In our experience, there can be a tendency for institutions to treat research integrity professional development as an afterthought to the ‘important’ task of policy and procedural change. The ‘training’ (we urge clients away from that word and thinking) tends to be pedagogically unsophisticated (passively received wisdom or multi-choice quizzes). Such an approach is a mistake and is counterproductive. We favour a more active and engaged approach. This terrific open access paper takes a deep dive into a constructive and effective approach to research integrity professional development. Contact us at enquiry@ahrecs.com if you would like to discuss how AHRECS can assist your institution. In addition to working online across Australia, we now work globally.
This communication discusses the dialogical methods of teaching research integrity and ethics as a part of the positive integrity trend focused on supporting ethical behaviour. The aim of this paper is to offer a brief overview of the selected dialogical strategies based on cases that can be successfully implemented in teaching ethical research and when sharing experiences on good scientific practice. We describe such methods as: storytelling, rotatory role playing, and the fishbowl debate, along with the “Dilemma Game” tool, “ConscienceApp” performance, and a flipped classroom idea. These theoretical considerations are based on research conducted as part of a European project under the Horizon 2020 programme.
Koterwas, A., Agnieszka Dwojak-Matras, A & Katarzyna Kalinowska, A. (2021) Dialogical teaching of research integrity: an overview of selected methods. FACETS. 6(1): 2138-2154. https://doi.org/10.1139/facets-2021-0045
Publisher (Open Access): https://www.facetsjournal.com/doi/full/10.1139/facets-2021-0045
