Suchergebnisse

Aim: The aim of this study was to examine the moral foundations structure in the Croatian population, and to examine possible changes in moral foundation structure after a major political scandal in Croatia. Methods: We conducted an online survey using Moral Foundations Questionnaire and Key Social Issues Scale, which was distributed in two waves, in 2009 and 2014. Participants were invided from the Faculties of Humanities and Social Sciences at the universities in Zagreb and Split and asked to distribute the survey to colleagues and friends. Results: 3000 participants completed the survey in 2009, 1323 participants completed the survey in 2014. In both samples, most participants reported that they relied more on individual foundations of "Care/Harm" and "Fairness/Cheating", than on relational foundations of "Loyalty/Betrayal", "Authority/Subversion" or "Sanctity/Degradation", which are typically more valued by traditionally oriented or conservative individuals. Comparison of the two measurement time points indicated that scores on traditional foundations significantly decreased, while liberal values increased. These changes were triangulated and confirmed by the results on the Key Social Issues Scale. Conclusion: This is, to the best of our knowledge, the first study which analysed the changes in the moral foundations structure after a major political scandal, implicating that negative political events may decrease the expression of moral foundations related to the values which are nurtured by a political party involved in the scandal.

The study aimed to examine whether the use of words related to different moral foundations can predict the perceived severity of research misconduct. We gave two groups of participants, undergraduate medical students, the same hypothetical scenarios of research misconduct cases containing words related to different aspects of morality, and asked them to assess how inappropriate the described behavior was. Students ranked the described behaviors differently by the inappropriateness of the behavior, but the group wording was not a significant predictor of appropriateness. The reasons for the ranking were not related to any standardized procedures for research integrity but were related to the moral assessment of the students, which was assessed using qualitative approach. The results of this study implicate that personal moral views are an important part in research integrity training.

AbstractEducation is important for fostering research integrity (RI). Although RI training is increasingly provided, there is little knowledge on how research stakeholders view institutional RI education and training policies. Following a constructivist approach, we present insights about research stakeholders' views and experiences regarding how research institutions can develop and implement RI education and training policies. We conducted thirty focus groups, engaging 147 participants in eight European countries. Using a mixed deductive-inductive thematic analysis, we identified five themes: (1) RI education should be available to all; (2) education and training approaches and goals should be tailored; (3) motivating trainees is essential; (4) both formal and informal educational formats are necessary; and (5) institutions should take into account various individual, institutional, and system-of-science factors when implementing RI education. Our findings suggest that institutions should make RI education attractive for all and tailor training to disciplinary-specific contexts.