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

TY - JOUR

T1 - Education and training policies for research integrity

T2 - Insights from a focus group study

AU - Labib, Krishma

AU - Evans, Natalie

AU - Roje, Rea

AU - Kavouras, Panagiotis

AU - Reyes Elizondo, Andrea

AU - Kaltenbrunner, Wolfgang

AU - Buljan, Ivan

AU - Ravn, Tine

AU - Widdershoven, Guy

AU - Bouter, Lex

AU - Charitidis, Costas

AU - Sørensen, Mads P.

AU - Tijdink, Joeri

PY - 2022/4

Y1 - 2022/4

N2 - 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.

AB - 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.

KW - CULTURE

KW - RESPONSIBLE CONDUCT

KW - education

KW - institutional policies

KW - research institutions

KW - research integrity

KW - research stakeholders

KW - responsible conduct of research

KW - training

UR - http://www.scopus.com/inward/record.url?scp=85123311162&partnerID=8YFLogxK

U2 - 10.1093/scipol/scab077

DO - 10.1093/scipol/scab077

M3 - Journal article

SN - 0302-3427

VL - 49

SP - 246

EP - 266

JO - Science and Public Policy

JF - Science and Public Policy

IS - 2

ER -