Research Ethics [] - Researcher Education Programme

Research ethics: A brief overview By Prof Richard Lance Keeble, University of Lincoln with some additions by Dr Catherine Burge

Overview Why ethics?  Ethical principles  Gaining ethical approval  How to handle ethical questions in your research plan and thesis  Workshop activities 

Why Ethics? Research at the University of Lincoln must have ethical approval to take place  In some areas, dual body approval is needed, such as the NHS (for university research taking place in hospitals)  It is the researcher/research student’s responsibility to seek ethical approval 

Efficks – or ethics? Ethics involves fundamental issues of human experience, and:  reflective practice by the researcher  consideration of good and bad  integrity  professionalism (codes of conduct: eg NUJ, PCC; Ofcom)  freedom of expression  human rights  standards of research practice  requirement of funding bodies and university

Moral Principles 

Autonomy – respecting the rights of participants (individually)

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Beneficence – the principle of doing good, of research having a positive benefit

Non-maleficance – the principle of do no harm  Justice – acting fairly and equitably (groups) 

To be ‘flawed’, or ‘saint’…? 

Beauchamp and Childress assert:

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“there is a continuum running from strict obligations (…) through weaker obligations (…) on to the domain of the morally non-required and exceptionally virtuous” p.49

Obligation

Beyond Obligation

Moral Researcher/Virtuous Philosopher? Moral Principle

Corresponding Virtue

Respect Nonmaleficence Beneficence Justice

Respectfulness Nonmalevolence Benevolence Justice/Fairness

Moral Rule Veracity Confidentiality Privacy Fidelity

Corresponding Virtue Truthfulness Confidentiality Respect for Privacy Faithfulness

Ideal in action Exceptional Forgiveness Exceptional Generosity Exceptional Compassion Exceptional Kindness

Ideal as virtue Exceptional Forgiveness Exceptional Generosity Exceptional Compassion Exceptional Kindness

*From Beauchamp and Childress, 2009, pp. 45-6

Informed consent Main issues arise in interviews, questionnaires, focus groups, performance/participation events, case studies 

Always seek informed consent, never surprise or shock subjects: participants should be informed of: ---Content of research ---Purpose of research ---Public outcome of research: Where will the research be published ---Their right to withdraw

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Only propose children as subjects if you have the consent of their carers: likewise with the mentally or socially vulnerable, and those with learning needs. Children also have rights: they should be asked… Never show people potentially dangerous, trauma provoking or pornographic material

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Respect for privacy  Always

safeguard confidential information: respect privacy  Anonymity should be respected if appropriate  Subterfuge is only acceptable as a last resort ‘in the public interest’

Ethical principles for text-based research projects Non-falsification of data. Data should not be fabricated, altered or discarded. Results from questionnaires should be made available.  Attribute your sources: non plagiarism… non intellectual property theft…  Demonstrate consideration of research methods and tools of data collection: ---DON’T use illegal data sources  ‘Fair’ distribution of sources in sampling: sample should not be chosen simply to support an overall argument, or for your ease… 

More library/desk principles: 

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Conflict of interest: declare personal or commercial influence, and take all measures to ensure results are presented without distortion Beneficence: maximise possible benefit, minimise possible harm, examine the design of the research… a few alterations to activities or parameters might affect the benefit/harm balance

And… Professional codes/regulations, need to be met as well as UoL benchmarks  Personal privacy: Anonymity is not a bad rule… With personal data: protect it, discuss the effects of publication, dissemination, publicity, if a participant waives anonymity 

University framework for research ethics  

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Discuss ethics with supervisor Complete appropriate ethical approval form (EA1, EA2, EA3) – submitted alongside GS3 proposal and training needs analysis to College committee Form is considered by - representatives from all schools plus one lay member Committee reports go to College Board of Studies Appeals go to University Research Ethics Committee College reports to university Research Ethics Committee

EA1 or EA2 

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Either EA1 (desk-based) or EA2 should be submitted duly filled out along with proposal. These will be considered by College research ethics sub committee: EA1 “received”; EA2 or EA3 “approved” If you change topic, or introduce a new case study, experiment or research method: You have to submit a new EA form The EA form has to be submitted along with the final thesis

Example: EA2 1) Informed consent: Participants should give their consent to be involved in the study. This extends to but is not exhaustive to – the purpose, content and outcome of the research. Formal consent will be obtained through the completion of a consent form sent to the participants along with a letter confirming the details of the focus group So think ahead : will you publish this study in due course? – Will you need to re-contact participants? 

2) Privacy and confidentiality 

To ensure their privacy is maintained I shall over the course of my correspondence with members of the focus group stress that the study is confidential and anything said will be taken on that basis. During the focus group participants will be addressed only by their first names to maintain the sense of anonymity and will be indicated by a pseudonym in the actual study. Any confidential information about the participants (eg age, address, telephone number) will be held only by myself and destroyed once the research exercise has been concluded

3) The right to withdraw 

Under the pressure of the focus group environment participants may disclose information they otherwise would not. Therefore they will be given the option to withdraw any comments or entirely from the study at any time (and up to one month after the completion of the study).

4) Protecting the vulnerable 

Every effort will be made to select those who appear mentally fit and healthy to participate in the focus group. However, if a participant appears to become distressed during the course of the focus group they will not be pushed to continue and asked if they wish to withdraw

5) Fair selection 

The screening of the participants will also extend to the selection of the sample to ensure as far as possible a fair and balanced argument is attained

6) Risk assessment 

I do not expect the research to create any risk or adverse effects for the researcher or any of the participants

Handling research ethics in the thesis  

Issues should be covered in the methodology section. Research ethics texts should be quoted eg. Chapter 3 of Wimmer, Roger D. and Dominick, Joseph R. (2003) Mass media research: An introduction, Belmont, CA: Wadsworth, seventh edition Hart, Chris (2005) Doing your masters dissertation, London: Sage Stokes, Jane (2003) How to do media and cultural studies, London: Sage

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Before people are interviewed or are invited to answer questionnaire (via surveymonkey; or emailed set of questions) all these ethical aspects should be explained.

Check UoL Resources The Psychology Department has a good, clear webpage: http://www.lincoln.ac.uk/home/psych ology/research/ethics/

Further web resources 

The BPS ethics webpage for researchers

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http://www.bps.org.uk/the-society/code-of-conduct/support-forresearchers_home.cfm

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The ESRC Research Ethics Framework

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http://www.esrc.ac.uk/about-esrc/information/research-ethics.aspx

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The Medical Research Council ethics and guidance pages

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http://www.esrc.ac.uk/about-esrc/information/research-ethics.aspx

Read more… ‘A Code of Ethics for Social Work’, David Watson (Ed.)1985  ‘The Ethical Journalist’,Tony Harcup 2007  ‘Animal Ethics’, Garner 2005  ‘Principals of Bio-medical ethics’, Beauchamp and Childress, 2009  ‘Ethics’ or ‘Practical Ethics’, Peter Singer 

Conclusion  

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Ethics are at the heart of the research endeavour in all subjects Thinking ethics is a good thing, worrying about lack of perfection, is not… Read around your field – there are some great books to take you through this Remember the importance of the questioning: Socratic/Foucauldian approach Put yourself in someone else’s shoes…