Welcome

Learning outcomes

Describe and provide examples of the two approaches that governments and organisations worldwide have taken in defining and responding to irresponsible practices in research
Explain how 'irresponsible conduct' is defined and handled in the UK
Be aware of the questions you should ask yourself to avoid irresponsible practices
Explain the difference between questionable research practices and misconduct
Discuss the impact of irresponsible practices on research
Identify the steps to be taken to report irresponsible behaviour in research.

Using the module

Welcome to Research Integrity! This course focuses on the core responsibilities required throughout the research lifecycle.

This programme is designed to gradually build up your understanding and skills. We recommend that you complete the modules in the order given, but they have been designed so you can access each of them independently according to your own requirements and those of your institution.

To help you prepare to take the course, here is some information on how the screens are organised, and some of the tools and features that are used throughout:

Content

Each screen contains the core content for the course, presented as either text, interactive activities, graphics or videos
Text highlighted in a box preceded by an arrow contains instructions on how to navigate the activities that follow
Terms highlighted like this are glossary items that can be selected to open pop-up boxes containing definitions of key terms

Accessibility

Text/print versions

We aim to make our courses as accessible as possible. However, in case you find any of our interactive activities difficult to operate via mouse, keyboard or any other means, we provide a 'text only version' for every screen, which will present the content in a simplified, text-based format. This includes transcripts for video and audio files and increased font sizes for greater readability.

Look out for the Text/print version button, located at the top right of any screen in the course, to toggle this feature.

You may also use this feature to activate a print-friendly version of any screen, in case you would like to print and keep the content for your notes.

Pods

Throughout this course, you will find additional learning opportunities in 'pods'. Pods can be selected to reveal extra content to expand or emphasise key points from the main screen, as well as links to useful external resources:

Glossary: Contains the glossary for the entire course.
Additional information: Contains extra content to expand on key points from the main screen.
Useful links: Contains helpful links to external websites and resources that expand on, contextualise or demonstrate the topics discussed in the module.
Your context: Contains links and information specific to your context and/or institution.
Module evaluation: Contains a short survey for you to rate and send us feedback on the module you have completed.

Focal points

These icons are designed to draw your awareness to the adjacent content in the following ways:

Key points: Indicates crucial learning points that are worth remembering.
Discipline-specific content: Indicates that the content or activity has relevance for a range of different fields of research. You are encouraged to consider how this content may be applicable to your own discipline. You may be presented with a menu, where you can select an option that is closest to your field of research.

Polls and activities

This course includes opportunities for learners to engage in polls and respond to questions regarding their personal opinions on sensitive topics.

The poll questions, used periodically throughout this course, are designed to help you think about and compare your own research context and perspective with those of others taking this course.

When answering a poll question, you may view the results of how other learners have answered, with responses displayed as percentages. Please be assured that all responses provided in this course will remain anonymous.

If you have any concerns about your situation or find that you have an outlying perspective, you should talk with a supervisor or trusted colleague to get advice.

Application screen

The application screen allows you to apply the learning from the module to a specific scenario.

Quiz

At the end of each module, you have the opportunity to test your learning with a multiple-choice quiz. This consists of ten questions and can be taken more than once (a new set of questions will appear).

Technical support

If you require technical support with using the course, please refer to the Technical support button, located at the top right of any screen in the course.

Expert panel

Professor Nick Steneck, PhD :"
Lead advisor and author

Nick's work promoting integrity in research began in 1983 when he was asked to head the University of Michigan Task Force on Integrity in Research. That work led to participation as a founding member of the Association for Practical and Professional Ethics (1989–1991) and service as the Chair of the PHS Advisory Committee of Scientific Integrity (1991–1993). Later, as a consultant to the US Office of Research Integrity (ORI) (2000–2010), Nick helped establish ORI's Research on Research Integrity Program, co-founded the World Conferences on Research Integrity (Lisbon 2007 ff.) and spearheaded the drafting and adoption of the Singapore Statement on Research Integrity (2010). While at ORI, he wrote the ORI Introduction to the Responsible Conduct of Research (2004, 2007; translated into Japanese, Chinese, and Korean).

From 2010 to the present, Nick has served as lead advisor for Epigeum's research integrity training.

Since retiring from his academic position in 2006, he has returned to historical research and fostering the preservation of historical evidence and buildings.

Dr Antony Walsh :"
Adapting author

Antony Walsh is Head of Research Governance and Integrity at the London School of Hygiene and Tropical Medicine. With over 13 years of experience, he delivers training and leads policy implementation, specialising in supporting researchers in research ethics, integrity and governance. Antony earned his PhD in Francophone Studies from the University of Leeds.

Authors of additional material

Dr Simon Kolstoe, Senior Lecturer in Research Ethics at the University of Portsmouth
Dr Thomas L. Van Valey, Professor Emeritus of Sociology, Western Michigan University
Samantha Trace, MRes, Research Assistant, University of Portsmouth

Reviewers

Tolulope Ayanbola, Strategy Advisor, UK Research and Innovation
Rachel Beaton, Research Integrity and Governance Manager, University of Stirling
Matthew Billington, Research Integrity and Governance Officer, University of Liverpool
Stephen Chinn, PhD Researcher, University of Stirling
Heather Davies, PhD Researcher, University of Liverpool
Zoe Deacy-Clarke, Research Strategy and Policy Officer, University of York
Irene Fernow, Policy and Committee Lead, UK Committee on Research Integrity
Caroline Morais, PhD Researcher, University of Liverpool
Niall O'Loughlin, Head of Research Policy, Durham University
Elizabeth Saunders, Senior Strategy Advisor, UK Research and Innovation
Chris Shaw, Head Research Integrity, Governance and Ethics, Cardiff University
Danielle Smith, Research Governance and Policy Manager, University of Hull
Stacey Wagstaff, Research Integrity Project Officer, Newcastle University
Annah Woodgate, Research Governance, Ethics and Integrity Manager, City St George's, University of London

You now have all the information you need to get started.

Please continue on to the next screen of this module...