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.
|Title of host publication||Practicing Integrity Booklet|
|Editors||Rachel Douglas-Jones, Susan Wright|
|Number of pages||4|
|Place of Publication||Aarhus Universitet|
|Publication date||1 Jun 2020|
|Publication status||Published - 1 Jun 2020|