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Getting students to ‘do ethics’

Getting students to ‘do ethics’. Dr Katy Graley Hull University Business School K.Graley@Hull.ac.uk. What I’ll cover. Policies Procedures Getting ‘buy in’ from supervisors ‘Mainstreaming’ ethics in your RM teaching What & When Activities to try Assessing research ethics.

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Getting students to ‘do ethics’

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  1. Getting students to ‘do ethics’ Dr Katy Graley Hull University Business School K.Graley@Hull.ac.uk

  2. What I’ll cover • Policies • Procedures • Getting ‘buy in’ from supervisors • ‘Mainstreaming’ ethics in your RM teaching • What & When • Activities to try • Assessing research ethics

  3. Research Ethics Policies • Ensure you understand your institution’s policy on research ethics • Do they have one? • More than one? • What are the key areas covered? • What is the philosophy behind it? • How did it originate? • Consider the author(s) as guest speaker(s)

  4. The ‘Research Ethics Pentagon’ or ‘5 Rs’ Rights: Everyone involved must understand expectations, rights (including right to withdraw), and our obligations to them Risks: You need to consider your personal safety and the safety of others Routes: You must receive ethics approval before collecting any data Pentagon of good research ethics practice Record keeping: Includes permissions for interviews and recording of interviews Respect: For people and opinions that may form part of a research project

  5. Research Ethics Procedures • Likely to be different for staff and students • Possibly different for different student groups • Different for different types / risk levels of research • How does your department view research ethics? A specific procedure? Who is involved? • What are the key requirements and timescales involved? Ensure this is outlined clearly in the handbook!

  6. The Supervisory Team • Do a briefing on expectations and responsibilities with the supervisory team - as early as possible! • Ensure they understand the process • Encourage them to bring up ethics in meetings with students • Ensure marking requirements are understood

  7. Teaching Research Ethics • Sits in Research Methods / Dissertations modules • Ideally don’t just ‘tag in on’ but weave into each session • Start with what they already know eg. business ethics, CSR, stakeholder theory • Start with the carrot – then use the stick! • Link to assessment

  8. What and When • Choice of topic • Philosophy • Choice of method • Recruiting participants • Interactions with participants • Data collection • Data analysis • Writing up • Reflection • Dissemination

  9. Introducing Ethics

  10. Activities • Starting with what they already know • What does unethical research mean/ look like? • What does ethical research mean/ look like? • Quick examples • More in depth case studies • Stakeholders in research • Designing their own policy & process • Reflection throughout the research process

  11. Assessment Proposal Stage • Participant information sheet • Consent form • Research Ethics Approval form Further assessment • Reflective piece / critical essay / blend of the two Dissertation submission • Outline expectations for practice, reflection, and appendices to be included

  12. Remember the Mantra! Ethical research practice is good research practice

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