Research Ethics Training: Using a Virtue Ethics Approach to Training to Support Development of Researcher Integrity

Abstract

Training in research ethics in higher education institutions tends to be increasingly focussed on operational instruction and how to navigate review processes. This has largely come about as a result of the gradual extension of the ‘medical model’ of prospective ethics review to all research involving human participants over the last few decades. Often devolved to an administrator, the purpose of instruction in research ethics is sometimes reduced to form-filling techniques. While this may serve to facilitate researchers’ compliance with ‘auditable’ regulatory requirements, and to reassure risk-averse universities that they can demonstrate rigorous oversight, it does nothing to skill researchers in assessing the ethical implications of their own research. Mastering the skills to address and mitigate the moral dilemmas that can emerge during a research project involves more than having a pre-determined set of options for research practice. Changing their perception means enabling researchers to view themselves as ethical practitioners within a broader community of researchers. In this chapter we discuss the implementation of a university training programme that has been designed to improve both the moral character, and thus the moral competence of researchers. Using a virtue ethics approach, we employed case studies and discussion, backed up by provision of individualised advice, to help researchers to consider the moral implications of research and to improve their moral decision-making skills. Attendees reported greater engagement with the issues and increased confidence in facing ethical dilemmas in their own research.

Citation

Palmer, N. and Forrester-Jones, R. (2018), "Research Ethics Training: Using a Virtue Ethics Approach to Training to Support Development of Researcher Integrity", Emmerich, N. (Ed.) Virtue Ethics in the Conduct and Governance of Social Science Research (Advances in Research Ethics and Integrity, Vol. 3), Emerald Publishing Limited, Leeds, pp. 65-82. https://doi.org/10.1108/S2398-601820180000003004