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- OPEN ACCESSWith growing attention to the ethical and equity implications of Western-based approaches to research, the urgency of decolonizing research has emerged as a critical topic across academic disciplines, including the field of sustainability. The complexity and messiness of this endeavour, however, may translate into uncertainty among researchers about how and where to start. This is partly due to a lack of guidance, training, and accountability mechanisms through Western academic institutions. In this paper, we advance a three-step process that systematically guides critical reflection toward respectful engagement of local and Indigenous communities, as well as other marginalized groups, by drawing on the literature and on learnings from a recent graduate student-led initiative. The process we develop aims to provide a pragmatic starting point for decolonizing research and a counterpoint to conventional modes of research. Such a process will not only foster accountability, respect, and reciprocity but also movement toward locally relevant, context-appropriate, and action-oriented research outcomes. Our three-step process also challenges Western-based and extractive research practices and seeks to facilitate a shift in mindset about the purpose of research and how to approach it.
- OPEN ACCESSEarly career researchers in developing countries like Nepal have faced many barriers while learning and practicing research integrity. Having easy access to appropriate resources for learning research integrity is essential to ensure academic integrity in higher education in Nepal and promote responsible research practices. This paper presents an approach to collective learning that will help stakeholders initiate learning and foster research integrity at their own level. Methodologically, the learning interventions were conducted in four phases: preparation, planning, implementation, and learning. Throughout the process of each phase, social exchange theory and collaboration in social learning were considered as new literacy models to promote research integrity knowledge. The interpretation of experiential learning interventions led to the development of the 4Co collective learning model. This model is contextually applicable for gaining deeper knowledge and skills and new networks of research integrity. With the purposes of awareness and development, this article is divided into two sections: the first part explores the actions taken and the second explores experiential learning that provides insights about the 4Co collective learning model.
- OPEN ACCESSThere is a growing interest in training on responsible conduct of research (RCR). The availability and range of such training materials, for a diversity of audiences and addressing a diversity of RCR related topics, is growing too. This is of great help to all who are looking for materials to set up their RCR training, but how can one select what topics to include within the often-limited time available for training? In this paper we propose a step-by-step approach to set the agenda for RCR training, using the target audience as a narrative guide. The process consists of six steps: (1) mapping the needs and translating them into learning objectives; (2) prioritizing, selecting, and combining objectives and themes; (3) demarcation of the training; (4) completion of the program; (5) development or adaptation of training materials; and (6) pilot and evaluation. The development process of a training program for researchers in Dutch Universities of Applied Sciences is used as an example to illustrate the step-by-step process.
- OPEN ACCESSMore and more research institutions are implementing courses in research integrity (RI). Recent studies indicate that teachers of RI courses are increasingly adopting a “phronetic” approach to their teaching, where the focus is on nurturing values and practical wisdom—what Aristotle called phronesis. When adopting a phronetic approach, it is important to understand what phronesis in relation to RI entails and how and to what extent an RI course can contribute to the development of research phronesis. This paper contains a practice-based discussion of the realistic aims of RI courses and a first step towards a specification of the skill set necessary for developing research phronesis drawing on experiences from the PhD courses on Responsible Conduct of Research at the University of Copenhagen. We discuss the limited extent to which research phronesis can be taught in short courses and examine the broader implications of this for the role of RI courses in the training of good researchers.
- OPEN ACCESSA central contention of this paper is that conservation strategies are failing because they have become increasingly integrated into, and share the assumptions of, the structures of capitalism. As a result, conservation is becoming a strategic specialty within capitalism, rather than an ethical challenge to its basic assumptions. The paper examines this integration by analysing the way Hardin’s argument in the “tragedy of the commons” metaphor was taken up by policy makers in Canada’s East Coast fishery and a case is made that, as seen in the case of the fishery, this strategic integration limited the analytical capability of conservation to highlight the causes of environmental degradation. The critical literature on Hardin’s model points to the failure to recognize the importance of social relations and local institutional arrangements in combatting environmental failure. This paper contributes to the importance of “the social” in conservation debates by emphasizing Polanyi’s contrasting definitions of formal and substantive economics and the way they relate to contrasting conceptions of tragedy, as set out by Hardin (formal tragedy from above) and Goldmann’s conception of a historically specific tragedy that can be described as substantive tragedy from below. The analytical failure associated with Hardin’s metaphor can serve as a cautionary tale for current strategic and specific conservation strategies that tend to downplay the importance of ethical and social issues.
- OPEN ACCESSThis communication discusses the dialogical methods of teaching research integrity and ethics as a part of the positive integrity trend focused on supporting ethical behaviour. The aim of this paper is to offer a brief overview of the selected dialogical strategies based on cases that can be successfully implemented in teaching ethical research and when sharing experiences on good scientific practice. We describe such methods as: storytelling, rotatory role playing, and the fishbowl debate, along with the “Dilemma Game” tool, “ConscienceApp” performance, and a flipped classroom idea. These theoretical considerations are based on research conducted as part of a European project under the Horizon 2020 programme.
- OPEN ACCESSLapses in scientific integrity, such as plagiarism, persist in the scientific realm. To be successful and contributory, early-career researchers (ECRs), including graduate students, need to be able to effectively navigate the literature, peer-review process, and scientific research with integrity. Here we discuss different aspects of scientific integrity related to ECRs. Our discussion centres on the concepts of plagiarism and intellectual property, predatory journals, aspects of peer review, transparency in publishing, and false advanced accreditations. Negative elements within these topics may be especially damaging to ECRs, who may be less familiar with the research landscape. We highlight the need for ECRs to approach scientific investigation cautiously and thoughtfully to promote integrity through critical thinking.
- OPEN ACCESSIn 2015, after documenting testimonies from Indigenous survivors of the residential school system in Canada, the Truth and Reconciliation Commission released 94 Calls to Action to enable reconciliation between Indigenous and non-Indigenous Canadians. Without personal connections to Indigenous communities, many Canadians fail to grasp the depth of intergenerational impacts of residential schools and associated systemic racism. Consequently, reconciliation remains an elusive concept. Here we outline 10 Calls to Action to natural scientists to enable reconciliation in their work. We focus on natural scientists because a common connection to the land should tie the social license of natural scientists more closely to Indigenous communities than currently exists. We also focus on natural sciences because of the underrepresentation of Indigenous peoples in this field. We draw on existing guidelines and our experiences in northern Canada. Our 10 Calls to Action are triggered by frustration. The authors have witnessed examples where natural scientists treat Indigenous communities with blatant disrespect or with ignorance of Indigenous rights. These 10 Calls to Action challenge the scientific community to recognize that reconciliation requires a new way of conducting natural science, one that includes and respects Indigenous communities, rights, and knowledge leading to better scientific and community outcomes.
- OPEN ACCESSSocio-economic barriers to participation in science are harmful to the enterprise. One barrier is the phenomenon of scientists paying for expenses related to the conduct of research that are not reimbursed (which we termed “Scispends” for social media discourse). We conducted an online survey that asked self-selecting respondents to report the amount of money they spent on nonreimbursed expenses, including both costs incurred in the past 12 months and one-time startup costs associated with their current position. We received 857 responses that met criteria for inclusion and reported descriptive statistics summarizing nonreimbursed expenses across career stages. We found the median total of nonreimbursed expenses for the past 12 months was $1680 and the median one-time expenses were $2700, and that as a proportion of income these expenses were highest for those earliest in their careers. We found 13% of respondents spent more on unreimbursed expenses than they earned in a year. All cost categories were skewed, with most respondents reporting little or no expense, whereas a minority experienced high expenses. These results should be interpreted with caution due to survey’s exploratory design, but they suggest that formal surveys should be conducted by scientific societies, funding agencies, and academic institutions to properly assess the causes of nonreimbursed expenses and determine how this barrier can be minimized.
- OPEN ACCESSIn setting up a data access policy to share controlled access data from the McGill Epigenomics Mapping Centre (EMC), an International Human Epigenome Consortium (IHEC) partner project, we encountered ethical and legal challenges that are likely to be relevant to other researchers sharing data, especially from Canadian projects. We discuss our solutions to the following data-sharing challenges, based on comparative legal and policy analysis: (1) providing access to data to a growing number of researchers; (2) maintaining Canadian privacy standards while sharing controlled access data internationally; (3) freedom of information requests; and (4) providing more incentives for researchers to share pre-publication data.