The brave new researcher of doctoral integrity training

Publikation: KonferencebidragKonferenceabstrakt til konference

Research integrity has become a major concern for both higher education institutions and research policy makers in the recent decades, and since 2000 there has been an explosive boom of national and international codes and agreements on ‘responsible conduct of research’ and ’research integrity’ (Wright and Douglas-Jones 2017). Many of these codes and agreements emphasize the institutional responsibility for training younger researchers in responsible conduct of research, and compulsory doctoral training has come to play a vital strategical role in the maintenance and marketization of the trustworthiness of research.
This paper examines in ethnographic detail the development of compulsory courses in research integrity across four Danish university faculties with respect to the ways in which specific figures of the ‘trustworthy and ethical’ researcher and their scandalous counterparts are constructed and negotiated within the courses.
The field of research integrity teaching is still emergent and course leaders and teachers are often key actors in framing and promoting certain understandings of research integrity in their discipline. Hence, the four research integrity courses explored in the paper exemplify the variations and personal agency involved in translations of the system-wide attention to research integrity into the development of researcher practices and attitudes in doctoral training. As core sites for the reproduction of scientific culture at the universities, the compulsory doctoral courses are at the same time potentially significant means of in- and exclusion in disciplinary communities, raising important questions about the power to define academic identities and practices. In the paper, we explore this crucial site of translation and disciplinary formation by asking the following questions:
1) What attitudes, behaviors, and notions of the ‘ideal researcher’ aree constructed and promoted in the local research integrity training for PhD fellows?
2) How do these ideals relate to other concerns and pressures among the course leaders, teachers and PhD fellows?
3) Are other values, concepts and practices are excluded?
OriginalsprogEngelsk
Udgivelsesår1 jun. 2018
Antal sider3
StatusAccepteret/In press - 1 jun. 2018

    Forskningsområder

  • Integrity , Docator students , Academic identity

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