In the classroom

Laura Louise Sarauw, Lise Degn, Jakob Williams Ørberg

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskning

Abstract

In this project, we aimed to explore how research integrity was manifested in courses for early career researchers. To keep the context constant, we chose four courses from different faculties of one university in Denmark, and joined the classes as participant observers. This meant that we participated in the class and engaged with both the students and teachers throughout a course. We also interviewed course managers, teachers and students. We read course materials, studied local policies and col- lected powerpoints and meta-presentations about the courses. We focused on the detail of how of ideas about research integrity were being taught.

We analysed these experiences, our field notes and interview tran- scripts using the concept of ‘problem narrative’. A problem narrative is the way that research integrity is established as a problem to be addressed in the classroom. Different problem narratives give rise to different curriculums, teaching styles and intended learning outcomes. The courses also varied significantly between the four faculties in terms of design, pedagogy and whether they were compulsory, their length and whether ECTS were allocated. This variety reflected continuing negotiations between local course developers and teachers, faculty leadership and PhD school leaders.

OriginalsprogEngelsk
TitelPracticing Integrity Booklet
RedaktørerRachel Douglas-Jones, Susan Wright
Antal sider4
Vol/bind1
UdgivelsesstedAarhus Universitet
ForlagAarhus University
Publikationsdato1 jun. 2020
Udgave1
Sider40-46
Artikelnummer6
Kapitel6
StatusUdgivet - 1 jun. 2020

Emneord

  • Research Integrity
  • Research integrity training

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