Research ethics

While plagiarism by students has become a widely discussed and researched topic in recent years, breaches of academic integrity by academics is a taboo issue. It seems that we expect a higher standard from our students than we do from ourselves. Although extensive guidelines for ethical conduct in research and research publication are provided by most universities, education funding bodies and academic journals, a number of unethical practices flourish, seemingly unchallenged.

The various forms of research misconduct, include but are not limited to: authorship, conflicts of interest, plagiarism and citation practices, ethical approval, research design, redundant publications, fabrication/accuracy, personal criticism of others, as well as unethical behaviour in the review process itself by either reviewer or editor (e.g. bias, timeliness, accuracy, responsibility, objectivity, confidentiality and conflicts of interest) (see Madsen & Davis, 2009).

 Such research misconduct has important ramifications for higher education. First, the quality, reliability and credibility of research are undermined. Second, important public sector decisions based on research outcomes are potentially misdirected. Third and not least important, by engaging in unethical educational practices, academic staff provide a model to students that suggests that academic work is not about learning or knowledge generation, but a means to an egoistic end (whether that is public recognition, promotion, financial reward or simply a higher grade).

The increasing pressure to publish has contributed to this largely unchallenged unethical behaviour in research and research publication, and this cluster aims to examine the various breaches of academic integrity from a systemic rather than individual perspective.