Whistle blowing and research integrity: Potential remedy for research misconduct in Malaysian institutions of higher education

This study found that less than half of the respondents are willing to blow the whistle. The results reveal that a lack of protection with regard to the whistleblower’s identity, the tedious investigative process, and the notion of avoiding confrontation, which is more apparent in Asian cultures as compared to the West, are among the reasons why individuals who witnessed misconduct chose to remain silent. Adhering to the Asian cultural upbringing where the young must respect the old, those of lower rank must obey those with higher authority, and subordinates do not question the actions of their superior, has become a norm even in the working environment. Therefore, emphasize the need for better protection for whistleblowers including using experienced individuals with a research ethics background to handle allegations from whistleblowers. In addition, established guidelines and procedures for whistleblowers with regard to voicing their allegations against colleagues engaged in research misconduct is still lacking or, to a certain extent, is still unknown to researchers. Thus, the concern indicates a need for institutions to create awareness among researchers regarding the existing platform for whistleblowers, or to develop a systematic and clear procedure which is reliable and independent to promote professionalism in academia.     

Emphasizing the experiences of researchers after RCR instructions: Introduction to Responsible Conduct of Research (RCR) in Malaysia

The purpose of this study is to highlight the experiences of individuals who participate in the Responsible Conduct of Research (RCR) training program held at various universities in Malaysia. In response to a mailing request sent to 40 individuals who had undertaken a RCR training program, 15 participants agreed to be interviewed. The results of the study showed that the three main reasons for participating in the training were as follows: anticipation for knowledge gained; personal experience with research misconduct; and establishing a new network of researchers. In terms of the positive effects gained from undertaking the training, the participants highlighted an increased awareness of the issues and problems related to research misconduct; the need to promote integrity in research conduct; a change in the way they conduct their research; and a change in the way they confront and address misconduct. The findings of this study should be valuable for policy makers and those involved in the management of research programs and ethics, as it demonstrated the importance of RCR training in equipping researchers with the necessary knowledge to conduct research responsibly, and to avoid research misconduct.     

Malaysian researchers talk about the influence of culture on research misconduct in higher learning institutions

Based on a previous survey by the Office of Research Integrity (ORI) in the USA, a considerable number of foreign research scientists have been found guilty of research misconduct. However, it remains unclear as to whether or not cultural factors really contribute to research misconduct. This study is based on a series of interviews with Malaysian researchers from the local universities regarding their own professional experiences involving working with researchers or research students from different countries or of different nationalities. Most of the researchers interviewed agreed that cultures do shape individual character, which influences the way that such individuals conduct research, their decision-making, and their style of academic writing. Our findings also showed that working culture within the institution also influences research practices, as well as faculty mentorship of the younger generation of researchers. Given the fact such misconduct might be due to a lack of understanding of research or working cultures or practices within the institution, the impact on the scientific community and on society could be destructive. Therefore, it is suggested that the institution has an important role to play in orienting foreign researchers through training, mentoring, and discussion with regard to the “does” and “don’ts” related to research, and to provide them with an awareness of the importance of ethics when it comes to conducting research.     

Perceptions of research integrity and the Chinese situation: In-depth interviews with Chinese biomedical researchers in Europe

ABSTRACT

Research misconduct has been a threat to Chinese biomedical research. Despite many publications dealing with research integrity in China, little empirical data is available concerning Chinese biomedical researchers’ perceptions of research integrity and misconduct. To learn more about this issue, we interviewed Chinese biomedical researchers in Europe to investigate their perceptions of this issue. Semi-structured interviews were conducted with 25 participants until data saturation was reached. The findings indicate that certain aspects of research integrity need elaboration among Chinese biomedical researchers. Participants had a vague understanding of general concepts related to research integrity. Data fabrication, data falsification and plagiarism were perceived as the most severe deviance. Inappropriate authorship (especially gift authorship) and ghost writing were regarded as the most prevalent types of research misconduct in Chinese biomedical research. The harms of certain practices, such as inappropriate authorship, salami publication and multiple submission, were not well recognized. Attitudes toward research misconduct were divided. The current scientific evaluation system, pressures of promotion, motives for fame and other factors were perceived as the main reasons for research misconduct. Participants suggested various measures in addition to existing safeguards to improve research integrity in Chinese biomedical research.     

Evaluating U.S. Medical Schools' Efforts to Educate Faculty Researchers on Research Integrity and Research Misconduct Policies and Procedures

This paper examines how well U.S. medical school institutions are doing to promote research integrity. It is an important question to ask in order to determine whether there are sufficient and adequate protections in place to protect the U.S. Public Health Service's (PHS) resources devoted to medical research. This paper focuses on 5,100 medical school researchers' knowledge of what constitutes research misconduct as well as their willingness to report it to the research integrity officer (RIO) and educate their Ph.D. trainees. We learned that 5.6% of researchers could correctly distinguish seven or more of the nine scenarios that depicted likely research misconduct, as defined by the PHS regulations, from scenarios describing other ethical issues. Instead, researchers had expansive definitions and often inappropriately identified infractions such as conflicts of interest, Institutional Review Board (IRB) violations, and other breaches in ethical standards to be research misconduct. In addition, researchers who correctly identified four instances of likely research misconduct in the test items were highly unlikely to report their observations to a RIO. Researchers also provided insight on the factors they believe influence their decision making process of whether to report research misconduct. In addition, this paper also reports on the guidance that faculty said they provided their trainees on research misconduct issues. We conclude with a discussion and recommendations on what institutional leaders might consider doing in order to enhance their research integrity efforts and protect their institution's reputation.     

Is failure to raise concerns about misconduct a breach of integrity? Researchers’ reflections on reporting misconduct

This article describes and discusses the views of researchers on the significance of raising concerns about scientific misconduct in their work environment and the reasons or circumstances that might deter them from doing so. In this exploratory qualitative research study, we conducted in-depth interviews with 33 researchers working in life sciences and medicine. They represent three seniority levels and five universities across Switzerland. A large majority of respondents in this research study argued that failure to raise concerns about scientific misconduct compromises research integrity. This is an encouraging result demonstrating that researchers try to adhere to high ethical standards. However, further interaction with respondents highlighted that this correct ethical assessment does not lead researchers to take the consequent action of raising concerns. The factors that discourage researchers from raising concerns need to be addressed at the level of research groups, institutions, and by setting a positive precedent which helps them to believe in the system’s ability to investigate concerns raised in a timely and professional manner. Training of researchers in research integrity related issues will have limited utility unless it is coupled with the creation of research culture where raising concerns is a standard practice of scientific and research activities.     

Misconduct versus Honest Error and Scientific Disagreement

Researchers sometimes mistakenly accuse their peers of misconduct. It is important to distinguish between misconduct and honest error or a difference of scientific opinion to prevent unnecessary and time-consuming misconduct proceedings, protect scientists from harm, and avoid deterring researchers from using novel methods or proposing controversial hypotheses. While it is obvious to many researchers that misconduct is different from a scientific disagreement or simply an inadvertent mistake in methods, analysis or misinterpretation of data, applying this distinction to real cases is sometimes not easy. Because the line between misconduct and honest error or a scientific dispute is often unclear, research organizations and institutions should distinguish between misconduct and honest error and scientific disagreement in their policies and practices. These distinctions should also be explained during educational sessions on the responsible conduct of research and in the mentoring process. When researchers wrongfully accuse their peers of misconduct, it is important to help them understand the distinction between misconduct and honest error and differences of scientific judgment or opinion, pinpoint the source of disagreement, and identify the relevant scientific norms. They can be encouraged to settle the dispute through collegial discussion and dialogue, rather than a misconduct allegation.     

Data Audit as a Way to Prevent/Contain Misconduct

Research misconduct is frequently in the media headlines. There is consensus among leading experts on research integrity that the prevalence of misconduct in research is at least 1%, and shoddy work may even go over 5%. Unfortunately, misconduct in research impacts all walks of life from drugs to human subject protections, innovations, economy, policy, and even our national security. The main method of detecting research misconduct depends primarily on whistleblowers. The current regulations are insufficient since dependence on whistleblowers manifests itself as an accidental hit or miss. No other endeavor in our society depends on such a poor system of discovery of misconduct to remedy it. Nearly a quarter of a century ago, I proposed data audit as a means to prevent/contain research misconduct. The audit has to protect the creative process and be non-obtrusive. Data audit evaluates the degree of correspondence of published data with the source data. The proposed data audit does not require any changes in the way researchers carry out their work.     

Researchers’ interpretations of research integrity: A qualitative study

Despite increasing interest in integrity issues, relatively few studies have examined researchers’ own interpretations of integrity. As part of the Perspectives on Research Integrity in Science and Medicine (PRISM) project, we sought to explore how researchers themselves define research integrity. We conducted 33 semi-structured interviews with clinical and laboratory-based researchers from across Switzerland. Data were transcribed and coded using thematic analysis and illustrative quotes were selected. Researchers defined integrity in terms of honesty, transparency, and objectivity, and generally stressed the importance of sticking to the research question and avoiding bias in data interpretation. Some saw research integrity as being synonymous with scientific integrity, but others regarded research integrity as being a subset of the wider domain of scientific integrity. A few participants equated research integrity with mere absence of misconduct, but the majority of participants regarded integrity as being more than this. Researchers regarded truth as the key aspect of integrity, though they expressed this in different ways and with various emphases on honesty, transparency, and objectivity. Integrity goes beyond avoiding misconduct, and scientific integrity has a wider domain than research integrity.     

How do researchers perceive research misbehaviors? A transcultural case study of Chinese and Flemish researchers

China has achieved a dramatic development in scientific research over the last few decades. However, just like many other countries, it has also seen a surge of scientific misconducts. With its expansion of international publications, retractions due to suspected research misconduct are also on the rise. A transcultural case study was conducted by investigating the perception of research misbehaviors by Chinese researchers compared to their Belgian Flemish colleagues. The study was designed to find out variation in research practices in different countries and to see how research was shaped and influenced by cultural contexts. An online questionnaire was sent to 3,236 researchers by e-mails and it received a response rate of 13.09%. They were asked to score 32 research misbehaviors on a 5-point scale. The findings suggested that compared to Flemish respondents, the Chinese had a significantly higher acceptance toward most research misbehaviors. To be more specific, the Chinese respondents felt less unacceptable toward behaviors violating such values as honesty, fairness, and verifiability than the Flemish, while their perceptions of behaviors that violated such values as responsibility, objectivity, and truth were not different compared to the Flemish. This case study implies that the Chinese research community is in an urgent need of training in responsible conduct of research and strong as well as sound guidelines for responsible research practices in place.     

Misconduct versus honest error and scientific disagreement

Researchers sometimes mistakenly accuse their peers of misconduct. It is important to distinguish between misconduct and honest error or a difference of scientific opinion to prevent unnecessary and time-consuming misconduct proceedings, protect scientists from harm, and avoid deterring researchers from using novel methods or proposing controversial hypotheses. While it is obvious to many researchers that misconduct is different from a scientific disagreement or simply an inadvertent mistake in methods, analysis or misinterpretation of data, applying this distinction to real cases is sometimes not easy. Because the line between misconduct and honest error or a scientific dispute is often unclear, research organizations and institutions should distinguish between misconduct and honest error and scientific disagreement in their policies and practices. These distinctions should also be explained during educational sessions on the responsible conduct of research and in the mentoring process. When researchers wrongfully accuse their peers of misconduct, it is important to help them understand the distinction between misconduct and honest error and differences of scientific judgment or opinion, pinpoint the source of disagreement, and identify the relevant scientific norms. They can be encouraged to settle the dispute through collegial discussion and dialogue, rather than a misconduct allegation.     

Assessing the Seriousness of Research Misconduct: Considerations for Sanction Assignment

Federal and institutional policies recommend the criterion of “seriousness” as a guide for sanction assignment in cases where researchers have been found to have committed research misconduct. Discrepancies in assessments of seriousness for similar acts of misconduct suggest the need to clarify what might be meant by the seriousness of research misconduct and how the criterion can be used to assign sanctions. This essay demonstrates how determinations of seriousness can differ depending on the set of ethical appeals employed and argues that an expanded lexicon for talking about the seriousness of research misconduct would help to promote fairness and consistency in sanction assignment. It concludes with some policy recommendations for those charged with research misconduct sanction assignment and for those who oversee research integrity at institutional levels.     

Dealing with Misconduct in Biomedical Research: A Review of the Problems and the Proposed Methods for Improvement

The increasing complexity of scientific research has been followed by increasing varieties of research misconduct. Dealing with misconduct involves the processes of detection, reporting, and investigation of misconduct. Each of these steps is associated with numerous problems which need to be addressed. Misconduct investigation should not stop with inquiries and disciplinary actions in specific episodes of misconduct. It is necessary to decrease the personal price paid by those who expose misconduct and to protect the personal and professional interests of honest researchers accused of misconduct unfairly or mistakenly. There is no dearth of suggestions to improve the objectivity and fairness of investigations. What is needed is the willingness to test the various options and implement the most suitable ones.     

Cross-Field Comparison of Ethics Education: Golden Rules and Particulars

Research misconduct negatively impacts the scientific community and society in general. Providing training in the responsible conduct of research (RCR) to researchers is one viable approach to minimizing research misconduct. Although recent evidence suggests ethics training can indeed be effective, little empirical work has examined the similarities and differences across fields. In the present study, we analyzed 62 empirical studies in engineering, biomedical science, social science, and mixed fields. The findings suggest certain instructional principles, or “golden rules,” apply generally to all fields. These golden rules include maintaining a field-specific or field-general approach and emphasizing processes in training. The findings also suggest that content areas contributing to instructional effectiveness vary as a function of field. Generally, it appears that all fields may benefit from taking a multi-pronged approach to ethics education wherein the salient field issues are covered. Implications for RCR education are discussed.     

Inaction over retractions of identified fraudulent publications: ongoing weakness in the system of scientific self-correction

Published articles may be retracted when their findings are no longer considered reliable due to honest error, publication misconduct, or research misconduct. This article focuses on the case of a single serial violator of research and publication ethics in anesthesiology and critical care, which is widely publicized. A chain of events led to detection of misconduct that had substantial impact on the evidence base for the safety of hydroxyethyl starch, an intravenous artificial colloid solution, which is reflected in current guidelines on fluid management and volume resuscitation. As citations to retracted works continue to be a cause for concern, this article reviews the retraction status of this author’s published articles to determine whether sufficient action has been taken to retract his body of work. Results show that retraction practices are not uniform and that guidelines for retraction are still not being fully implemented, resulting in retractions of insufficient quantity and quality. As retractions continue to emerge for the author’s publications, with ten more since 2011, and as they are generally increasing, these data on retractions not only provide findings of misconduct, but also allow us to make inferences about ongoing weaknesses in the system of scientific literature.     

The role of culture in research misconduct

There seems to be a taboo against discussing the role culture or national origin might play in research misconduct. Still, some observers wonder why so many scientists representing foreign cultures are among those found guilty of misconduct. Even after examining the scant available data, whether foreign nationals are disproportionately represented among Office of Research Integrity (ORI) respondents remains unclear. The lack of data, however, does not negate culture as a possible explanatory variable in research misconduct. Applying theories from sociological criminology, the author posits that the culture some researchers bring may be at odds with the norms of academic science and may emphasize ends more than means. As such, culture simply may be one of several etiological factors in research misconduct and should be considered in the spirit of objective scientific inquiry. Acknowledging the role of culture in the adherence to research ethics underscores the importance of education and training of both researchers and administrators in the responsible conduct of research and cultural diversity.     

Responsible Conduct of Research Measure: Initial Development and Pilot Study

Although much discussion has been focused on research misconduct (RM) and questionable research practices, to date no self-report measures exist to examine this phenomenon. To help fill this void, the authors developed the Responsible Conduct of Research Measure (RCRM) through multiple pilot study waves involving researchers in the social and behavioral sciences. Preliminary results reveal adequate validity and reliability. The authors discuss limitations of the study as well as some possible directions for future research on this topic.     

Evaluating the Oversight of Scientific Misconduct

The office of Research Integrity has proposed a new definition of scientific misconduct that will substantively reduce the federal government's role of oversight of scientific practices. The standard is being changed despite the lack of evidence about the effects of current policies or understanding of why research misconduct occurs, how it can be detected and prevented, and the nature and effectiveness of sanctions. Given this lack of knowledge and the perception that the integrity of science is falling, we believe it would be unwise for the academic and scientific community to adopt this new standard.     

Research Misconduct Definitions Adopted by U.S. Research Institutions

In 2000, the U.S. federal government adopted a uniform definition of research misconduct as fabrication, falsification, or plagiarism (FFP), which became effective in 2001. Institutions must apply this definition of misconduct to federally-funded research to receive funding. While institutions are free to adopt definitions of misconduct that go beyond the federal standard, it is not known how many do. We analyzed misconduct policies from 183 U.S. research institutions and coded them according to thirteen different types of behavior mentioned in the misconduct definition. We also obtained data on the institution’s total research funding and public vs. private status, and the year it adopted the definition. We found that more than half (59%) of the institutions in our sample had misconduct policies that went beyond the federal standard. Other than FFP, the most common behaviors included in definitions were “other serious deviations” (45.4%), “significant or material violations of regulations” (23.0%), “misuse of confidential information” (15.8%), “misconduct related to misconduct” (14.8%), “unethical authorship other than plagiarism” (14.2%), “other deception involving data manipulation” (13.1%), and “misappropriation of property/theft” (10.4%). Significantly more definitions adopted in 2001 or later went beyond the federal standard than those adopted before 2001 (73.2% vs. 26.8%), and significantly more definitions adopted by institutions in the lower quartile of total research funding went beyond the federal standard than those adopted by institutions in the upper quartiles. Public vs. private status was not significantly associated with going beyond the federal standard.     

An International Study of Research Misconduct Policies

Research misconduct is an international concern. Misconduct policies can play a crucial role in preventing and policing research misconduct, and many institutions have developed their own policies. While institutional policies play a key role in preventing and policing misconduct, national policies are also important to ensure consistent promulgation and enforcement of ethical standards. The purpose of this study was to obtain more information about research misconduct policies across the globe. We found that twenty-two of the top forty research and development funding countries (55%) had a national misconduct policy. Four countries (18.2%) are in the process of developing a policy, and four (18.2%) have a national research ethics code but no misconduct policy. All twenty-two countries (100%) with national policies included fabrication, falsification, and plagiarism in the definition of misconduct, but beyond that there was considerable diversity. Unethical authorship was mentioned in 54.6% of the misconduct definitions, followed by unethical publication practices (36.4%), conflict of interest mismanagement (36.4%), unethical peer review (31.8%), misconduct related to misconduct investigations (27.3%), poor record keeping (27.3%), other deception (27.3%), serious deviations (22.7%), violating confidentiality (22.7%), and human or animal research violations (22.7%). Having a national policy was positively associated with research and development funding ranking and intensiveness. To promote integrity in international research collaborations, countries should seek to harmonize and clarify misconduct definitions and develop procedures for adjudicating conflicts when harmonization does not occur.