The lab management practices of “Research Exemplars” that foster research rigor and regulatory compliance: A qualitative study of successful principal investigators

IntroductionConducting rigorous scientific inquiry within the bounds of research regulation and acceptable practice requires a principal investigator to lead and manage research processes and personnel. This study explores the practices used by investigators nominated as exemplars of research excellence and integrity to produce rigorous, reproducible research and comply with research regulations.MethodsUsing a qualitative research design, we interviewed 52 principal investigators working in the United States at top research universities and the National Institutes of Health Intramural Research Program. We solicited nominations of researchers meeting two criteria: (1) they are federally-funded researchers doing high-quality, high-impact research, and (2) have reputations for professionalism and integrity. Each investigator received an initial nomination addressing both criteria and at least one additional endorsement corroborating criteria 2. A panel of researchers and our research team reviewed the nominations to select finalists who were invited to participate. The cohort of "Research Exemplars" includes highly accomplished researchers in diverse scientific disciplines. The semi-structured interview questions asked them to describe the routine practices they employ to foster rigor and regulatory compliance. We used inductive thematic analysis to identify common practices.ResultsThe exemplars identified a core set of 8 practices and provided strategies for employing them. The practices included holding regular team meetings, encouraging shared ownership, providing supervision, ensuring adequate training, fostering positive attitudes about compliance, scrutinizing data and findings, and following standard operating procedures. Above all, the use of these practices aim to create a psychologically safe work environment in which lab members openly collaborate to scrutinize their work and share in accountability for rigorous, compliant research.ConclusionsResearchers typically receive limited systematic training in how to lead and manage their research teams. Training and education for principal investigators should include essential leadership and management practices and strategies that support doing high-quality research with integrity

A Developmental Perspective on College & Workplace Readiness

Reviews research on and identifies the physical, psychological, social, cognitive, and spiritual competencies high school graduates need to transition into college, the workplace, and adulthood. Includes strategies for meeting disadvantaged youths' needs

Generic Ethics Principles in Social Science Research

The written output of a series of three symposia held in the spring of 2013 on the topic of Generic Ethics Principles in Social Science Research. The format for each symposium was the same: a main speaker introduced a paper that had been circulated in advance and this was followed by two formal discussants and then participation from the floor. Discussion in groups took place in the afternoon and there was then a brief plenary session. The stimulus paper from each event is reproduced in this publication along with papers from discussants and a summary of each discussion

Conceptualising managerial and leadership wisdom - how many wise managers and leaders do you know?

The term ‘wisdom’ is used frequently in terms of managerial and leadership functioning and development. However, when asked ‘How many wise managers and leaders do you know?’ most people struggle to firstly name people and secondly, to explain what ‘wise or wisdom’ means because they tend to consider wisdom from a particular paradigm – philosophical, spiritual, cultural, psychological or ethical. This conceptual paper raises different perceptions of the meaning of ‘wisdom’ before broadly critiquing literature that deals with wisdom in terms of philosophical, spiritual, cultural, psychological and ethical constructs. This leads to summations that wisdom is largely contextual –someone might be considered wise in one context but not in another – and that a knowledgeable person is not necessarily a wise person. However, wisdom appears to comprise elements of knowledge, integrity and compassion. The paper then discusses wisdom as an ethical construct in management and leadership and concludes with a conceptual discussion of the vexed question ‘can wisdom be developed?

Impact of ERA research assessment on university behaviour and their staff

In early 2012, the National Tertiary Education Union (NTEU) undertook research into the effects of the ERA upon university staff involved in research. This was an exploratory, multi-method study conducted between April and September 2012 that included a national survey of 39 senior research administrators, eight focus groups at four institutions, eleven recorded and non-recorded interviews at five institutions, and a Workshop in Melbourne that involved 35 Early Career Researchers.The study acknowledges that institutional behaviour around research performance is changing, but in ways that take autonomy away from researchers, that rewards managerialism, and thus that undermines the public interest, on the basis that the public interest is understood as delivering Australian society public benefit through a world-class, sustainable and diverse research sector. In particular, the primary concern that the NTEU has with the ERA is its susceptibility to misuse by institutions through poor research management practices, and the risk posed to the intergity of the ‘research fabric’ through attacks on intellectual freedo

The victorious English language: hegemonic practices in the management academy

This study explores hegemonic linguistic processes, that is, the dominant and unreflective use of the English language in the production of textual knowledge accounts. The authors see the production of management knowledge as situated in central or peripheral locations, which they examine from an English language perspective. Their inquiry is based on an empirical study based on the perspectives of 33 management academics (not English language speakers) in (semi) peripheral locations, who have to generate and disseminate knowledge in and through the English language. Although the hegemony of the center in the knowledge production process has long been acknowledged, the specific contribution of this study is to explore how the English language operates as part of the “ideological complex” that produces and maintains this hegemony, as well as how this hegemony is manifested at the local level of publication practices in peripherally located business and management schools

Values, ethics and empowering the self through cooperative education

Following the recent global financial crisis and the collapse of major organisations such as Lehman Brothers, and the earlier corporate failings of Enron and HIH, there has been a shift of focus towards the role of ethics education in the formation of business professionals. In other professional settings, such as policing and medicine, similar major crises have highlighted the significance of the early development of ethical practice in emerging professionals. This paper considers the nature of professional ethics for an emerging professional, arguing that professional ethics should be a key factor in cooperative education programs. The paper considers the role of values and ethics education in empowering the emerging professional to shape and change their workplace. Building on this argument, the paper suggests foundational elements of an approach to professional ethics in cooperative education programs concluding with a suggested research path for further exploration of the content and nature of such an approach

Gemeinschaft and Gesellschaft: The Geopolitics of Academic Plagiarism

This chapter uses Tönnies’ notions of Gemeinschaft and Gesellschaft to examine the issue of plagiarism from a culturalist perspective. According to this, plagiarism is understood not as a universal or unequivocal evil, but as one component of a particular ethical system that took hold within a specific historical and social context, roughly contemporary with the European Enlightenment. Today, that ethical framework is so deeply entrenched in the power structures of the modern world that its values go largely unquestioned in countries at the centre of the world economic system. However, as we move away from the centre towards the periphery, we find that those values become weaker, and may enter into conflict with another moral code, which is usually more traditional in nature, though no less coherent. Indeed, in some parts of the world, it is those traditional values that actually hold sway in local universities, raising serious problems for academic mobility and the internationalization of knowledge. The very concept of plagiarism is also full of inherent contradictions, caused, at least in part, by historical tensions generated by the passage from one kind of society to the other. Vestiges of the Gemeinschaft continue to penetrate all aspects of modern university culture, ranging from teaching practices (the persistence of imitatio in academic writing courses) and hierarchical relations (the power balance inherent in the tutor/student dynamic) to the very philosophy of knowledge underlying modern science (where the rhetorical implications of the citation procedure sit uncomfortably alongside a metadiscourse of transcendental truth). Hence, this chapter argues that, in a context of increased globalization, there is a need for a deeper understanding of the various dynamics at work in this complex concept