MET524 Research Ethics for the Social Sciences
The purpose of the course is to facilitate the development of students' research-ethical competence. The ethical requirements for researchers and research projects are continuously increasing, and ensuring proper research ethics is an integral part of research quality.
The course will present issues, cases and perspectives on research ethics. The ethical challenges of the research projects of the course participants will be emphasized and students will present and discuss their own projects.
The course will cover the following topics:
- What is research ethics?
- Ethical issues in the social sciences
- Ethical standards, expectations and institutions in the social sciences
- Safeguards and measures that can improve the ethical quality of research designs
- Evaluation the ethical quality of research designs
- Ethics in the publication process
Knowledge - The candidate can ...
- recognize ethical issues and challenges in the various stages of the research process
- reflect on the nature of ethical issues in research
- evaluate the ethical quality of research designs and how they can be improved from an ethical point of view
- identify and manage relevant ethical issues
Skills - The candidate can ...
- develop research designs that are ethically justifiable
- integrate research-ethical concerns in research design
- carry out research and scholarly research work in line with the ethical standards and expectations of one's field
- articulate and justify the ethical choices that are embedded in research designs and methodological choices
General competence - The candidate can ...
- engage in ethical dialogues about research ethics and research quality
- participate in debates in the field in international forums
- ensure that research designs are ethically justifiable
The course is taught as a combination of lectures, structured conversations, paper writing and presentation.
The course does not presuppose prior knowledge about ethics; however, basic ethical perspectives will not be presented in detail. Therefore, it is helpful if students have some rudimentary knowledge about ethical perspectives (e.g. utilitarianism, deontology/duty ethics, virtue ethics).
Written, individual term paper and presentation of paper in class (80%)
Commentary on the paper presentation of one other student. (20%)
Briggle, A. and Mitcham, C. (2012). Ethics and Science: An Introduction. Cambridge: Cambridge University Press.
Academy of Management (2011). "Academy of Management Code of Ethics", Academy of Management Journal, 54, 6.
Benjamin, L.T. Jr. and Simpson, J.A. (2009). "The Power of the Situation: The Impact of Milgram's Obedience Studies on Personality and Social Psychology", American Psychologist, 64, 1.
DeLorme, D.E., Zinkhan, G.M and French, W. (2001). "Ethics and the Internet: Issues Associated with Qualitative Research", Journal of Business Ethics, 33, 4.
Fanelli, D. (2009). "How Many Scientists Fabricate and Falsify Research? A Systematic Review and Meta-Analysis of Survey Data", PLOS One, 4(5).
Fujii, L. A. (2012). Research ethics 101: dilemmas and responsibilities. Political Science & Politics, 45(04), 717-723.
Harriman, S. and Patel, J. (2014). "The ethics and editorial challenges of internet-based research", BMC Medicine, 12.
Kramer, A.D.I., Guillory, J.E. and Hancock, J.T. (2014). "Experimental evidence of massive-scale emotional contagion through social networks", Proceedings from the National Academy of Sciences, 111, 24.
Mazar, N., & Ariely, D. (2015). Dishonesty in scientific research. The Journal of Clinical Investigation, 125(11), 3993-3996.
Lars Jacob Tynes Pedersen, Department of Accounting, Auditing and Law