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Australasian Human Research Ethics Consultancy Services Pty Ltd (AHRECS)

Montenegro just made plagiarism illegal. What does it hope to achieve? – Retraction Watch (Mico Tatalovic | March 2019)0

Posted by Admin in on July 13, 2019
 

The parliament of Montenegro, a small country in the southeast of Europe, approved a law on academic integrity earlier this month that effectively criminalizes plagiarism, self-plagiarism and donation of authorship. We spoke to Mubera Kurpejović, director of higher education at the country’s Ministry of Education, explains why the law was needed and what they hope it will achieve.

Why did Montenegro need such a law, given that no other country in the region has anything similar? 

Adoption of the Law on Academic Integrity is an affirmation of the state’s determination to deal with integrity in a quality manner and thus influence citizens’ awareness of this important issue, as well as their awareness of the harmfulness of the violation of academic integrity. The recommendation to adopt a special law on this came out of a feasibility study on a customized system for the prevention of plagiarism in Montenegro.

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Guest Post — Open Research in Practice: Moving from Why to How? – Scholarly Kitchen (Fiona Murphy, et al | June 2019)0

Posted by Admin in on July 11, 2019
 

Today’s research knowledge can be harvested and data analyzed faster than has been possible in all previous generations combined. As a result, Open Research practices and outputs face a number of tensions between initial intentions and unforeseen consequences. For example, the FAIR Data Principles propose that research data should be Findable, Accessible, Interoperable, and Reusable — but nothing has prepared us for the use and misuse of personal data. Even if they start out ethically approved and safe in the researcher’s toolkit, they can later be sold to a third party in exchange for analytical services, enabling machines to identify disease states from a picture, classify your intelligence and demographic profile in four “likes” or less, or traffic organs and direct market to those that need them on social media.

And so our questions about Open Research are also changing — from “why” to “how” — amidst growing awareness that the required skill sets, both technical and social, are not yet part of the standard training programs for researchers. Consider, for example, the questions and challenges that early career researchers face as they critique a distinguished professor’s work while conducting an open peer review. How do they balance the need for research integrity and rigorous review without career-ending consequences? How do we protect reviewers who review in good faith only to be raked through the coals on social media, while the perpetrators are funded and their work is published.

So, if you actually want to practice Open Research, how do you learn about it? How do you balance effort with effect? How do you discover and validate the standards that are being adopted by your communities?

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Authorship – NHMRC Good Practice Guide (June 2019)0

Posted by Admin in on July 10, 2019
 

A guide supporting the Australian Code for the Responsible Conduct of Research

Contents

1. Introduction 1
2. Authorship criteria 1
2.1 What is a significant intellectual or scholarly contribution? 1
2.2 What does it mean to be accountable for the research output? 2
3. Responsibilities of institutions 2
3.1 Design and promote institutional policies 2
3.2 Provide training for researchers 3
4. Responsibilities of researchers 3
4.1 Ensure appropriate and fair attribution of authorship 3
4.2 Formalise authorship arrangements 4
4.3 Acknowledge contributions other than authorship 4
4.4 Be accountable for the research output 4
4.5 Approve research output 5
4.6 Engage in relevant training 5
5. Resolution of disputes 5
6. Breaches of the Code 6
7. Definitions 6
Additional resources

Access the Good Practice Guide

A peer review card exchange game (Papers: Ružica Tokalićb & Ana Marušić | August 2018)0

Posted by Admin in on July 6, 2019
 

Abstract

Introduction:
Peer review aims to ensure the quality of research and help journal editors in the publication process. COST action PEERE, which explores peer review, including its efficiency, transparency and accountability, organised a peer review school endorsed by EASE. We developed a card exchange game based on responsibility and integrity in peer review for a hands-on training session.

Methods:
We used the approach for the development of training materials about responsible research and innovation developed by the HEIRRI project, and the principles of the card game for the popularisation of the philosophy of science.

Results:
We created 32 card statements about peer review, distributed across 6 domains: Responsiveness, Competence, Impartiality, Confidentiality, Constructive criticism and Responsibility to science. We adapted the instructions for the game and tested the game during the peer review school at the University of Split School of Medicine, Croatia, May 2018. The feedback by the participants was very positive.

Conclusions:
The Peer Review Card Exchange Game could be used as an introductory activity for teaching integrity and ethics in peer review training.

Keywords

Peer review, training, card game, research integrity

Tokalićb, R. & Marušić, A (2018) A peer review card exchange game. Journal: European Science Editing. 44(3) August 2018
Publisher (Open Access): http://europeanscienceediting.eu/wp-content/uploads/2018/08/ESEAug18_origarticle.pdf
Supplement: ESE Peer Review Card Exchange Game_Supplement 1 Cards
Supplement 2: ESE Peer Review Card Exchange Game_Supplement 2 Instructions

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