1

PHD





Postal Address
Graduate Research Centre
Footscray Park Campus
PO Box 14428
2


CONTENTS

We acknowledge the Elders, families and forebears of the Wurundjeri and Boonwurrung tribes of the Kulin Nation who
were the custodians of University land for many centuries. We acknowledge that the land on which we meet was the
place of age old ceremonies of celebration, initiation and renewal and that the Kulin Nation people's living culture had and
has a unique role in the life of this region.



CONTENTS
PAGE
NUMBER


Welcome 3
Introduction 4
Unit Communication 5
Unit Calendar 6
Assessment Summary 8
Portfolio Reflections 10
Poster Presentation 11
Research Paper 15
Assessment Procedures and Criteria 16
Assessment Grading 16
General Information 18
References 20
Main Resource 20
Other Useful Books and Articles 20
Journals 23




Acknowledgement
The assistance of Dr Erika Borkoles in the preparation of this guide is gratefully acknowledged.
3

WELCOME TO RESEARCH INTEGRITY AND
ETHICS: ROP8002!

This GUIDE will give you the information you need to understand rules and procedures and contains suggestions you may
find helpful in getting the most out of the unit.

Semester and Year of Study: Semester 1, 2014
Unit Coordinator:
Associate Professor Deborah Zion
Office: Building C, Room C308
Phone: 03 9919 4058
Email: Deborah.zion@vu.edu.au
Preferred method of communication is via EMAIL.
Place to leave message: With the Reception desk in the Graduate Research Centre (GRC) (Building C, C320,
ext. 4522)

Teaching Team:
Associate Professor Deborah Zion, (Group 1 Leader Wednesday morning), and
Group 3 Leader, Saturday.VU Human Research Ethics Chair, Office for Research
(Email: Deborah.Zion@vu.edu.au)
Associate Professor Dennis Hemphill (Group 2 Leader Monday evening)
Dennis.Hemphill@vu.edu.au; College of Sport and Exercise Science
Guest Contributors:
Professor Michele Grossman, College of Arts, Centre for Cultural Diversity and
Wellbeing
Dr Lyle Winton, Associate Director eResearch and Head of the Research Data,
Systems Management and Reporting Unit, Office for Research
Associate Professor Andrew Smallridge, College of Engineering and Science
Dr Patrick Guay, College of Engineering and Science

Communication with the Teaching Team:
The most important person for you to keep in touch with in relation to your studies in
the unit is your Group Leader. That person is your primary contact for enquiries
related to the work you are doing within the unit. Each group leader will provide you
with further details about their preferred approach for you contacting them in the first
class. However, as a general rule email is the best means to contact your group
leader. Please expect email responses ONLY between the hours of 9 am to 5pm,
Monday to Friday, and within 24 business hours of you contacting your leader (unless
they have an out of office message indicating otherwise).

PhD Coursework Academic Coordinator:
An additional person who may be able to assist you, especially with issues that do not
directly relate to the curriculum and assessment within the unit, is the PhD Coursework
Academic Coordinator, Dr Amanda Pearce. Her contact details are:
Dr Amanda Pearce
Office: Building C, Room C320
Phone: 03 9919 5652
Email: Amanda.Pearce@vu.edu.au
Preferred method of communication is via EMAIL.
Place to leave message: With the Reception desk in the Graduate Research Centre (C320, ext. 4522)
Availability: Dr Pearce works part-time and is normally available to speak to and/or meet with
4

students on Tuesdays and Wednesdays only.

Required Resource: Global Research Ethics and Integrity Modules (GREIM). These are theme-oriented
modules including short presentations from leading academics worldwide, information
resources and case studies, readings and learning activities. GREIM provides solid initial
coverage of the main areas of focus of the unit. It is recommended that you review the GREIM
material for each theme. You can also draw on it and the references embedded in each theme
to assist you in completing assessment tasks.

You access GREIM through the VU Learning Management System (Blackboard). You can
access the link to Blackboard from the left on the VU Home page under Student Essentials.
This link also takes you directly to the logon:
https://ce6.vu.edu.au/webct/entryPageIns.dowebct

Log onto Blackboard following the instructions on the home page. You can then either access
individual modules of GREIM through the Weekly topic folders under the unit code (ROP8002)
or you can access the full GREIM program if you link to the area of Blackboard called
ResearchConnect and from there to the area called Building Research Capabilities.

Further Reading two texts and reference list. In addition to GREIM, there are two
recommended texts that provide further coverage of the key themes linked to each seminar.
You may wish to access these texts and further reading resources depending on the topic and
its relevance to your research and your discipline.

Amount of study: A student with an average university reading ability will need to spend approximately 2-3 hours
per weekly topic outside of class reviewing material in GREIM and other relevant texts,
engaging in the reading and research activities associated with preparing for the assessments.

Students who have less familiarity with the concepts and/or who are working in English as their
second language should expect that their preparation for and follow-up after class will take a
little longer. In addition, for the weeks where you are required to write up material in relation to
that topic for your reflective portfolio, additional time may be required. Additional reading and
preparation time will also be involved in researching and writing up material for your other two
pieces of assessment.

I NTRODUCTI ON

The contemporary university research environment is increasingly complex with expectations on all researchers that
their research is practiced to the highest standards of quality, integrity and ethics. In addition, with an increased expectation
that research and its outcomes will contribute to the solution of important social, economic and scientific challenges that impact
on individual quality of life and societal wellbeing, the research environment is focused towards harnessing academic expertise
from a range of disciplines in multi-disciplinary teams of researchers who together can solve these complex and multi-layered
problems. In such contexts, it is critical for all researchers to have an understanding of research practice and the ethical conduct
of research, not just as it may have been understood within their own discipline and their own context of research, but also
across disciplines and fields of knowledge production. Through a series of 8 themed seminars (for Burst mode students
structured into 3 themed days) you will have the opportunity to engage with the most critical aspects of research integrity and ethics
in relation to the conduct of research in the current Australian research environment and internationally. Through discussion,
debate and reflection on the themes and associated reading materials you will also have the opportunity to work through how
this will impact and shape your own approach to research in your specific PhD research project area with your proposed
methodology.


5


OVERVIEW OF THE UNIT
This unit of study provides graduate researchers with the opportunity to gain advanced level understandings of integrity
and ethics in relation to the conduct of research in a range of disciplinary contexts. It will develop the graduate
researchers' capacities to engage in current debates about research ethics and integrity, and to identify and develop
positions on critical issues in research integrity and ethics in relation to their own research project area. Topics include
research governance and community ethics, research conduct, authorship and intellectual property, research limits,
consent and confidentiality, animal research and commercialising research.

LEARNING OUTCOMES:

On successful completion of this unit, students should be able to:
1. demonstrate an advanced understanding of fundamental principles and current debates about ethics and
integrity in research;
2. demonstrate familiarity with relevant national codes and university policies that impact on research practice and
appropriate conduct in various research environments;
3. identify key areas of ethics and integrity that relate to their own area of research practice;
4. demonstrate ability to critically evaluate options and approaches to resolve issues in research integrity and
ethics that may arise in their field of research; and
5. argue to defend a position in relation to research ethics and integrity as it relates to their own area of research
practice and design of their own research project.

ASSESSMENT:
Portfolio Reflective portfolio on ethics and integrity
in research. (approx.1000 words).
20%
Research
Paper
Paper on research ethics and integrity in
relation to proposed research area.
(2000-2,500 words).
60%
Presentation Poster presentation on an ethical or
integrity issue in own field or in proposed
project
20%


UNI T COMMUNI CATION

Essential Website: http://www.vu.edu.au/
On this home page under Student Essentials you will find MYVU (student portal) and ASKVU (student help line).

Blackboard is the webspace through which you access the weekly powerpoints, GREIM online modules and other
learning resources and announcements for the unit.

Unit Attendance
Seminars will be held in P134 at Footscray Park Campus for all groups. All students are expected to attend all the
seminars for their group and to engage in the required preparatory activities for each seminar as well as completing the
required assessment tasks.

All students are also required to attend and present at the Mini-Conference to be held on Friday, July 18, 2014. on Level
11 at the VU City Campus, 300 Flinders Street, Melbourne.

Missed seminars: If circumstances beyond your control mean that you miss a seminar, you will need to notify your group
leader in advance and discuss the arrangements to make up for what you have missed.
6


7


UNI T CALENDAR

Class by Format Overview of Topic Supplementary
References/ Resources
Weekly Burst Mode
Topic 1
Group 1
Wednesday
9/4/14

Group 2
Monday
7/4/14
DAY 1
9am 4pm
Saturday
26/4/14.
Theme:
Introduction
to Practicing
as a
Researcher
Introduction to Integrity and Ethics in Research
Overview of unit and assessment, including expectations for
and questions about the Reflective Portfolio.

Underpinning societal value systems and the origins of
foundational concepts in ethics and integrity. Different
perspectives on the practice of research and ethics.


Prior to Class:
Access GREIM and review Introduction as well as the
introductory quiz in GREIM.
GREIM Introduction

Topic 2
Group 1
Wednesday
16/4/14

Group 2
Monday
14/4/14

Research Conduct in the Student/Supervisor Relationship
What constitutes integrity and ethical behaviour in significant
relationships in research contexts? What happens when
boundaries begin to blur (professional, research and
institutional with personal)?

Guest Contributor: Prof Michele Grossman
GREIM, Ch. 1

Macrina -- Ch. 3. Mentoring
Macrina - Ch. 7. Managing
competing interests
Macrina - Ch. 8. Collaborative
research
Non-teaching week for week for Groups 1 and 2
Topic 3
Group 1
Wednesday
30/4/14

Group 2
Monday
28/4/14
Authorship and Intellectual Property
Key terms and concepts in authorship and intellectual
property. Legal rights vs Moral rights. Ownership of ideas and
professional obligations.

Guest Contributor: Prof Michele Grossman

Prior to Class:
Locate and read the following VU policies:
- Research Integrity, including the related authorship
guidelines
- Intellectual Property
Undertake a web search to locate authorship policies or
guidelines of 2 other organisations (such as those of other
universities where you have previously studied or worked,
and/or of a leading journal or research organization in your
field) and bring these to the class.
GREIM, Ch. 2

Oliver Ch. 9 The publication
and dissemination of research
Macrina -- Ch. 4. Authorship
and peer review
Grossman, M. A sovereign
text? Copyright, Publishing
Agreements, and Intellectual
Property Issues for Aboriginal
and Torres Strait Islander
Authors
Pennycook, Alastair 1996
Borrowing Others' Words:
Text, Ownership, Memory,
and Plagiarism TESOL
Quarterly, Volume
30, Number 2, Summer 1996,
pp. 201-230(30)
Topic 4
Group 1
Wednesday
7/5/2014

Group 2
Monday
DAY 2
9am 4pm
Sat, 17/5/14
Theme:
Ethical
Research
Practice
Data and Recordkeeping in Research
A critical element in the management of research integrity and
intellectual property is that of recordkeeping and data
management. Why is data management important and what
constitutes professional current practice in line with national
and institutional obligations? What records are required to
substantiate an invention or to demonstrate who has been the
GREIM, Ch. 2

Macrina - Ch. 9. Ownership of
data and intellectual property

Macrina - Ch. 11. Scientific
record keeping

8

5/5/2014 creator of a work? How do emerging paradigms for data
access and storage, such as those encompassed in
eResearch, impact on research opportunities and practice?

Guest Contributor: Dr Lyle Winton

In-Class
Detailed discussion of the poster task and the Research
Paper.
Topic 5
Group 1
Wednesday
14/5/2014

Group 2
Monday
12/5/2014
Integrity, Ethics and Safety in Research at Victoria
University
Governance and management of integrity, ethics and safety in
research at VU. Overview of Ethics and Integrity.

2 themed areas of focus:

OHS
Identifying and managing risks to health and safety.

HRE
Understanding how the Human Research Ethics Application
and Committee Processes function and how to produce a high
quality ethics application.

Prior to Class:
Review key VU Policies dealing with Research Integrity, Safety
and Ethics


GREIM, Ch. 4

Oliver Chs. 2-5, Ch. 8

Topic 6

Group 1
Wednesday
21/5/2014

Group 2
Monday
19/5/2014
Consent and Confidentiality in Human Research
Key Concepts: Informed Consent; Deception; Power in
relationships and consent; Confidentiality; Anonymity; Limits in
Confidentiality and Anonymity; Disciplinary issues and
differences; Types of risks and risk mitigation; privacy
protection and data sets.

Guest Contributor: Prof Michele Grossman

Prior to Class:
Review Chapter 4 material in GREIM, reading the two case
studies.



Topic 7
Group 1
Wednesday
28/5/2014

Group 2
Monday

26/5/2014
DAY 3
9am 4pm
21/6/2014
Theme: The
Institution,
Industry and
Community
in Research
Practice
Research Limits and the Case of Animal Research
Are there some possible types of research that are not
acceptable morally and/or ethically? What are the limits to
research in your research environment? How are these limits
determined and by whom? Examples of areas where
boundaries are regularly being challenged include: research
involving nanotechnology, stem cells, gene manipulation, and
chemical and biological manipulation for harmful purposes, as
well as covert research.

GREIM, Ch. 3
GREIM, Ch. 5

Macrina - Ch. 6. Use of
animals in biomedical
experimentation

Macrina -- Ch. 2. Ethics and
the scientist

Macrina Ch. 5. Use of
9

In the case of animal research we will consider the cultural
construction of animals role in human endeavour. Notions of
acceptable or defensible practices in animal research will be
considered as well as the legislative contexts of animal
research.

Guest Contributer: Dr Patrick Guay

Prior to Class:
Review Chapters 3 and 5 material in GREIM.
humans in biomedical
experimentation

Macrina Ch. 10. Genetic
technology and scientific
integrity

Oliver Ch. 8. Ethical concerns
when using the Internet and
technology


Topic 8
Group 1
Wednesday
4/6/2014Gro
up 2
2/6/2014
No formal seminar class Class time will be devoted to
discussion of work underway for the poster and research
paper and to workshop and get feedback on drafts.

Non-
teaching
week
Groups 1
and 2

Topic 9
Group 1
Wednesday
18/6/2014
Group 2
Monday
16/6/2014
Sponsoring and Commercialising Research: Where
market and community meet academia
Researchers in many fields need to engage with external
funders or wish to benefit from the opportunities that can arise
when their research is commercialized. This is becoming even
more so with the increasing emphasis by governments on the
importance of research for industry development through
knowledge transfer and the need in many costly fields to
secure significant amounts of external funding to complete
research investigations. Research takes place in a variety of
other settings beyond the University and ethical considerations
also extend to work in professional and community settings.
How can competing interests and processes in academic,
public and community sectors best be managed in such
contexts?
Prior to Class:
Review Ch. 6 and Ch. 7 in GREIM.
GREIM, Ch. 6
GREIM, Ch. 7

Judson, H. F. 2003 The
Difficult Interface: Relations
between the Sciences and
the Law, Advances in
Genetics, Volume 50, pp.
483-505

Macrina - Ch. 9. Ownership of
data and intellectual property

Oliver Ch. 7 The funding
and sponsorship of research


FINAL
SESSION
ALL
STUDENTS
TO ATTEND
DAY 4
9-4pm
July 18

End of Semester Conference with Poster Presentations 18 July

Level 11, City Flinders
ALL STUDENTS TO ATTEND



ASSESSMENT SUMMARY
You will have three assessment tasks, which together generate the grade awarded to you for the unit.

10

The assessment for this unit is as follows:
1. Reflective Portfolio 20%
2. Ethics and Integrity Research Paper 60%
3. Poster Presentation 20%
Total 100%

Whilst in the seminars you are expected to engage quite broadly with issues of integrity and ethics in research practice,
within the formal assessment tasks you are expected to select topic/s to investigate in greater depth and to write up that
are directly relevant to your research project area. The assessment for the unit has been developed in close
consultation with doctoral supervisors to support your learning needs. There is an element of negotiation embedded into
each assessment to enable you, in consultation with your supervisors, to tailor what you focus on to your developing ideas
about your proposed research approach and methodology. In most cases the assessment work you undertake will be able
to be directly imported into your proposed methodology and ethics application (where required) and/or to be included in
one or more of your thesis chapters dealing with aspects of methodology and research conduct in relation to the project.


Brief Summary of Assessment Pieces

Portfolio Reflective portfolio on ethics and integrity in research.
The portfolio will involve the collation and presentation of 3 investigative tasks written up as reflections
across the first month of the unit (further details below).
It is anticipated that you will complete each reflection in the week following your class seminar on the
topic/s and that this will involve you in some additional reading and research on that topic leading to a
reflective piece of approximately 300-400 words in length. Whilst you may wish to seek some initial
feedback on one or more of your reflections as you have developed them either from your group
leader or through discussion with class peers, the 3 final pieces for the portfolio will be submitted
together once all 3 reflections are complete.

Portfolio final due date: Monday, 12 May (Please note that you may hand in your reflective
portfolio as soon as you have completed your portfolio of tasks).
Word length: Approx. 1000 (Max. 1200) words.
20%
Research
Paper
Paper on research ethics and integrity in relation to your proposed research area and emerging
research design. Approx. 2000 words (max. 2,500) (which can be incorporated into either the
Candidature Proposal and/or subsequent ethics application (where required)).

Option 1: Ethics and Integrity in the Conduct of Your Proposed Research
Outline your proposed research approach for your PhD research and identify the associated ethical,
integrity and safety issues and risks associated with what you are proposing. For each identified area
how will these be addressed through the proposed approach to key aspects of the research and how
can you substantiate that the approach you are proposing to deal with the identified risks is defensible
ethically in relation to codes for research and professional conduct relevant to the field? You may
need to consider some or more of the following in your analysis: research design; recruitment and
gaining informed consent; protection of human and/or animal rights; vulnerability of your proposed
participants and power differential in relationships; data gathering approaches; maintaining anonymity
and/or confidentiality, data integrity and management, including dealing with data privacy and security
issues; record keeping; laboratory and field procedures; avoiding or minimizing social, psychological,
legal and physical risks; ensuring animal welfare and biosafety etc; health and safety for researcher
and other research assistants. The material you develop in this topic will be able to be directly
incorporated into your candidature and/or ethics application.

Option 2: Negotiated Topic relevant to the Conduct of Your Research
Please discuss this option with your group leader, if you believe that another topic may be more
appropriate than Option 1.
60%
11


Due date: Monday, 28 July 2014.
Expected Word length: 2000-2,500 words.
Poster
Presentation
Poster presentation on an ethical or integrity issue/s in your own field Whilst individually developed
and presented posters are welcome, group posters are also encouraged where a small number of
students (eg. 2-3 from a specific research area/discipline) work together.

The poster should be presented in an accessible and attractive A1 poster format with two options
provided for its focus in the more detailed guidelines below.

Due date: Friday July 4, 2014
20%

PORTFOLI O DETAILS

You must complete short reflection tasks associated with the first three topics in the unit and submit them as
your Reflective Portfolio. The tasks for each topic are outlined below.

Portfolio final due date: Monday, 12 May 2014 (Please note that you may hand in your reflective portfolio as soon as
you have completed your portfolio of tasks).
Word length: Approx. 1000 (max. 1200) words.

Your reflections should relate the material introduced through the relevant topics seminar and associated resource
materials to how you will practice with integrity and ethically as a researcher in your field in relation to that topic. Each
reflection should be approx. 300-400 words in length and refer to the relevant resources (via referencing), but should NOT
just reproduce what has been said in the seminar. You should respond to the question/s posed for each topic as it/they
relate to your anticipated research project and research context. A strict essay format is not required in the reflections, so
you may choose to use dot points, where appropriate.

1) Topic 1 Anticipated ethical and integrity dimensions of your discipline and your planned field of research
within it.
At this stage in your PhD, identify the ethical and research integrity issues that you think are most likely to arise within the
context of your discipline and the impact these may have on your research project and those of others in your field. What
concepts of integrity and ethics are associated with the issues you have identified? You may wish to interview your
supervisor or another experienced researcher in your field to inform your thinking.

2) Topic 2 Relationships and the Conduct of Research
Outline and discuss the ethical dilemmas that may arise in important research relationships, such as those between
student and supervisor/s and between members of a research team. How are these best managed to ensure productive,
ethical and mutually respectful working relationships?

2) Topic 3 Authorship and Intellectual Property
Research the authorship practices in your discipline through reference to relevant policies (egs. of universities, lead
journals, and professional associations) and through discussion with at least one of your supervisors or another
experienced researcher in your field. Your reflection on this topic should respond to the following questions:
What are the key elements of how authorship is dealt with in your discipline and how do these conform with the
authorship guidelines of Australian Code for the Responsible Conduct of Research and the Vancouver protocol?
What aspects of the authorship process in your discipline are most likely to be subject to contestation?
How can the authorship process be managed to minimize dispute and ensure integrity?
Assessment of the Portfolio
12


The portfolios will be assessed in relation to the quality of the response to each task (scored/5 per topic), including:
Evidence of appreciation of concepts introduced in each topic area
Capacity to relate the relevant concepts to your research project and context
As well as:
Expression and Referencing (scored/5) mechanics and quality of English expression appropriate to the task;
referencing


13

POSTER PRESENTATI ON

Overview Description of the Poster Presentation Task
Poster presentation on an ethical or integrity issue/s in your own field Whilst individually developed and presented
posters are welcome, group posters are also encouraged where a small number of students (eg. 2-3 from a specific
research area/discipline) work together.

The poster should be presented in an accessible and attractive A1 poster format and be researched and planned to focus
on one of the following two options:

Either
Option 1: An ethically contentious issue in your field of research - What is the issue and what evidence is there of it
being debated or contentious? Why is it contentious and what are the key positions on the issue? Selected examples
of how researchers have dealt with the issue in their own research practice and your assessment of how acceptable
these approaches are.
Or
Option 2: Ethical and integrity considerations in your proposed research project/s and how these will be managed.

In the case of group presentations the group will need to keep records of the tasks undertaken in preparing the poster
and who contributed to each component (%) to be signed off on by all in the group. The students in a group will normally
all receive the same mark, although the assessor reserves the right to adjust marks to take into account differences in the
contributions of group members to the overall effort.

Due date: July 18, 2014 - for display and assessment at the Mini-Conference 20%
Please note that if you want us to arrange printing of your poster you will need to submit it electronically to the PhD
Coursework Coordinator a week prior to the conference (Friday , July 11).

A suggested approach to the task:

1) Decide whether you wish to work individually or join with one or more other students who are working in a related
field and work as a group. If you choose to work in a group, discuss how you will scope and allocate the tasks to be
undertaken and agree on how you will work together (including recordkeeping of contributions etc.) NB: if you wish
to approach the task in the way proposed for Option 2, but want to work in a group, you will need to find at least one
other student who may be planning to investigate in a similar area to yourself and with similar methodologies that
have common ethical and integrity issues.

2) If you select Option 1 then identify an ethically contentious issue that is relevant to your field of research. This could
relate any aspect of the conduct of research in your field egs.
intellectual property and who owns an invention;
the collaborative environment (e.g. peer-reviewed manuscripts, designs, patents) and who is given credit for the
achievements/results;
data integrity and reporting of findings/ data falsification;
using data that has been collected unethically;
research design and its link to what can validly be claimed as findings from the research study/ies;
protection and/or violation of participants rights;
informed consent and interpretation of what this means;
covert research designs;
harm minimisation and experimentation;
traditional knowledge consent, ownership and appropriation.
14


If you select Option 2 then identify the range of most commonly occurring ethical and integrity issues or risks
associated with the approach you are planning to your proposed research. Depending on your methodology/ies and
other characteristics of research within your field, these could include:
research design and its link to what can validly be claimed as findings from the research study/ies;
human research ethics, including:
- protection and/or violation of participants rights;
- informed consent and interpretation of what this means for particular participant groups
- risks to participants
animal ethics;
biosafety;
health and safety in laboratory and/or field settings;
intellectual property and who owns an invention;
the collaborative environment and the management of relationships and contributions, including potentially those
involving external commercial/industry/community partners;
data integrity and data management and reporting.

3) Locate material/s that relate to the conduct of research in your field and that impinges on your selected option and
topic/s.

For Option 1 this could include:
media coverage of one or more controversies related to the issue,
academic resource/s (articles, chapters, books)
o about this area of research conduct in your field, and/or
o presenting positions on ethical practice in relation to the issue.

For Option 2 this could include:
academic resource/s (articles, chapters, books)
o about research integrity and ethical research conduct in your field, and/or
o presenting positions on ethical practice in relation to choices that you need to make to manage risks.

4) Analyse the material to plan text and associated illustrations and supporting material with a view to presenting the
outcomes of your analysis in a summarized poster format.

For Option 1
Draw on this material and other material you have covered in the unit to undertake an analysis of the contentious
issue, including considering possible research approaches and their defensibility from an ethics and integrity
perspective.

Your poster should include coverage of the following:
Identification of the issue;
Why has this issue been contentious? identify principles of research integrity and ethics in research that are
challenged;
Examples of past and current research practices in your field in relation to the issue eg. short descriptions with
references to actual studies;
Evaluation of the acceptability of these practices applying the RIE principles;
Conclusion.

15

For Option 2
Draw on this material and other material you have covered in the unit to undertake an analysis of the most important
areas of RIE relevant to your proposed project and methodology, including identifying risks in relation to each area
and strategies that you can or will apply to mitigate these risks.
Your poster should include coverage of the following:
Identification of the ethical and/or integrity risks in your project area;
Identify approaches/practices that are commonly adopted in your field to manage these risks and determine which
may be most relevant for your proposed project and methodology;
Provide examples of past and current research projects in your field that you believe provide best practice
examples of how to manage the most important risks appropriately;
Outline your proposed approach for dealing with the risks and substantiate it ethically and academically;
Conclusion.


5) Use a poster template (such as the one provided in class, or other poster development template or software of your
choice) to design and communicate the outcomes of your investigation and analysis in a poster format.

Examples of posters will be provided in class, but there is considerable leeway to design your poster in the way you
think will be most effective in communicating to your fellow graduate researchers and other mini-conference
participants (eg. supervisors).

For an effective poster you need to consider all the following aspects (adapted from Hill 2009:
http://fpdc.kent.edu/ay08-09/docs/Creating%20an%20effective%20conference%20poster%20packet.pdf):

Layout and Design all information should be in focus and able to be viewed from a distance of 1.5-2m.
Coverage of the Topic focus on capturing the important information about the topic and increasing the audiences
understanding. Think about the nature of your audience and what this means for the level of explanation that
might be required, especially in relation to more technical aspects of the field.
Organisation - make sure you present the information in a very organised way with clear titles and subheadings.
Use of Graphics these can enhance your poster but make sure that any selected graphic/s relate to the topic and
make it easier to understand.
Mechanics - No grammatical, spelling or punctuation errors.
Sources - All sources (information and graphics) are accurately acknowledged (referenced).

There are many sources of advice on the design of posters that you can source online. Here are some examples of
sites with useful suggestions:
http://www.ga.lsu.edu/Effective%20Poster%20Design%20for%20Academic%20Conferences.pdf

http://colinpurrington.com/tips/academic/posterdesign

http://clt.lse.ac.uk/poster-design/#design

http://library.buffalo.edu/asl/guides/bio/posters.html

http://fpdc.kent.edu/ay08-09/docs/Creating%20an%20effective%20conference%20poster%20packet.pdf

Assessment of the Poster
The posters will be assessed during the mini-conference on 6 December, 2013. The assessment will integrate the
appraisals of both the members of the VU RIE teaching team and other audience participants (e.g. fellow graduate
researchers). Those appraising will be asked to provide brief comments and a rating for each of the following and the
results will be averaged and used to derive the final mark for each poster (/20):
16

Layout, design and organization into a poster format, including use of appropriate structure and graphics (where
applicable) (/8)
Coverage of the topic relevance and value of the content and quality of the analysis of the identified issue (/8)
Communication effective tailoring of presentation of material to the audience; mechanics of English expression
(/4)

Students working in a Group
Working in a group is encouraged where there are common research area/s and interests. As the unit guide indicates,
students working in a group will normally all receive the same mark. However, this is based on the assumption that all
contribute roughly equally to the development of the poster (although with differences potentially in the tasks that each
undertakes and the nature of contributions to the final poster). In submitting the poster all members of the group will be
asked to sign off on the agreed % contribution of each member and what that member contributed (similar to the shared
authorship protocol or statements required to attribute contributions to an invention). It is recommended that the group
agree on an approach to tracking contributions and maintain records of tasks they planned and undertook, including who
contributed to each and how much time was involved.

Please note that the teaching team assessors reserve the right to adjust marks to take into account differences in the
contributions of group members to the overall effort, if there is documented evidence that the group members have not all
contributed roughly equally.

RESEARCH PAPER

Overview of the Research Paper
Paper on research ethics and integrity in relation to your proposed research area and emerging research design. Approx.
2000 words (max. 2,5000). Please note that material from the research paper should be able to be incorporated into
relevant subsequent processes, such as the Candidature Proposal, OHS Risk analysis and/or subsequent ethics
application (where required).

Option 1: Ethics and Integrity in the Conduct of Your Proposed Research

Outline the proposed research design and methodology for your PhD research and identify the associated ethical,
integrity and safety issues and risks. For each identified issue and risk, discuss how these will be addressed in a manner
that is defensible from the perspective of integrity and ethics with reference to appropriate ethical principles, legislation,
institutional policy, and codes of research and professional conduct. You may need to consider some or all of the following
in your analysis: research design and methods (eg. laboratory and field procedures, data gathering methods, intrusive or
invasive measures, record keeping); protection of human and/or animal rights; vulnerability of the participants and power
differential in relationships; recruitment processes and gaining informed consent; maintaining anonymity and/or
confidentiality, dealing with data privacy and data management and security issues; avoiding or minimizing social,
psychological, legal and physical risks to the participants and/or researcher (eg. researcher occupational health and
safety (OHS)); ensuring animal welfare and biosafety etc; avoiding conflicts of interest or other forms of conflict;
collaborative practices and managing intellectual property.

Option 2: Negotiated Topic relevant to the Conduct of Your Research

Please discuss this option with your group leader, if you believe that another topic may be more appropriate than Option
1.

Due date: 16 December, 2013
Expected Word length: 2000 (max. 2500) words.

17

A Suggested Format for the Research Proposal (Option 1): Ethics and Integrity in the Conduct of Your Proposed
Research

Please note that we have tried to be as explicit as possible in our suggestions here to enable what you prepare to be
directly used in relevant applications (such as for ethics or OHS risk analysis). The words suggested are indicative only,
but in no case should you exceed the maximum word limit of 3000 words. We would expect that for most students 2000
words should be sufficient, and in fact, depending on the PhD project it may be possible to cover all the key areas at an
appropriate level of depth in fewer words.

1) Title of the PhD project

2) Simple Language Project description (indicative length: 250-500 words) aims, project design, significance,
potential benefits

3) Data Collection and Management approaches (indicative length: 500-800 words)

a) Data collection procedures description of (laboratory, field, clinical) methods to be used to collect
information that will be used in the research (from humans, animals, natural surroundings, data archives or
other material records/sources, laboratory experimentation); and description of the acceptability of these
procedures within your research discipline or field (eg. cite research studies and discussions in the literature
that demonstrate the acceptability of the proposed methods).

b) Data management and protection approaches, including issues of integrity and ethics in collection, storage
and analysis of data and to ensure accountability and availability of data for analysis by others (eg. now a
requirement for publication in certain journals). This might also include consideration of particular
requirements for research that involves research collaboration or an industry partner and other
circumstances that could lead to disputes around data ownership, record keeping to demonstrate
contributions to inventions and associated matters, such as rights to publish findings, invention disclosures
and patents and other matters associated with intellectual property and research commercialization.

4) Identification and management of risks to human participants, animals or the environment
(ONLY REQUIRED for those whose projects involve official ethics or biosafety committee clearance) (indicative
length: 500-1200 words)

a) For those with projects involving Human Research Ethics (indicative length: 500-1200 words)
Subjects eligibility, recruitment and involvement in project
Risks associated for subjects (e.g. physical, psychological, social, dependency, legal, vulnerable group,
privacy protection etc) identification and management of these risks

OR
b) For those with projects involving Animal Ethics (indicative length: 500 -1000 words)
No. and species of animals
Impact on the animals wellbeing, including classification and justification for the nature of the impact
Justification for use of animals scientific benefit, potential to replace or reduce numbers of animals or
refine techniques to reduce impact on animals

OR
c) For those whose project require Institutional Biosafety review and clearance (indicative length: 500 words)
Nature of the Genetically Modified Organisms proposed to be used and the risks associated with their
creation and use
18

Procedures to be adopted for their containment and disposal under the guidelines of the Office of the
Gene Technology Regulator
Required submissions and approvals from the Institutional Biosafety Committee.

5) Risks associated with the research for the graduate researcher (and, where relevant, assisting technical or
support staff) (e.g. physical, psychological, legal, intellectual property etc) (indicative length: 200-800 words),
including

Identification and management of OHS risks. This can include material presented in the format of a formal risk
analysis and management plan for the proposed project.

Assessment of the Research Paper

The following criteria will be applied in assessing the research paper:
Evidence of identification of relevant areas of integrity and ethics in relation to their project (15/60)
Understanding demonstrated of the integrity and ethics concepts and application of these to the specific
research project (30/60)
English expression and referencing - clarity, grammar, appropriacy to audience, accuracy in referencing
(15/60)

ASSESSMENT PROCEDURES AND CRI TERI A

Handing in your assignments: A copy of the assignment coversheet is attached. You are required to complete and
submit this with each assignment you submit. One easy way to submit this when you submit via Blackboard is to cut and
paste it into your assignment as the first page of the submission. Additional copies can be accessed via Blackboard or in
the forms section of the Graduate Research Studies website:
https://www.vu.edu.au/research/graduate-research-studies/forms-for-research-students

What to submit: Students have to submit a coversheet with all their details, as well as an electronic version of the file.
Submission will be via the unit assessment submission process in Blackboard.

How to submit: For the Reflective Portfolio and Research Paper students are required to submit their assignments by
Midnight on the day by lodging their material through Blackboard. Full details of the poster submission process will be
provided in class. For all assignments please ensure that you have kept at least one backup copy of what you have
submitted in case of computer or other malfunctions that lead to the loss of your submitted work.

Presentation criteria: No hand-written copies of the assessment pieces will be accepted.
Material in the Reflective Portfolio and the Research Paper should be typed double spaced with margins of at least 2cm.
left and right margins. Make sure you include your name and Student ID as well as page numbers in either a header or
footer to your document. The VU coversheet, with signed declaration of originality, is required for all written assessment
tasks. Assignments without a signed declaration will not be accepted for marking.

Penalties for late assignments: Please note the due dates and ensure that you submit your assessment pieces prior to
the published deadlines. If you need to negotiate additional time you must seek an extension prior to the due date and
provide supporting evidence for the extension to your group leader. Penalties may be imposed for work submitted late
without an approved extension.

19

Referencing style: As you are aware there are differences between disciplines in preferred referencing style/s. You may
choose to present your referencing in a style commonly used in your discipline, so long as you apply your selected style
consistently! Please indicate at the beginning of your piece of assessment the referencing style that you have chosen to
use. Further information about referencing and referencing styles can be found here:
http://guides.library.vu.edu.au/referencing

ASSESSMENT GRADI NG
Assessment Grading:
H1 1
st
Class Honours 80-100
Clear attainment of all learning outcomes, with complete and
comprehensive understanding of the unit content, development of
relevant skills and intellectual initiative to an extremely high level.

H2A 2
nd
Class Honours
Division A
70-79
Substantial attainment of most learning outcomes, with a high level of
understanding of the unit content and development of relevant
analytical and interpretative skills to a high level.

H2B 2
nd
Class Honours,
Division B
60-69
Sound attainment of most learning outcomes, with a good level of
understanding of the unit content and development of relevant
analytical and interpretative skills to a moderately high level.

H3 3
rd
Class Honours 50-59
Satisfactory attainment of some learning outcomes, with basic
understanding of unit content and development of relevant skills.

N Fail 40-49
Little or no attainment of learning outcomes, with limited understanding
of unit content or skill development.
S Ungraded Pass
Requirements to meet the learning outcomes of the unit have been
met.
The above was adapted from Sadler, D.R. (2005). Interpretations of criteria based assessment and grading in higher education.
Assessment and Evaluation in Higher Education, 30, 175-194.

Please note that each assignment will be assigned a numerical mark. On the official University transcript you will receive a
grade with 70%+ being the standard we would normally expect for a doctoral student (70%+).

To progress from the core PhD coursework to the research phase of the degree, you are required to achieve at minimum
an average of 70% across the required coursework units. If you fail to achieve 70% in a unit, you may be provided with
the opportunity to revise and resubmit a piece of assessment with a view to improving your grade to 70%. The maximum
result you can achieve in the unit if your result has required a resubmission is 70%.
GENERAL INFORMATI ON

Useful weblinks showing you how to access your VU email address. You will find that the College, the Graduate
Research Centre, your supervisors and group leaders will send you important emails during the semester and it is crucial
that you are able to access this information.

Students rights and responsibilities this is a list of what you can expect from studying at university, and what the
university expects from you.
http://wcf.vu.edu.au/GovernancePolicy/PDF/POS080801000.PDF

Unit amendment form this form must be used to add or delete units of study to your enrolment
http://www.vu.edu.au/sites/default/files/student-connections/pdfs/A13-Unit-of-Study-enrolment-amendment-HE.pdf

20

Recognition of Prior Learning/Advanced Standing Use this form to apply for advanced standing or recognition of
prior learning for one or more of the PhD coursework units.
http://www.vu.edu.au/sites/default/files/student-connections/pdfs/A04-Recognition-of-prior-learning-credit-application-
HE.pdf

Commonly used forms - These links will give you access to commonly used forms.
http://www.vu.edu.au/current-students/student-essentials/commonly-used-forms
https://www.vu.edu.au/research/graduate-research-studies/forms-for-research-students

Plagiarism There is a students guide to plagiarism, how to avoid it and the penalties involved in engaging in plagiarism
or academic dishonesty available here. Cheating or plagiarism on assessment tasks will not be tolerated. Penalties for
cheating range up to expulsion from the university with a permanent notation on the students record of that fact. Students
should familiarize themselves with the definition of plagiarism. Examples of plagiarism include failing to acknowledge the
source of ideas in the body of text of a piece of assessment as well as failing to acknowledge passages taken directly
from a source (e.g. book or scientific journal article).
http://www.vu.edu.au/sites/default/files/Academic%20honesty%20and%20preventing%20plagiarsim%20policy%20FAQ.p
df

Scholarly Writing: An academic course of study requires students to read and rely on the research data, reasoned
arguments and insights of others. Part of what it means to be a scholar is to engage with the work of others, either to
extend or refine ones own ideas or to critique the work of others. Acceptable practice involves giving credit where credit is
due, that is, acknowledging the work of others in your own work.

Web Resources for Graduate Research: At your recent Induction day you should have received an Induction Booklet.
This booklet provides introductory advice and information and also links you to a range of informational resources and
forms relevant to your HDR studies at VU. Most of the resources can be accessed directly from the VU website, many of
them through the Graduate Research Studies link under Research:
https://www.vu.edu.au/research/graduate-research-studies

Other important areas on the main website include:
https://www.vu.edu.au/library/researcher-support
https://www.vu.edu.au/research/our-approach

Student Feedback and Complaints: VU students are encouraged to provide feedback to help us develop and improve
our courses, teaching, facilities and services. If there is something you are not happy with and you have not succeeded in
resolving the matter informally, you can make a formal complaint to the University, which will be investigated to find a
resolution. You can seek assistance in making a complaint from a Student Advisor. For more information go to
http://www.vu.edu.au/current-students/student-essentials/student-complaints-resolution
Educating for Sustainability: To reduce our carbon footprint, and in line with the VU Environment Management Plan the
University has adopted Sustainability Guidelines for the Submission of Student Assessment. Please refer to these when
considering printing material and submitting assessment. You can find the Guidelines & make suggestions for further
actions see how to be savvy to save your environment: http://tls.vu.edu.au/portal/site/edsus/edsus.aspx
Student Evaluation System SES - Data & Reports: SES is the Student Evaluation Survey, the name for the combined
student evaluation instruments. SES consists of the Student Evaluation of Unit (SEU) and Student Evaluation of Teaching
(SET). Students are asked to complete the SEU and SET near the end of this unit of study. You can complete the SES
online or on paper at the discretion of your Unit of Study Coordinator.
Teaching and Learning Support: The Graduate Research Centre and VU College work collaboratively to offer a range
of learning support programs for graduate research students, particularly focused towards academic literacy and skill
development in written and oral communication. The programs include workshops, 1-1 writing consultations and peer
supported learning (eg. through participation in a facilitated Research Writing Circle). If you think you would benefit from
21

accessing additional learning support, please contact the Coursework Academic Coordinator for advice on the program/s
most likely to assist you. In addition, further information about the range of learning support services is available here:
http://www.vu.edu.au/current-students/learning-support or you can go to SNAPVU http://www.snap.vu.edu.au/
for further information about support available to graduate research students:

Responsibility for announcements: From time to time, announcements about unit changes are made during seminars.
Your group leader or the unit coordinator will also endeavor to email students about such changes. However, students
arriving late, or missing a seminar are responsible for obtaining such announcements, and for the consequences of
missing announcements.

Special consideration: If you feel that illness or personal difficulties have impaired your performance prior or during an
assessment, you may ask for Special Consideration which can facilitate late submission, and alternative arrangements for
assignments. This can cover both emotional and physical difficulties. You need to contact a student counsellor to arrange
this.

Special consideration form Use this form to apply for special consideration in case of illness or personal
circumstances that are hindering your ability to study or complete work on time.
http://www.vu.edu.au/sites/default/files/student-connections/pdfs/A23-Special-consideration-application.pdf

Arrangements for Students with a Disability: See the unit coordinator.

Professional Courtesy
We encourage and expect high professional standards of communication from you as a provisional doctoral candidate
and graduate researcher. To this end:
Be sure that your written work, including papers, projects and essays meet the scholarly standards for the
discipline or subject area.
Be sure that your verbal communication in seminars is respectful of others, including fellow students and your
teachers.
Be sure that when communicating via email that you clearly identify which unit you are referring to, your College
and student number.
Be sure when communicating via email to use correct grammar and not SMS speak.
Be sure that when seeking an explanation from a staff member, querying a grade, and/or voicing a complaint you
do so as a request, not a demand.
Be sure to communicate appropriately with GRC staff and members of the teaching and coordination team for
the unit if you are facing a situation that will prevent you from attending a seminar or submitting assessment
tasks on time.
Be sure that mobile phones are turned off or put on silent in class. Texting and receiving calls is not appropriate
under any circumstances.

REFERENCES

MAI N RESOURCE
Global Research Ethics and Integrity Modules (GREIM) Accessed via Blackboard, under Building Research Capabilities
in the ResearchConnect area, or through the unit area in Blackboard.

If ResearchConnect is not showing up when you log into WebCT/Blackboard, please contact ITS on x2777 to ask to have
ResearchConnect access added to your student ID access.

22

If you are having difficulty locating GREIM within ReseachConnect or need additional assistance with how to navigate
GREIM, please consider contacting a VU Research Ambassador. Full details of the Research Ambassador service
can be found at:: http://guides.library.vu.edu.au/seekRA

OTHER USEFUL BOOKS AND JOURNAL ARTI CLES

If you choose to undertake work towards your assessment on a specific topic then there are many additional books and
journal articles that might be useful for you to consult. As a starting point, please select those relate to your field and
research interests.

Recommended Additional Texts:
Macrina, F. L. 2005 Scientific integrity: Text and cases in responsible conduct of research, (3
rd
Edition) Washington, D.C.:
ASM Press.
Topics included in this text are: Ch. 1. Methods, manners, and the responsible conduct of research / Francis L. Macrina --
Ch. 2. Ethics and the scientist / Bruce A. Fuchs and Francis L. Macrina -- Ch. 3. Mentoring / Francis L. Macrina -- Ch. 4.
Authorship and peer review / Francis L. Macrina -- Ch. 5. Use of humans in biomedical experimentation / Paul S. Swerdlow -
- Ch. 6. Use of animals in biomedical experimentation / Bruce A. Fuchs and Francis L. Macrina -- Ch. 7. Managing
competing interests / S. Gaylen Bradley -- Ch. 8. Collaborative research / Francis L. Macrina -- Ch. 9. Ownership of data
and intellectual property / Thomas D. Mays -- Ch. 10. Genetic technology and scientific integrity / Cindy L. Munro -- Ch. 11.
Scientific record keeping / Francis L. Macrina -- App. Surveys as a tool for training in scientific integrity / Michael W.
Kalichman -- App. Sample protocols for human and animal experimentation -- App. Example of a U.S. patent specification

Oliver, P. 2010 The Student's Guide to Research Ethics, Maidenhead : McGraw-Hill International (UK).
This text is especially useful for students whose research involves human participants. Topics covered are: Pt. 1. Ethics and
the research process -- 1. Introduction: ethics and research -- 2. Research and the respondent: ethical issues before the
research commences -- 3. Research and the respondent: ethical issues during the research -- 4. Research and the
respondent: ethical issues when data collection has been completed -- Pt. 2. Ethical themes -- 5. The privacy of
respondents, and restrictions on the use of data -- 6. Differences in the research context -- 7. The funding and sponsorship
of research -- 8. Ethical concerns when using the Internet and technology -- 9. The publication and dissemination of
research -- 10. Conclusion: the role of the researcher
Other Books
Emanuel, E. J., Crouch, R. A., Arras, J. D., Moreno, J. D. Grady, C. C. (Eds) Ethical and Regulatory Aspects of Clinical
Research: Readings and Commentary

Emanuel, E. J., Grady, C.C., Crouch, R. A., Lie, R. K., Miller, F. G. and Wendler, D.D. (Eds) The Oxford Textbook of
Clinical Research Ethics,

Encyclopedia of Applied Ethics

Loue, S. and Pike, E. C. 2007. Case studies in ethics and HIV research,

MacFarlane, B. 2008. Researching with Integrity: The Ethics of Academic Research, Routledge: London.

Piccolo, F.L. and Huw, T. 2009. Ethics and Planning Research, Ashgate Publishing.

Shamoo, A. E. and Resnik, D. B. 2003. Responsible Conduct of Research, Oxford University Press: London.

te Riele, K. and Brooks, R. (Eds.) 2013. Negotiating ethical challenges in youth research. Routledge: New York and
Abingdon.

Wells, F. and Farthing, M. (Eds.) 2008. Fraud and misconduct in biomedical research. (4th ed.), Royal Society Press.
23


Journal Articles and Chapters - Exemplars
Adu-Gyamfi, K. and Okech, A. 2010. Ethics in Research in Mathematics Education, Journal of Academic Ethics, 8/2,
pp.129-135.

Alsmadi, S. 2008. Marketing Research Ethics: Researchers Obligations toward Human Subjects, Journal of Academic
Ethics, 6/2, pp. 153-160.

Beisiegel, U. 2010. Research integrity and publication ethics, Atherosclerosis, 212/2, pp. 383-385.

Bekelman, J. E., Y Li, CP Gross 2003. Scope and impact of financial conflicts of interest in biomedical research: a
systematic review, JAMA, 289, pp. 454465

Benos, D. J., Fabres, J., Farmer, J. Gutierrez, J. P., Hennessy, K. Kosek, D. .. 2005. Ethics and scientific publication,
Advances in physiology education, 29/2, pp. 59-74.

Bosch, X. and Titus, S. L. 2009. Cultural challenges and international research integrity, The Lancet, 373/9664, pp. 610-
2.

Briggle, A. 2012. Scientific Responsibility and Misconduct, Encyclopedia of Applied Ethics (Second Edition), 2012, pp.
41-48

Cameron, M., I. Yiu, G. Francis-Pester and D. Hemphill 2011 Case studies in exercise for occupational rehabilitation,
Case Study 4. In M. Cameron, S. Selig and D. Hemphill (eds) Clinical Exercise: a case-based approach, Churchill
Livingstone Elsevier, Chatswood NSW, pp. 256-277..

Clarko, J. J. 2009. Why social work practitioners need research ethics knowledge, Social Work, 54/1, p.5.

Coleman, D. L. 2007. The legal ethics of pediatric research, Duke Law Journal, 57/3, pp. 517-624.

Doherty, T. and Chopra, M. 2008. Ethics in Public Health Research, In: Semba RD, Bloem MW (Eds). Nutrition and
Health in Developing Countries. 2nd Ed. New York: Humana Press, pp. 873-886.

Editorial, 2006. Ethics and fraud, Nature, 439, pp. 117-118, Published online 11 January 2006

Fanelli, D. 2009. How many scientists fabricate and falsify research? A systematic review and meta-analysis of survey
data, Plos One, 4 (5), p. e5738

Gotzsche, P. C. 2005. Research integrity and pharmaceutical industry sponsorship, The Medical Journal of Australia,
182/11, pp. 549-550.

International Committee of Medical Journal Editors 2009 Uniform requirements for manuscripts submitted to biomedical
journals: writing and editing for biomedical publications, Available at http://www.icmje.org


International Encyclopedia of the Social & Behavioral Sciences, pp. 13242-1324.

Martnez Alemn, A. M. 2002. Feminist Ethics in Women in Higher Education: An Encyclopedia, ABC-Clio

Martinson, B. C., M.S. Anderson, R. de Vries 2005. Scientists behaving badly, Nature, 435, pp. .

Miller, F. G. and Wertheimer, A. 2007. Facing up to Paternalism in Research Ethics. The Hastings Center Report, 37/3,
pp. 24-34.
24


Minchinton, M. 2002. The world is turning to pus: a keynote provocation, Double Dialogues, Lines of Flight, Issue 2,
Winter.

Minchinton, M. Performance/Research; a polemic : Dancing the Bridge, Writings on Dance, vol.16, pp. 58-64.

Murphy, T. F. 2004. Case Studies in Biomedical Research Ethics, MIT Press.

Pilkington, F. B. 2002. Scientific merit and research ethics, Nursing science quarterly, 15/3, pp. 196-200.

Resnik, D. B. and Shamoo, A. E. 2011. The Singapore statement on research integrity, Accountability in research, 18/2,
pp. 71-5.

Roberts, L. W. 2002. Ethics and mental illness research, Psychiatric Clinics of North America, 25/3, p. 525

Schminke, M. and M. l. Ambrose 2011. Ethics and Integrity in the Publishing Process: Myths, Facts and a Roadmap,
Management and Organization Review, 7/3, pp. 397-406.

Shephard, R. J. 2002. Ethics in exercise science research, Sports Medicine, 32/3, pp. 169-183.

Spier, R. E. 2012. Science and Engineering Ethics Overview, Encyclopedia of Applied Ethics (Second Edition), pp. 14-31

Swinton, J. 2009. Why bother with research ethics? Journal of Community Nursing, 23/9, p. 25-7.

Tolich, M. 2010. Researching with integrity: the ethics of academic inquiry, International Journal of Research & Method in
Education, 33/3, pp. 317-318.

Von Elm, E. 2007. Research integrity: collaboration and research needed, The Lancet, 370/9596, pp.1403-4.
Weed, M. 2004. Ethics, regulation and biomedical research, Kennedy Institute of Ethics journal, 14/4, pp. 361 368.


JOURNALS

There are many journals across disciplines that deal with integrity and ethics in the practice of research. Here are some
examples of ones from which you could find relevant articles, especially in the context of the assessment tasks you are
undertaking in relation to your field of research:
IRB: Ethics and Human Research
International Journal of Research & Method in Education
Journal of Academic Ethics
Science and Engineering Ethics