminist Ethics’ in Women in Higher Education: An Encyclopedia, ABC-Clio Martinson, B. C., M.S. Anderson, R. de Vries 2005. Scientists behaving badly, Nature, 435, pp. …. Miller, F. G. and Wertheimer, A. 2007. Facing up to Paternalism in Research Ethics. The Hastings Center Report, 37/3, pp. 24-34.

24

Minchinton, M. 2002. The world is turning to pus: a keynote provocation, Double Dialogues, Lines of Flight, Issue 2, Winter. Minchinton, M. Performance/Research; a polemic : Dancing the Bridge, Writings on Dance, vol.16, pp. 58-64. Murphy, T. F. 2004. Case Studies in Biomedical Research Ethics, MIT Press. Pilkington, F. B. 2002. Scientific merit and research ethics, Nursing science quarterly, 15/3, pp. 196-200. Resnik, D. B. and Shamoo, A. E. 2011. The Singapore statement on research integrity, Accountability in research, 18/2, pp. 71-5. Roberts, L. W. 2002. Ethics and mental illness research, Psychiatric Clinics of North America, 25/3, p. 525 Schminke, M. and M. l. Ambrose 2011. Ethics and Integrity in the Publishing Process: Myths, Facts and a Roadmap, Management and Organization Review, 7/3, pp. 397-406. Shephard, R. J. 2002. Ethics in exercise science research, Sports Medicine, 32/3, pp. 169-183. Spier, R. E. 2012. Science and Engineering Ethics Overview, Encyclopedia of Applied Ethics (Second Edition), pp. 14-31 Swinton, J. 2009. Why bother with research ethics? Journal of Community Nursing, 23/9, p. 25-7. Tolich, M. 2010. Researching with integrity: the ethics of academic inquiry, International Journal of Research & Method in Education, 33/3, pp. 317-318. Von Elm, E. 2007. Research integrity: collaboration and research needed, The Lancet, 370/9596, pp.1403-4. Weed, M. 2004. Ethics, regulation and biomedical research, Kennedy Institute of Ethics journal, 14/4, pp. 361 – 368.

JOURNALS

There are many journals across disciplines that deal with integrity and ethics in the practice of research. Here are some examples of ones from which you could find relevant articles, especially in the context of the assessment tasks you are undertaking in relation to your field of research:

IRB: Ethics and Human Research International Journal of Research & Method in Education Journal of Academic Ethics Science and Engineering Ethics