Ethical Judgement Assignment - Writing
A pretty quick assignment if you understand the instructions; pretty self-explanatory. I included the powerpoint where you may get the required information from. Any questions let me know thanks.
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Kumar: Research Methodology
Chapter 14
Considering Ethical Issues in Data
Collection
Prepared by Stephanie Fleischer
authored by Stephanie Fleischer © SAGE publications Ltd
2014
Topics covered
• The concept of ethics
• Stakeholders in research
• Ethical issues to consider concerning research
participants
• Ethical issues to consider relating to the
researcher
• Ethical issues regarding the sponsoring
organisation
• Ethical issues in collecting data from secondary
sources
authored by Stephanie Fleischer © SAGE publications Ltd
2014
The concept of ethics
• Code of conduct on how to conduct research
appropriately
• Differs between disciplines and professions
– What are these principles of conduct?
– Who determines them?
– In whose judgement must they be considered
appropriate?
authored by Stephanie Fleischer © SAGE publications Ltd
2014
Concept of ethics continued
Code of ethics addresses ethical practice to
avoid:
– Causing harm to individuals
– Breaching confidentiality
– Using information improperly
– Introducing bias
authored by Stephanie Fleischer © SAGE publications Ltd
2014
Stakeholders in research
Ethical issues need to be considered for all
stakeholders involved in a research study:
• The research participants or subjects
• The researcher
• The funding body
authored by Stephanie Fleisher © SAGE publications Ltd 2014
Ethical issues to consider concerning
research participants
•
•
•
•
•
•
Collecting information
Seeking informed consent
Providing incentives
Seeking sensitive information
The possibility of causing harm to participants
Maintaining confidentiality
authored by Stephanie Fleischer © SAGE publications Ltd
2014
Ethical issues to consider relating to
the researcher
•
•
•
•
•
Avoiding bias
Provision or deprivation of a treatment
Using inappropriate research methodology
Incorrect reporting
Inappropriate use of the information
authored by Stephanie Fleischer © SAGE publications Ltd
2014
Ethical issues regarding the sponsoring
organisation
• Restrictions imposed by the sponsoring
organisation
• The misuse of information
authored by Stephanie Fleischer © SAGE publications Ltd
2014
Ethical issues in collecting data from
secondary data
•
•
•
•
•
•
Plagiarism
Informed consent
Mispresentation of data
Misinterpretation of data
Disclosing data source
Using data collected by covert means
authored by Stephanie Fleischer © SAGE publications Ltd
2014
Summary
• Conducting research requires considering
ethical issues
• Researchers have to adhere to a code of
conduct developed by professional practice
• Ethical issues relate to participants,
researchers and sponsoring organisation
involved in the research study
• Ethical issues need to be addressed in the
research process to prevent harm
authored by Stephanie Fleischer © SAGE publications Ltd
2014
ASSESSMENT OF SLO 7 – ETHICAL JUDEGMENT AND INTEGRITY
Discussion Questions on Ethics in Research
(“The Willow Brook Study” and “Tuskegee Syphilis Study”)
1. How do you define Ethics in Research after review of the Chapter 14 in class?
(Ethical Issue Recognition, Understanding Different Ethical Perspectives/Concepts,
and Ethical Self-Awareness)
2. Whom do you identify as the researchers in these studies?
3. Whom do you identify as the participants in these studies?
4. Who are the stakeholders in these studies?
5. Mention three (3) aspects of the studies (each case) that can be considered as unethical in
research.
(Ethical Issue Recognition, Understanding Different Ethical Perspectives/Concepts,
Ethical Self-Awareness, and Evaluation of Different Ethical Perspectives/Concepts)
6. How was Ethical issues arising from these two studies addressed later on?
(Evaluation of Different Ethical Perspectives/Concepts and Application of Ethical
Perspectives/Concepts)
7. In a research study, how do you protect yourself as the researcher, your participants and
any other stakeholders involved in the study?
(Conduct of Professional and Academic Integrity)
Kean University General Education Rubric
Student Learning Outcome:
6. Ethical Judgement and Integrity
New Definition: The ability to draw responsible conclusions from ethical questions to guide personal conduct.
Ethical Judgment and Integrity Rubric Draft
You can assign a 0 value only when a student does not meet the benchmark. If students do not submit a work sample then it is assesed as a ND (no data)
Capstone
4
Ethical Issue Recognition
Understanding Different Ethical
Perspectives/Concepts
Ethical Self-Awareness
Evaluation of Different Ethical
Perspectives/Concepts
Application of Ethical
Perspectives/Concepts*
Conduct of Professional and
Academic Integrity
Milestones
3
2
Student can recognize ethical issues when
Student can recognize ethical issues when
presented in a multilayered (gray) context AND presented in a multilayered (gray) context
can recognize cross-relationships among the OR can grasp cross- relationships among
issues.
the issues.
Student names the perspectives/concepts, can Student can name the major
present, and accurately explains the details of perspectives/concepts she/ he uses, can
them.
present the gist of them, and partially
explain its details.
Student discusses in detail/analyzes both core Student discusses core beliefs and the
beliefs and the origins of the core beliefs and basis for their core beliefs.
discussion have greater depth and clarity.
.
Student states positions, objections,
Student states a position and can states
assumptions,and implications of different
objections to, assumptions and
ethical perspectives/ concepts. The student
implications of, and respond to the
can reasonably defend against them and the objections to, assumptions and
students defense is adequate and effective.
implications of different ethical
perspectives/ concepts, but the students
response is inadequate.
Student can independently apply ethical
Student can accurately and independently
perspectives/concepts to an ethical question, (to a new example) apply ethical
accurately, and is able to consider full
perspectives/concepts to an ethical
implications of the application.
question, but may partially consider the
implications.
Student can accurately and independently
apply ethical knowledge into appropriate
action in an academic or professional
situation.
Benchmark
1
Student can recognize basic and
obvious ethical issues and partially
grasps the complexities or
interrelationships among the issues.
Student can name the major
perspectives/concepts she/he uses,
and is only able to present the gist of
them.
Student states both core beliefs and
the origins of the core beliefs.
.
Student can recognize basic and
obvious ethical issues but fails to grasp
complexity or interrelationships.
Student states a position, and can
state objections to, assumptions and
implications of different ethical
perspectives/ concepts. Student does
not respond to them or the response
is of a more personal nature.
Student states a position but cannot
state the objections to and assumptions
and limitations of the different
perspectives/ concepts.
Student can name the major
perspectives/concepts she/he uses.
Student states core beliefs partially or
articulates the basis for the core beliefs.
Student can apply ethical
perspectives/concepts to an ethical
question, independently (to a new
example) and the application is
incomplete.
Student can understand ethical
perspectives/concepts and can apply
them to an ethical question with support
(using examples, in a class, in a group,
or a fixed-choice setting). Student is
unable to apply ethical
perspectives/concepts independently
(to a new example).
Student can accurately apply with support Student can understand the
Student can understand the appropriate
ethical knowledge into appropriate action appropriate action in an academic or action in an academic or professional
in an academic or professional situation.
professional situation but cannot apply situation but can not apply it. Student
it.
can partially identify a course of action
but cannot apply to academic or
professional situation.
*Application of Ethical Perspectives/Concepts will be assessed with appropriate strategy and tools.
Edited based on AAC&U Ethical Reasoning Value Rubric
Draft date: September 2015
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