Empowering Supervisors Towards Responsible Research Conduct in Supervision via an Online Course: A Pilot Study

  • Miriam van Loon University medical center (Amsterdam UMC), Free University in Amsterdam, Amsterdam, the Netherlands
  • Mariëtte van den Hoven University medical center (Amsterdam UMC), Free University in Amsterdam, Amsterdam, the Netherlands
Keywords: supervision, RCR, training, online module

Abstract

Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with
3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences. 

Downloads

Download data is not yet available.

References

Abdi, S., Pizzolato, D., Nemery, B., & Dierickx, K. (2021). Educating PhD students in research integrity in Europe. Science and engineering ethics, 27(1), 1–19. https://doi.org/10.1007/s11948-021-00290-0

ALLEA. (2017). The European Code of Conduct for Research Integrity. https://allea.org/code-of-conduct/

Bird, S. (2001). Mentors, Advisors and Supervisors: Their Role in Teaching Responsible Research Conduct. Science and Engineering Ethics, 7(4), 455–468. https://doi.org/10.1007/s11948-001-0002-1

Burroughs Wellcome Fund & Howard Hughes Medical Institute (2006). Making the Right Moves: A Practical Guide to Scientifıc Management for Postdocs and New Faculty. Retrieved September 11, 2023, from https://www.hhmi.org/sites/default/files/Educational%20Materials/Lab%20Management/Making%20the%20Right%20Moves/moves2.pdf

Clynes, M., Corbett, A., Overbaugh, J. (2019). Why We Need Good Mentoring, Nature Reviews Cancer, 19(9), 489–493. https://doi.org/10.1038/s41568-019-0173-1

DeTora, L. M., Carey, M. A., Toroser, D., & Baum, E. Z. (2019). Ghostwriting in biomedicine: a review of the published literature. Current Medical Research and Opinion, 35(9), 1643–1651. https://doi.org/10.1080/03007995.2019.1608101

Dilemma Game. Erasmus University Rotterdam. (n.d.). https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1080/03007995.2019.1608101

Filius, R. M., Kleijn, R. A. D., Uijl, S. G., Prins, F. J., Rijen, H. V. V., & Grobbee, D. E. (2018). Challenges concerning deep learning in SPOCs. International Journal of Technology Enhanced Learning, 10(1–2), 111–127. https://doi.org/10.1504/IJTEL.2018.088341

Fisher, C. B., Fried, A. L., Goodman, S. J., & Germano, K. K. (2009). Measures of mentoring, department climate, and graduate student preparedness in the responsible conduct of psychological research. Ethics & Behavior, 19(3), 227–252. https://doi.org/10.1080/10508420902886726

Freire, P. (2000). Pedagogy of the oppressed (30th-anniversary ed.). Continuum.

GaspariÄ, R. P. (2017). Jonathan Bergmann and Aaron Sams, Flipped Learning: Gateway to Student Engagement, International Society for Technology in Education: Eugene, Oregon and Washington, DC, 2014; 169 pp.: ISBN 978-1-56484-344-9. Center for Educational Policy Studies Journal, 7(3), 173–176.

Gøtzsche PC, Kassirer JP, Woolley KL, Wager E, Jacobs A, Gertel A, et al. (2009) ‘What should be done to tackle ghostwriting in the medical literature?’ PLoS Med, 6(2). https://doi.org/10.1371/journal.pmed.1000023

Gray, P. W., & Jordan, S.R. (2012). Supervisors and Academic Integrity: Supervisors as Exemplars and Mentors. Journal of Academic Ethics, 10(4), 299–311. https://doi.org/10.1007/s10805-012-9155-6

Guerin, C., & Green, I. (2015) “They’re the bossesâ€: feedback in team supervision. Journal of Further and Higher Education, 39(3), 320–335. https://doi.org/10.1080/0309877X.2013.831039

Guo, P., (2017) ‘MOOC and SPOC, which one is better?’ Eurasia Journal of Mathematical Sciences and Technology Education 13(8), 5961–5967. https://doi.org/10.12973/eurasia.2017.01044a

Harvey, L. A. (2018). Gift, honorary or guest authorship. Spinal Cord, 56(2), 91–91. https://doi-org.vu-nl.idm.oclc.org/10.1038/s41393-017-0057-8

Haven, T. L., de Goede, M. E. E., Tijdink, J. K., & Oort, F. J. (2019). Personally perceived publication pressure: revising the Publication Pressure Questionnaire (PPQ) by using work stress models. Research Integrity and Peer Review, 4(1), 1–9. https://doi.org/10.1186/s41073-019-0066-6

Haven, T., Bouter, L., Mennen, L., & Tijdink, J. (2022). Superb supervision: A pilot study on training supervisors to convey responsible research practices onto their PhD candidates. Accountability in Research, 1-18. https://doi.org/10.1080/08989621.2022.2071153

Haven, T., (2021) Towards a responsible research climate. Vrije Universiteit Amsterdam.

Kalichman, M.W., & Plemmons, D.K. (2018). Intervention to Promote Responsible Conduct of Research Mentoring. Science and Engineering Ethics, 24(2), 699–725. https://doi.org/10.1007/s11948-017-9929-8

Lokhtina, I., Löfström, E., Cornér, S., & Castelló, M. (2020). In pursuit of sustainable co-authorship practices in doctoral supervision: Addressing the challenges of writing, authorial identity and integrity. Innovations in Education and Teaching International, 59(1), 82–92. https://doi.org/10.1080/14703297.2020.1799839

Lerouge, I., & Hol, A. (2020). Towards a research integrity culture at universities: From recommendations to implementation. League of European Research Universities.

Löfström, E., & Pyhältö, K. (2019). What are ethics in doctoral supervision, and how do they matter? Doctoral students’ perspective. Scandinavian Journal of Educational Research, 64(4), 535–550. https://doi.org/10.1080/00313831.2019.1595711

Muthanna, A., & Alduais, A. (2020). A thematic review on Research Integrity and Research Supervision: Relationships, Crises and Critical Messages. Journal of Academic Ethics, 19(1), 95–113. https://doi.org/10.1007/s10805-020-09368-z

Netherlands Code of Conduct for Research Integrity. (2018). NWO. https://www.nwo.nl/en/netherlands-code-conduct-research-integrity

Pierson, E., Vora, V., Pells, R., Grove, J., Upton, B., Jack, P., & Ross, J. (2019, January 17). Third of PhD students in Europe “fail to complete in six years.†Times Higher Education (THE). https://www.timeshighereducation.com/news/third-phd-students-europe-fail-complete-six-years

Rathmell, W. K., Brown, N. J., & Kilburg, R. R. (2019). Transformation to academic leadership: The role of mentorship and executive coaching. Consulting Psychology Journal: Practice and Research, 71(3). https://doi.org/10.1037/cpb0000124

Roje, R., Reyes Elizondo, A., Kaltenbrunner, W., Buljan, I & MarusÌŒicÌ, A. (2022). Factors influencing the promotion and implementation of research integrity in research performing and research funding organizations: a scoping review, Accountability in Research, 1-39. https://doi.org/10.1080/08989621.2022.2073819

Saqipi, B., & Vogrinc, J. (2020). The development of teacher research as a form of developing teacher pedagogical practice. Center for Educational Policy Studies Journal, 10(3), 5-9.

Scherpenberg, C. van, Bultema, L., Jahn, A., Löffler, M., Minneker, V., & Lasser, J. (2021, March 28). Manifestations of power abuse in academia and how to prevent them. Elephant in the Lab. https://elephantinthelab.org/manifestations-of-power-abuse-in-academia-and-how-to-prevent-them

Schlossberg, P., & Cunningham, C. (2016). Diversity, instructional research, and online education. Communication Education, 65(2), 229-232. https://doi.org/10.1080/03634523.2015.1098713

The Embassy of Good Science. (2022, November 29). Main Page. https://embassy.science/wiki/Main_Page

Theunissen, B., & van den Hoven, M. (2021). Taking RCR seriously in teaching scientific integrity. Bioethica Forum. https://doi.org/10.24894/bf.2021.14010

UK Data Service. (2023, January 5). Checklist. https://ukdataservice.ac.uk/learning-hub/research-data-management/plan-to-share/checklist/

Published
2023-09-28
How to Cite
van Loon, M., & van den Hoven, M. (2023). Empowering Supervisors Towards Responsible Research Conduct in Supervision via an Online Course: A Pilot Study. Center for Educational Policy Studies Journal, 13(3), 105-127. https://doi.org/10.26529/cepsj.1586