A Meta-Analysis of Ethics Instruction Effectiveness in the Sciences

Alison L. Antes · Stephen T. Murphy · Ethan P. Waples · Michael D. Mumford · Ryan P. Brown · Shane Connelly +1 more

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Academic integrity and plagiarism Ethics in Business and Education Flooding and Environmental Impact

Abstract

Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery methods, in addition to factors of the evaluation study itself, such as the field of investigator and criterion measure utilized. An examination of the characteristics contributing to the relative effectiveness of instructional programs revealed that more successful programs were conducted as seminars separate from the standard curricula rather than being embedded in existing courses. Furthermore, more successful programs were case-based, interactive and allowed participants to learn and practice the application of real-world ethical decision-making skills. The implications of these findings for future course development and evaluation are discussed.

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2016Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences 2022Responsible Conduct of Research 2016Interventions to prevent misconduct and promote integrity in research and publication 2010Evaluating the Effects That Existing Instruction on Responsible Conduct of Research Has on Ethical Decision Making 2014Scientists Admitting to Plagiarism: A Meta-analysis of Surveys

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