Dansk Center for Forskningsanalyse

Education and training policies for research integrity: Insights from a focus group study

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review



  • Krishma Labib, Vrije Universiteit Amsterdam
  • ,
  • Natalie Evans, Vrije Universiteit Amsterdam, Holland
  • Rea Roje, University of Split
  • ,
  • Panagiotis Kavouras, National Technical University of Athens
  • ,
  • Andrea Reyes Elizondo, Leiden University
  • ,
  • Wolfgang Kaltenbrunner, Leiden University
  • ,
  • Ivan Buljan, University of Split
  • ,
  • Tine Ravn
  • Guy Widdershoven, Vrije Universiteit Amsterdam
  • ,
  • Lex Bouter, Vrije Universiteit Amsterdam
  • ,
  • Costas Charitidis, National Technical University of Athens
  • ,
  • Mads P. Sørensen
  • Joeri Tijdink, Vrije Universiteit Amsterdam
Education is important for fostering research integrity (RI). Although RI training is increasingly provided, there is little knowledge on how research stakeholders view institutional RI education and training policies. Following a constructivist approach, we present insights about research stakeholders’ views and experiences regarding how research institutions can develop and implement RI education and training policies. We conducted thirty focus groups, engaging 147 participants in eight European countries. Using a mixed deductive-inductive thematic analysis, we identified five themes: (1) RI education should be available to all; (2) education and training approaches and goals should be tailored; (3) motivating trainees is essential; (4) both formal and informal educational formats are necessary; and (5) institutions should take into account various individual, institutional, and system-of-science factors when implementing RI education. Our findings suggest that institutions should make RI education attractive for all and tailor training to disciplinary-specific contexts.
TidsskriftScience and Public Policy
Sider (fra-til)246-266
Antal sider21
StatusUdgivet - apr. 2022

Se relationer på Aarhus Universitet Citationsformater


ID: 226703854