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• Ethical Considerations in Research | Types & Examples

Ethical Considerations in Research | Types & Examples

Published on October 18, 2021 by Pritha Bhandari . Revised on May 9, 2024.

Ethical considerations in research are a set of principles that guide your research designs and practices. Scientists and researchers must always adhere to a certain code of conduct when collecting data from people.

The goals of human research often include understanding real-life phenomena, studying effective treatments, investigating behaviors, and improving lives in other ways. What you decide to research and how you conduct that research involve key ethical considerations.

These considerations work to

• protect the rights of research participants
• enhance research validity
• maintain scientific or academic integrity

Table of contents

Why do research ethics matter, getting ethical approval for your study, types of ethical issues, voluntary participation, informed consent, confidentiality, potential for harm, results communication, examples of ethical failures, other interesting articles, frequently asked questions about research ethics.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe for research subjects.

You’ll balance pursuing important research objectives with using ethical research methods and procedures. It’s always necessary to prevent permanent or excessive harm to participants, whether inadvertent or not.

Defying research ethics will also lower the credibility of your research because it’s hard for others to trust your data if your methods are morally questionable.

Even if a research idea is valuable to society, it doesn’t justify violating the human rights or dignity of your study participants.

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Before you start any study involving data collection with people, you’ll submit your research proposal to an institutional review board (IRB) .

An IRB is a committee that checks whether your research aims and research design are ethically acceptable and follow your institution’s code of conduct. They check that your research materials and procedures are up to code.

If successful, you’ll receive IRB approval, and you can begin collecting data according to the approved procedures. If you want to make any changes to your procedures or materials, you’ll need to submit a modification application to the IRB for approval.

If unsuccessful, you may be asked to re-submit with modifications or your research proposal may receive a rejection. To get IRB approval, it’s important to explicitly note how you’ll tackle each of the ethical issues that may arise in your study.

There are several ethical issues you should always pay attention to in your research design, and these issues can overlap with each other.

You’ll usually outline ways you’ll deal with each issue in your research proposal if you plan to collect data from participants.

Voluntary participation means that all research subjects are free to choose to participate without any pressure or coercion.

All participants are able to withdraw from, or leave, the study at any point without feeling an obligation to continue. Your participants don’t need to provide a reason for leaving the study.

It’s important to make it clear to participants that there are no negative consequences or repercussions to their refusal to participate. After all, they’re taking the time to help you in the research process , so you should respect their decisions without trying to change their minds.

Voluntary participation is an ethical principle protected by international law and many scientific codes of conduct.

Take special care to ensure there’s no pressure on participants when you’re working with vulnerable groups of people who may find it hard to stop the study even when they want to.

Informed consent refers to a situation in which all potential participants receive and understand all the information they need to decide whether they want to participate. This includes information about the study’s benefits, risks, funding, and institutional approval.

You make sure to provide all potential participants with all the relevant information about

• what the study is about
• the risks and benefits of taking part
• how long the study will take
• your supervisor’s contact information and the institution’s approval number

Usually, you’ll provide participants with a text for them to read and ask them if they have any questions. If they agree to participate, they can sign or initial the consent form. Note that this may not be sufficient for informed consent when you work with particularly vulnerable groups of people.

If you’re collecting data from people with low literacy, make sure to verbally explain the consent form to them before they agree to participate.

For participants with very limited English proficiency, you should always translate the study materials or work with an interpreter so they have all the information in their first language.

In research with children, you’ll often need informed permission for their participation from their parents or guardians. Although children cannot give informed consent, it’s best to also ask for their assent (agreement) to participate, depending on their age and maturity level.

Anonymity means that you don’t know who the participants are and you can’t link any individual participant to their data.

You can only guarantee anonymity by not collecting any personally identifying information—for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, and videos.

In many cases, it may be impossible to truly anonymize data collection . For example, data collected in person or by phone cannot be considered fully anonymous because some personal identifiers (demographic information or phone numbers) are impossible to hide.

You’ll also need to collect some identifying information if you give your participants the option to withdraw their data at a later stage.

Data pseudonymization is an alternative method where you replace identifying information about participants with pseudonymous, or fake, identifiers. The data can still be linked to participants but it’s harder to do so because you separate personal information from the study data.

Confidentiality means that you know who the participants are, but you remove all identifying information from your report.

All participants have a right to privacy, so you should protect their personal data for as long as you store or use it. Even when you can’t collect data anonymously, you should secure confidentiality whenever you can.

Some research designs aren’t conducive to confidentiality, but it’s important to make all attempts and inform participants of the risks involved.

As a researcher, you have to consider all possible sources of harm to participants. Harm can come in many different forms.

• Psychological harm: Sensitive questions or tasks may trigger negative emotions such as shame or anxiety.
• Social harm: Participation can involve social risks, public embarrassment, or stigma.
• Physical harm: Pain or injury can result from the study procedures.
• Legal harm: Reporting sensitive data could lead to legal risks or a breach of privacy.

It’s best to consider every possible source of harm in your study as well as concrete ways to mitigate them. Involve your supervisor to discuss steps for harm reduction.

Make sure to disclose all possible risks of harm to participants before the study to get informed consent. If there is a risk of harm, prepare to provide participants with resources or counseling or medical services if needed.

Some of these questions may bring up negative emotions, so you inform participants about the sensitive nature of the survey and assure them that their responses will be confidential.

The way you communicate your research results can sometimes involve ethical issues. Good science communication is honest, reliable, and credible. It’s best to make your results as transparent as possible.

Take steps to actively avoid plagiarism and research misconduct wherever possible.

Plagiarism means submitting others’ works as your own. Although it can be unintentional, copying someone else’s work without proper credit amounts to stealing. It’s an ethical problem in research communication because you may benefit by harming other researchers.

Self-plagiarism is when you republish or re-submit parts of your own papers or reports without properly citing your original work.

This is problematic because you may benefit from presenting your ideas as new and original even though they’ve already been published elsewhere in the past. You may also be infringing on your previous publisher’s copyright, violating an ethical code, or wasting time and resources by doing so.

In extreme cases of self-plagiarism, entire datasets or papers are sometimes duplicated. These are major ethical violations because they can skew research findings if taken as original data.

You notice that two published studies have similar characteristics even though they are from different years. Their sample sizes, locations, treatments, and results are highly similar, and the studies share one author in common.

Research misconduct

Research misconduct means making up or falsifying data, manipulating data analyses, or misrepresenting results in research reports. It’s a form of academic fraud.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement about data analyses.

Research misconduct is a serious ethical issue because it can undermine academic integrity and institutional credibility. It leads to a waste of funding and resources that could have been used for alternative research.

Later investigations revealed that they fabricated and manipulated their data to show a nonexistent link between vaccines and autism. Wakefield also neglected to disclose important conflicts of interest, and his medical license was taken away.

This fraudulent work sparked vaccine hesitancy among parents and caregivers. The rate of MMR vaccinations in children fell sharply, and measles outbreaks became more common due to a lack of herd immunity.

Research scandals with ethical failures are littered throughout history, but some took place not that long ago.

Some scientists in positions of power have historically mistreated or even abused research participants to investigate research problems at any cost. These participants were prisoners, under their care, or otherwise trusted them to treat them with dignity.

To demonstrate the importance of research ethics, we’ll briefly review two research studies that violated human rights in modern history.

These experiments were inhumane and resulted in trauma, permanent disabilities, or death in many cases.

After some Nazi doctors were put on trial for their crimes, the Nuremberg Code of research ethics for human experimentation was developed in 1947 to establish a new standard for human experimentation in medical research.

In reality, the actual goal was to study the effects of the disease when left untreated, and the researchers never informed participants about their diagnoses or the research aims.

Although participants experienced severe health problems, including blindness and other complications, the researchers only pretended to provide medical care.

When treatment became possible in 1943, 11 years after the study began, none of the participants were offered it, despite their health conditions and high risk of death.

Ethical failures like these resulted in severe harm to participants, wasted resources, and lower trust in science and scientists. This is why all research institutions have strict ethical guidelines for performing research.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Measures of central tendency
• Chi square tests
• Confidence interval
• Quartiles & Quantiles
• Cluster sampling
• Stratified sampling
• Thematic analysis
• Cohort study
• Peer review
• Ethnography

Research bias

• Implicit bias
• Cognitive bias
• Conformity bias
• Hawthorne effect
• Availability heuristic
• Attrition bias
• Social desirability bias

Ethical considerations in research are a set of principles that guide your research designs and practices. These principles include voluntary participation, informed consent, anonymity, confidentiality, potential for harm, and results communication.

Scientists and researchers must always adhere to a certain code of conduct when collecting data from others .

These considerations protect the rights of research participants, enhance research validity , and maintain scientific integrity.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe.

Anonymity means you don’t know who the participants are, while confidentiality means you know who they are but remove identifying information from your research report. Both are important ethical considerations .

You can only guarantee anonymity by not collecting any personally identifying information—for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, or videos.

You can keep data confidential by using aggregate information in your research report, so that you only refer to groups of participants rather than individuals.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement but a serious ethical failure.

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Research Ethics & Ethical Considerations

A Plain-Language Explainer With Examples

By: Derek Jansen (MBA) | Reviewers: Dr Eunice Rautenbach | May 2024

Research ethics are one of those “ unsexy but essential ” subjects that you need to fully understand (and apply) to conquer your dissertation, thesis or research paper. In this post, we’ll unpack research ethics using plain language and loads of examples .

Overview: Research Ethics 101

• What are research ethics?
• Why should you care?
• Research ethics principles
• Respect for persons
• Beneficence
• Objectivity
• Key takeaways

What (exactly) are research ethics?

At the simplest level, research ethics are a set of principles that ensure that your study is conducted responsibly, safely, and with integrity. More specifically, research ethics help protect the rights and welfare of your research participants, while also ensuring the credibility of your research findings.

Research ethics are critically important for a number of reasons:

Firstly, they’re a complete non-negotiable when it comes to getting your research proposal approved. Pretty much all universities will have a set of ethical criteria that student projects need to adhere to – and these are typically very strictly enforced. So, if your proposed study doesn’t tick the necessary ethical boxes, it won’t be approved .

Beyond the practical aspect of approval, research ethics are essential as they ensure that your study’s participants (whether human or animal) are properly protected . In turn, this fosters trust between you and your participants – as well as trust between researchers and the public more generally. As you can probably imagine, it wouldn’t be good if the general public had a negative perception of researchers!

Last but not least, research ethics help ensure that your study’s results are valid and reliable . In other words, that you measured the thing you intended to measure – and that other researchers can repeat your study. If you’re not familiar with the concepts of reliability and validity , we’ve got a straightforward explainer video covering that below.

The Core Principles

In practical terms, each university or institution will have its own ethics policy – so, what exactly constitutes “ethical research” will vary somewhat between institutions and countries. Nevertheless, there are a handful of core principles that shape ethics policies. These principles include:

Let’s unpack each of these to make them a little more tangible.

Ethics Principle 1: Respect for persons

As the name suggests, this principle is all about ensuring that your participants are treated fairly and respectfully . In practical terms, this means informed consent – in other words, participants should be fully informed about the nature of the research, as well as any potential risks. Additionally, they should be able to withdraw from the study at any time. This is especially important when you’re dealing with vulnerable populations – for example, children, the elderly or people with cognitive disabilities.

Another dimension of the “respect for persons” principle is confidentiality and data protection . In other words, your participants’ personal information should be kept strictly confidential and secure at all times. Depending on the specifics of your project, this might also involve anonymising or masking people’s identities. As mentioned earlier, the exact requirements will vary between universities, so be sure to thoroughly review your institution’s ethics policy before you start designing your project.

Need a helping hand?

Ethics Principle 2: Beneficence

This principle is a little more opaque, but in simple terms beneficence means that you, as the researcher, should aim to maximise the benefits of your work, while minimising any potential harm to your participants.

In practical terms, benefits could include advancing knowledge, improving health outcomes, or providing educational value. Conversely, potential harms could include:

• Physical harm from accidents or injuries
• Psychological harm, such as stress or embarrassment
• Social harm, such as stigmatisation or loss of reputation
• Economic harm – in other words, financial costs or lost income

Simply put, the beneficence principle means that researchers must always try to identify potential risks and take suitable measures to reduce or eliminate them.

Ethics Principle 3: Objectivity

As you can probably guess, this principle is all about attempting to minimise research bias to the greatest degree possible. In other words, you’ll need to reduce subjectivity and increase objectivity wherever possible.

In practical terms, this principle has the largest impact on the methodology of your study – specifically the data collection and data analysis aspects. For example, you’ll need to ensure that the selection of your participants (in other words, your sampling strategy ) is aligned with your research aims – and that your sample isn’t skewed in a way that supports your presuppositions.

If you’re keen to learn more about research bias and the various ways in which you could unintentionally skew your results, check out the video below.

Ethics Principle 4: Integrity

Again, no surprises here; this principle is all about producing “honest work” . It goes without saying that researchers should always conduct their work honestly and transparently, report their findings accurately, and disclose any potential conflicts of interest upfront.

This is all pretty obvious, but another aspect of the integrity principle that’s sometimes overlooked is respect for intellectual property . In practical terms, this means you need to honour any patents, copyrights, or other forms of intellectual property that you utilise while undertaking your research. Along the same vein, you shouldn’t use any unpublished data, methods, or results without explicit, written permission from the respective owner.

Linked to all of this is the broader issue of plagiarism . Needless to say, if you’re drawing on someone else’s published work, be sure to cite your sources, in the correct format. To make life easier, use a reference manager such as Mendeley or Zotero to ensure that your citations and reference list are perfectly polished.

FAQs: Research Ethics

Research ethics & ethical considertation, what is informed consent.

Informed consent simply means providing your potential participants with all necessary information about the study. This should include information regarding the study’s purpose, procedures, risks, and benefits. This information allows your potential participants to make a voluntary and informed decision about whether to participate.

How should I obtain consent from non-English speaking participants?

What about animals.

When conducting research with animals, ensure you adhere to ethical guidelines for the humane treatment of animals. Again, the exact requirements here will vary between institutions, but typically include minimising pain and distress, using alternatives where possible, and obtaining approval from an animal care and use committee.

What is the role of the ERB or IRB?

An ethics review board (ERB) or institutional review board (IRB) evaluates research proposals to ensure they meet ethical standards. The board reviews study designs, consent forms, and data handling procedures, to protect participants’ welfare and rights.

How can I obtain ethical approval for my project?

This varies between universities, but you will typically need to submit a detailed research proposal to your institution’s ethics committee. This proposal should include your research objectives, methods, and how you plan to address ethical considerations like informed consent, confidentiality, and risk minimisation. You can learn more about how to write a proposal here .

How do I ensure ethical collaboration when working with colleagues?

Collaborative research should be conducted with mutual respect and clear agreements on roles, contributions, and publication credits. Open communication is key to preventing conflicts and misunderstandings. Also, be sure to check whether your university has any specific requirements with regards to collaborative efforts and division of labour. 

How should I address ethical concerns relating to my funding source?

Key takeaways: research ethics 101.

Here’s a quick recap of the key points we’ve covered:

• Research ethics are a set of principles that ensure that your study is conducted responsibly.
• It’s essential that you design your study around these principles, or it simply won’t get approved.
• The four ethics principles we looked at are: respect for persons, beneficence, objectivity and integrity

As mentioned, the exact requirements will vary slightly depending on the institution and country, so be sure to thoroughly review your university’s research ethics policy before you start developing your study.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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Home » Ethical Considerations – Types, Examples and Writing Guide

Ethical Considerations – Types, Examples and Writing Guide

Table of Contents

Ethical Considerations

Ethical considerations in research refer to the principles and guidelines that researchers must follow to ensure that their studies are conducted in an ethical and responsible manner. These considerations are designed to protect the rights, safety, and well-being of research participants, as well as the integrity and credibility of the research itself

Some of the key ethical considerations in research include:

• Informed consent: Researchers must obtain informed consent from study participants, which means they must inform participants about the study’s purpose, procedures, risks, benefits, and their right to withdraw at any time.
• Privacy and confidentiality : Researchers must ensure that participants’ privacy and confidentiality are protected. This means that personal information should be kept confidential and not shared without the participant’s consent.
• Harm reduction : Researchers must ensure that the study does not harm the participants physically or psychologically. They must take steps to minimize the risks associated with the study.
• Fairness and equity : Researchers must ensure that the study does not discriminate against any particular group or individual. They should treat all participants equally and fairly.
• Use of deception: Researchers must use deception only if it is necessary to achieve the study’s objectives. They must inform participants of the deception as soon as possible.
• Use of vulnerable populations : Researchers must be especially cautious when working with vulnerable populations, such as children, pregnant women, prisoners, and individuals with cognitive or intellectual disabilities.
• Conflict of interest : Researchers must disclose any potential conflicts of interest that may affect the study’s integrity. This includes financial or personal relationships that could influence the study’s results.
• Data manipulation: Researchers must not manipulate data to support a particular hypothesis or agenda. They should report the results of the study objectively, even if the findings are not consistent with their expectations.
• Intellectual property: Researchers must respect intellectual property rights and give credit to previous studies and research.
• Cultural sensitivity : Researchers must be sensitive to the cultural norms and beliefs of the participants. They should avoid imposing their values and beliefs on the participants and should be respectful of their cultural practices.

Types of Ethical Considerations

Types of Ethical Considerations are as follows:

Research Ethics:

This includes ethical principles and guidelines that govern research involving human or animal subjects, ensuring that the research is conducted in an ethical and responsible manner.

Business Ethics :

This refers to ethical principles and standards that guide business practices and decision-making, such as transparency, honesty, fairness, and social responsibility.

Medical Ethics :

This refers to ethical principles and standards that govern the practice of medicine, including the duty to protect patient autonomy, informed consent, confidentiality, and non-maleficence.

Environmental Ethics :

This involves ethical principles and values that guide our interactions with the natural world, including the obligation to protect the environment, minimize harm, and promote sustainability.

Legal Ethics

This involves ethical principles and standards that guide the conduct of legal professionals, including issues such as confidentiality, conflicts of interest, and professional competence.

Social Ethics

This involves ethical principles and values that guide our interactions with other individuals and society as a whole, including issues such as justice, fairness, and human rights.

Information Ethics

This involves ethical principles and values that govern the use and dissemination of information, including issues such as privacy, accuracy, and intellectual property.

Cultural Ethics

This involves ethical principles and values that govern the relationship between different cultures and communities, including issues such as respect for diversity, cultural sensitivity, and inclusivity.

Technological Ethics

This refers to ethical principles and guidelines that govern the development, use, and impact of technology, including issues such as privacy, security, and social responsibility.

Journalism Ethics

This involves ethical principles and standards that guide the practice of journalism, including issues such as accuracy, fairness, and the public interest.

Educational Ethics

This refers to ethical principles and standards that guide the practice of education, including issues such as academic integrity, fairness, and respect for diversity.

Political Ethics

This involves ethical principles and values that guide political decision-making and behavior, including issues such as accountability, transparency, and the protection of civil liberties.

Professional Ethics

This refers to ethical principles and standards that guide the conduct of professionals in various fields, including issues such as honesty, integrity, and competence.

Personal Ethics

This involves ethical principles and values that guide individual behavior and decision-making, including issues such as personal responsibility, honesty, and respect for others.

Global Ethics

This involves ethical principles and values that guide our interactions with other nations and the global community, including issues such as human rights, environmental protection, and social justice.

Applications of Ethical Considerations

Ethical considerations are important in many areas of society, including medicine, business, law, and technology. Here are some specific applications of ethical considerations:

• Medical research : Ethical considerations are crucial in medical research, particularly when human subjects are involved. Researchers must ensure that their studies are conducted in a way that does not harm participants and that participants give informed consent before participating.
• Business practices: Ethical considerations are also important in business, where companies must make decisions that are socially responsible and avoid activities that are harmful to society. For example, companies must ensure that their products are safe for consumers and that they do not engage in exploitative labor practices.
• Environmental protection: Ethical considerations play a crucial role in environmental protection, as companies and governments must weigh the benefits of economic development against the potential harm to the environment. Decisions about land use, resource allocation, and pollution must be made in an ethical manner that takes into account the long-term consequences for the planet and future generations.
• Technology development : As technology continues to advance rapidly, ethical considerations become increasingly important in areas such as artificial intelligence, robotics, and genetic engineering. Developers must ensure that their creations do not harm humans or the environment and that they are developed in a way that is fair and equitable.
• Legal system : The legal system relies on ethical considerations to ensure that justice is served and that individuals are treated fairly. Lawyers and judges must abide by ethical standards to maintain the integrity of the legal system and to protect the rights of all individuals involved.

Examples of Ethical Considerations

Here are a few examples of ethical considerations in different contexts:

• In healthcare : A doctor must ensure that they provide the best possible care to their patients and avoid causing them harm. They must respect the autonomy of their patients, and obtain informed consent before administering any treatment or procedure. They must also ensure that they maintain patient confidentiality and avoid any conflicts of interest.
• In the workplace: An employer must ensure that they treat their employees fairly and with respect, provide them with a safe working environment, and pay them a fair wage. They must also avoid any discrimination based on race, gender, religion, or any other characteristic protected by law.
• In the media : Journalists must ensure that they report the news accurately and without bias. They must respect the privacy of individuals and avoid causing harm or distress. They must also be transparent about their sources and avoid any conflicts of interest.
• In research: Researchers must ensure that they conduct their studies ethically and with integrity. They must obtain informed consent from participants, protect their privacy, and avoid any harm or discomfort. They must also ensure that their findings are reported accurately and without bias.
• In personal relationships : People must ensure that they treat others with respect and kindness, and avoid causing harm or distress. They must respect the autonomy of others and avoid any actions that would be considered unethical, such as lying or cheating. They must also respect the confidentiality of others and maintain their privacy.

How to Write Ethical Considerations

When writing about research involving human subjects or animals, it is essential to include ethical considerations to ensure that the study is conducted in a manner that is morally responsible and in accordance with professional standards. Here are some steps to help you write ethical considerations:

• Describe the ethical principles: Start by explaining the ethical principles that will guide the research. These could include principles such as respect for persons, beneficence, and justice.
• Discuss informed consent : Informed consent is a critical ethical consideration when conducting research. Explain how you will obtain informed consent from participants, including how you will explain the purpose of the study, potential risks and benefits, and how you will protect their privacy.
• Address confidentiality : Describe how you will protect the confidentiality of the participants’ personal information and data, including any measures you will take to ensure that the data is kept secure and confidential.
• Consider potential risks and benefits : Describe any potential risks or harms to participants that could result from the study and how you will minimize those risks. Also, discuss the potential benefits of the study, both to the participants and to society.
• Discuss the use of animals : If the research involves the use of animals, address the ethical considerations related to animal welfare. Explain how you will minimize any potential harm to the animals and ensure that they are treated ethically.
• Mention the ethical approval : Finally, it’s essential to acknowledge that the research has received ethical approval from the relevant institutional review board or ethics committee. State the name of the committee, the date of approval, and any specific conditions or requirements that were imposed.

When to Write Ethical Considerations

Ethical considerations should be written whenever research involves human subjects or has the potential to impact human beings, animals, or the environment in some way. Ethical considerations are also important when research involves sensitive topics, such as mental health, sexuality, or religion.

In general, ethical considerations should be an integral part of any research project, regardless of the field or subject matter. This means that they should be considered at every stage of the research process, from the initial planning and design phase to data collection, analysis, and dissemination.

Ethical considerations should also be written in accordance with the guidelines and standards set by the relevant regulatory bodies and professional associations. These guidelines may vary depending on the discipline, so it is important to be familiar with the specific requirements of your field.

Purpose of Ethical Considerations

Ethical considerations are an essential aspect of many areas of life, including business, healthcare, research, and social interactions. The primary purposes of ethical considerations are:

• Protection of human rights: Ethical considerations help ensure that people’s rights are respected and protected. This includes respecting their autonomy, ensuring their privacy is respected, and ensuring that they are not subjected to harm or exploitation.
• Promoting fairness and justice: Ethical considerations help ensure that people are treated fairly and justly, without discrimination or bias. This includes ensuring that everyone has equal access to resources and opportunities, and that decisions are made based on merit rather than personal biases or prejudices.
• Promoting honesty and transparency : Ethical considerations help ensure that people are truthful and transparent in their actions and decisions. This includes being open and honest about conflicts of interest, disclosing potential risks, and communicating clearly with others.
• Maintaining public trust: Ethical considerations help maintain public trust in institutions and individuals. This is important for building and maintaining relationships with customers, patients, colleagues, and other stakeholders.
• Ensuring responsible conduct: Ethical considerations help ensure that people act responsibly and are accountable for their actions. This includes adhering to professional standards and codes of conduct, following laws and regulations, and avoiding behaviors that could harm others or damage the environment.

Advantages of Ethical Considerations

Here are some of the advantages of ethical considerations:

• Builds Trust : When individuals or organizations follow ethical considerations, it creates a sense of trust among stakeholders, including customers, clients, and employees. This trust can lead to stronger relationships and long-term loyalty.
• Reputation and Brand Image : Ethical considerations are often linked to a company’s brand image and reputation. By following ethical practices, a company can establish a positive image and reputation that can enhance its brand value.
• Avoids Legal Issues: Ethical considerations can help individuals and organizations avoid legal issues and penalties. By adhering to ethical principles, companies can reduce the risk of facing lawsuits, regulatory investigations, and fines.
• Increases Employee Retention and Motivation: Employees tend to be more satisfied and motivated when they work for an organization that values ethics. Companies that prioritize ethical considerations tend to have higher employee retention rates, leading to lower recruitment costs.
• Enhances Decision-making: Ethical considerations help individuals and organizations make better decisions. By considering the ethical implications of their actions, decision-makers can evaluate the potential consequences and choose the best course of action.
• Positive Impact on Society: Ethical considerations have a positive impact on society as a whole. By following ethical practices, companies can contribute to social and environmental causes, leading to a more sustainable and equitable society.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Scientific ethics and research ethics

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Scientific ethics is defined as commitment to the ideals of science: integrity, openness and critical inquiry. Every member of the scientific community, from the student beginning their Bachelor’s thesis to the world famous academic, follows the same rules and guidelines of ethical scientific practice.

The ethics of science is not new, and it is not based on vague, obscure principles. The demands of scientific ethics are these common values: truth, credibility and integrity. As in human society, so in the ethics of science, it is forbidden to steal, lie or cheat.

Ethical ideals have very little meaning unless they are cherished and promoted. Their implementation must be safeguarded, and any infraction must be investigated. In Finland, the Finnish National Board on Research Integrity (TENK) has drawn up a guide for research ethics called Responsible conduct of research and procedures for handling allegations of misconduct in Finland (2012). This guide was created in collaboration with the scientific community, including feedback and comments from several universities.

Research ethics is not primarily about avoiding ethical infractions. Rather, research ethics promotes commitment to procedures and practices that enable a high level of reliability and quality in research.

The Finnish Advisory Board on Research Integrity has divided morally significant violations of the responsible conduct of research into two groups: disregard for the responsible conduct of research and research misconduct. Both violations decrease the reliability of results and may invalidate the research itself. However, violations may vary as regards their degree of severity. The researcher who disregards or is negligent of the principles of responsible research conduct may not have understood that their shortcomings are not only damaging to the quality of their work but are also morally questionable practices. In contrast, research misconduct is an intentional choice, and not accidental or due to negligence.

Violations of research ethics in all disciplines

• Plagiarism, misappropriation of research ideas, - materials, or results
• Falsification i.e. modifying or distorting research results
• Concealing significant results, especially risks
• Appropriation of the research to one or only some researchers when others have made significant contributions
• Unequal treatment of members of a research group, e.g., in dividing tasks or hiring
• Sexual harassment and racism
• Morally questionable research subjects, such as eugenics.

Literature review

• Plagiarism or improper citation of sources
• Disregard of proper citation practices
• Quotations taken out of context, misrepresentation of the source text
• Falsified sources

Research interviews

• Asking leading questions, manipulation or other forms of mistreatment of the interview subjects
• Misleading the interview subjects about the purpose of the interview
• Distorting the interview responses
• Violating the anonymity or confidentiality of the interview subjects
• Using or publishing the interviews, recordings or images without the express permission of the parties involved

Medical and biological research

• Mistreatment of lab animals
• Painful experiments
• Unnecessary experiments

Technological and scientific research

• Negligent or unprotected tests; experiments carried out without simulations or training, which pose a threat to those conducting the experiment or to outsiders. (Unacceptable risk: dangerous to all)
• Experiments which pose a risk to the researcher’s health and safety (e.g., exposure to toxins or radiation, test flights) (High risk: dangerous for researchers or experiment participants).
• Unnecessary creation of dangerous products, substance compounds or devices
• Releasing inadequately tested products, such as pharmaceutical drugs, to the market
• Potentially dangerous or risky applications of research results (e.g., nuclear power, weapons technology)

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Ethical considerations in research: Best practices and examples

To conduct responsible research, you’ve got to think about ethics. They protect participants’ rights and their well-being - and they ensure your findings are valid and reliable. This isn’t just a box for you to tick. It’s a crucial consideration that can make all the difference to the outcome of your research.

In this article, we'll explore the meaning and importance of research ethics in today's research landscape. You'll learn best practices to conduct ethical and impactful research.

Examples of ethical considerations in research

As a researcher, you're responsible for ethical research alongside your organization. Fulfilling ethical guidelines is critical. Organizations must ensure employees follow best practices to protect participants' rights and well-being.

Keep these things in mind when it comes to ethical considerations in research:

Voluntary participation

Voluntary participation is key. Nobody should feel like they're being forced to participate or pressured into doing anything they don't want to. That means giving people a choice and the ability to opt out at any time, even if they've already agreed to take part in the study.

Informed consent

Informed consent isn't just an ethical consideration. It's a legal requirement as well. Participants must fully understand what they're agreeing to, including potential risks and benefits.

The best way to go about this is by using a consent form. Make sure you include:

• A brief description of the study and research methods.
• The potential benefits and risks of participating.
• The length of the study.
• Contact information for the researcher and/or sponsor.
• Reiteration of the participant’s right to withdraw from the research project at any time without penalty.

Anonymity means that participants aren't identifiable in any way. This includes:

• Email address
• Photographs
• Video footage

You need a way to anonymize research data so that it can't be traced back to individual participants. This may involve creating a new digital ID for participants that can’t be linked back to their original identity using numerical codes.

Confidentiality

Information gathered during a study must be kept confidential. Confidentiality helps to protect the privacy of research participants. It also ensures that their information isn't disclosed to unauthorized individuals.

Some ways to ensure confidentiality include:

• Using a secure server to store data.
• Removing identifying information from databases that contain sensitive data.
• Using a third-party company to process and manage research participant data.
• Not keeping participant records for longer than necessary.
• Avoiding discussion of research findings in public forums.

Potential for harm

​​The potential for harm is a crucial factor in deciding whether a research study should proceed. It can manifest in various forms, such as:

• Psychological harm
• Social harm
• Physical harm

Conduct an ethical review to identify possible harms. Be prepared to explain how you’ll minimize these harms and what support is available in case they do happen.

Fair payment

One of the most crucial aspects of setting up a research study is deciding on fair compensation for your participants. Underpayment is a common ethical issue that shouldn't be overlooked. Properly rewarding participants' time is critical for boosting engagement and obtaining high-quality data. While Prolific requires a minimum payment of £6.00 / $8.00 per hour, there are other factors you need to consider when deciding on a fair payment.

First, check your institution's reimbursement guidelines to see if they already have a minimum or maximum hourly rate. You can also use the national minimum wage as a reference point.

Next, think about the amount of work you're asking participants to do. The level of effort required for a task, such as producing a video recording versus a short survey, should correspond with the reward offered.

You also need to consider the population you're targeting. To attract research subjects with specific characteristics or high-paying jobs, you may need to offer more as an incentive.

We recommend a minimum payment of £9.00 / $12.00 per hour, but we understand that payment rates can vary depending on a range of factors. Whatever payment you choose should reflect the amount of effort participants are required to put in and be fair to everyone involved.

Ethical research made easy with Prolific

At Prolific, we believe in making ethical research easy and accessible. The findings from the Fairwork Cloudwork report speak for themselves. Prolific was given the top score out of all competitors for minimum standards of fair work.

With over 25,000 researchers in our community, we're leading the way in revolutionizing the research industry. If you're interested in learning more about how we can support your research journey, sign up to get started now.

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Understanding Research Ethics

• First Online: 22 April 2022

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As a researcher, whatever your career stage, you need to understand and practice good research ethics. Moral and ethical principles are requisite in research to ensure no deception or harm to participants, scientific community, and society occurs. Failure to follow such principles leads to research misconduct, in which case the researcher faces repercussions ranging from withdrawal of an article from publication to potential job loss. This chapter describes the various types of research misconduct that you should be aware of, i.e., data fabrication and falsification, plagiarism, research bias, data integrity, researcher and funder conflicts of interest. A sound comprehension of research ethics will take you a long way in your career.

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Ethical Considerations in Dissertation Research: A Comprehensive Guide for Students

Understanding Research Ethics     

8 Ethical Considerations in Dissertation Research      

5 Practical Steps for Ensuring Ethical Compliance     

Conclusion         

Additional Resources       

Writing a dissertation is a significant milestone in an academic journey, representing a culmination of years of study, research, and hard work. However, beyond the technical and methodological challenges, students must navigate the complex landscape of ethical considerations. Ethical research practices are paramount in ensuring the integrity, credibility, and societal value of your study. This comprehensive guide explores the key ethical considerations in dissertation research, providing students with a clear understanding of how to conduct their studies ethically and responsibly.

Understanding Research Ethics

What are research ethics.

Research ethics refer to the principles and guidelines that govern the conduct of research to ensure the integrity, quality, and validity of the research process. These principles protect the rights, dignity, and welfare of research participants and promote trust in the research findings.

Core Principles of Research Ethics

1.     Respect for Persons: This principle emphasizes the importance of respecting the autonomy and dignity of research participants. It includes obtaining informed consent and ensuring confidentiality and privacy.

2.     Beneficence: Researchers should aim to maximize benefits and minimize potential harm to participants. This involves conducting risk assessments and implementing measures to mitigate any identified risks.

3.     Justice: This principle focuses on fairness in the selection of research participants and the distribution of the benefits and burdens of research. It ensures that no group is unfairly burdened or excluded from the potential benefits of the research.

4.     Integrity: Researchers should conduct their work honestly, reporting their findings accurately and acknowledging any limitations or conflicts of interest.

5.     Accountability: Researchers are accountable for their actions and decisions throughout the research process. This includes being transparent about their methods and procedures and being open to scrutiny by peers and the public.

8 Ethical Considerations in Dissertation Research

1. informed consent, what is informed consent.

Informed consent is the process through which researchers provide potential participants with all the necessary information about the study, ensuring they understand what participation entails and voluntarily agree to take part. This information includes the study’s purpose, procedures, potential risks and benefits, and the participant's right to withdraw at any time.

Key Elements of Informed Consent

Voluntariness: Participation should be voluntary, without any coercion or undue influence.

Comprehension: Information should be presented in a way that is understandable to the participants, considering their age, language, and cognitive abilities.

Disclosure: Researchers must disclose all relevant information, including the study’s purpose, procedures, risks, benefits, and any alternative procedures.

Consent Documentation: Consent should be documented, usually through a written consent form signed by the participant.

Best Practices for Obtaining Informed Consent

Clear Communication: Use simple and clear language in consent forms and during the consent process.

Ongoing Process: Informed consent is an ongoing process. Researchers should continue to provide information and answer questions throughout the study.

Cultural Sensitivity: Be aware of and respect cultural differences that may affect how participants perceive the consent process.

2. Confidentiality and Privacy

Why is confidentiality important.

Confidentiality protects the privacy of research participants by ensuring that identifiable information is not disclosed without their consent. It fosters trust between participants and researchers and encourages honest and open participation.

Measures to Ensure Confidentiality

Anonymization: Remove or code any identifiable information from the data to prevent tracing back to individual participants.

Secure Data Storage: Use secure methods to store data, such as encrypted digital storage or locked physical storage for paper records.

Limited Access: Restrict access to data to authorized personnel only.

Balancing Confidentiality with Legal and Ethical Obligations

There may be instances where maintaining confidentiality conflicts with legal or ethical obligations, such as reporting illegal activities or protecting individuals from harm. Researchers should be prepared to address these situations by establishing clear protocols and consulting with ethics committees or legal advisors when necessary.

3. Minimizing Harm

Assessing risks and benefits.

Before beginning a study, researchers should conduct a thorough risk-benefit analysis to assess potential risks to participants and weigh them against the anticipated benefits. Risks can be physical, psychological, social, or economic.

Strategies to Minimize Harm

Risk Mitigation: Implement strategies to reduce potential risks, such as providing counseling services or debriefing sessions for participants.

Ethical Review: Submit the research proposal to an ethics review board to evaluate the potential risks and ensure appropriate measures are in place.

Pilot Testing: Conduct pilot tests to identify and address any unforeseen risks before the main study.

4. Ethical Review and Approval

Role of institutional review boards (irbs).

Institutional Review Boards (IRBs) or ethics committees review research proposals to ensure that ethical standards are met. They evaluate the study’s design, consent process, confidentiality measures, and risk mitigation strategies.

Preparing for Ethical Review

Comprehensive Proposal: Prepare a detailed research proposal that includes all aspects of the study design, informed consent process, risk assessment, and data management plans.

Ethical Justification: Provide a clear ethical justification for the study, explaining how it addresses significant research questions and contributes to the field.

Ongoing Compliance: Maintain communication with the IRB throughout the study and submit any necessary amendments for review.

5. Fair Participant Selection

Avoiding exploitation and bias.

Ensure that the selection of participants is fair and equitable. Avoid exploiting vulnerable populations and ensure that no group is unfairly burdened or excluded from potential benefits.

Inclusive and Diverse Recruitment

Strive for inclusivity and diversity in participant recruitment to ensure that the research findings are generalizable and applicable to a broad population.

6. Data Management and Integrity

Ensuring data integrity.

Maintain the accuracy and integrity of the data throughout the research process. Avoid fabrication, falsification, and selective reporting of data.

Data Management Plan

Develop a data management plan that outlines how data will be collected, stored, analyzed, and shared. Include measures to protect data confidentiality and integrity.

7. Reporting and Dissemination of Findings

Accurate and honest reporting.

Report research findings accurately and honestly, including any negative or inconclusive results. Avoid manipulating data or cherry-picking results to support a desired outcome.

Transparency and Replicability

Provide sufficient detail in your methodology and analysis to allow other researchers to replicate your study. Transparency enhances the credibility and trustworthiness of your research.

8. Addressing Conflicts of Interest

Identifying and disclosing conflicts.

Identify any potential conflicts of interest that may affect the research process or outcomes. Disclose these conflicts to relevant stakeholders, including participants, sponsors, and ethical review boards.

Managing Conflicts of Interest

Develop strategies to manage and mitigate conflicts of interest, such as independent oversight or transparency in reporting.

5 Practical Steps for Ensuring Ethical Compliance

1. Develop an Ethical Mindset

Cultivate an ethical mindset by consistently reflecting on the ethical implications of your research decisions. Stay informed about ethical guidelines and best practices in your field.

2. Seek Guidance and Training

Take advantage of ethics training programs and resources offered by your institution or professional organizations. Seek guidance from mentors, advisors, and ethics committees.

3. Document Ethical Procedures

Keep detailed records of your ethical procedures, including consent forms, risk assessments, and IRB communications. Documentation provides accountability and transparency.

4. Engage with Participants

Maintain open and respectful communication with participants throughout the study. Address their concerns and questions promptly and ethically.

5. Continuous Ethical Reflection

Regularly reflect on the ethical aspects of your research, especially when facing new challenges or decisions. Engage with peers and advisors in discussions about ethical dilemmas and solutions.

Ethical considerations are integral to conducting high-quality, credible, and socially responsible dissertation research. By understanding and applying ethical principles, students can protect the rights and welfare of their participants, ensure the integrity of their research, and contribute valuable knowledge to their fields.

From obtaining informed consent to ensuring data confidentiality and integrity, ethical research practices require careful planning, continuous reflection, and a commitment to transparency and accountability. By following the guidelines and best practices outlined in this guide, students can navigate the ethical challenges of dissertation research with confidence and integrity.

Remember, ethical research is not just about following rules—it's about respecting the dignity and rights of those who contribute to your research and ensuring that your work has a positive impact on society.

Additional Resources

To further enhance your understanding and application of ethical considerations in dissertation research, here are some valuable resources, including books, online courses, articles, and institutional guidelines:

Books and Guides:

"Ethics in Qualitative Research" by Tina Miller, Maxine Birch, Melanie Mauthner, and Julie Jessop : This book explores ethical issues specific to qualitative research, providing practical guidance and real-world examples.

"The Ethics of Social Research: Surveys and Experiments" by Joan E. Sieber: Focuses on ethical issues in survey and experimental research, offering practical advice for researchers.

"Ethical Considerations in Qualitative Research" by Sarah J. Tracy: An article discussing ethical challenges and best practices in qualitative research.

"Informed Consent in Social Research" by Alan Aldridge: Explores the complexities of obtaining informed consent in social science research.

"The Role of Institutional Review Boards in Health Services Research" by Jeffrey A. Cooper: Discusses the function and importance of IRBs in overseeing ethical research practices.

Journal of Empirical Research on Human Research Ethics (JERHRE): Publishes articles on ethical issues in human research, offering insights and case studies from various disciplines.

Institutional Guidelines and Resources:

University Research Ethics Committees: Many universities have their own ethics committees and resources for guiding students through the ethical approval process. Check your institution's website for specific guidelines and support.

Lined and Blank Notebooks: Available for purchase from Amazon , we offer a selection of lined and blank notebooks designed for students to capture all dissertation-related thoughts and research in one centralized place, ensuring that you can easily access and review your work as the project evolves.

The lined notebooks provide a structured format for detailed notetaking and organizing research questions systematically

The blank notebooks offer a free-form space ideal for sketching out ideas, diagrams, and unstructured notes.

By utilizing these resources, you can deepen your understanding of hypothesis writing and testing, enhance your research skills , and ensure that your dissertation is supported by robust and credible data analysis.

As an Amazon Associate, I may earn from qualifying purchases.

Dissertation Literature Review: Key Steps and Best Practices

Writing your dissertation hypothesis: a comprehensive guide for students.

Table of Contents

Collaboration, information literacy, writing process, research ethics.

As an investigator be sure to protect your research subjects and follow ethical standards. As a consumer of research, be mindful of when investigators may be exaggerating results, making claims that exceed the authority of a research method, misrepresenting findings, or plagiarizing.

Research ethics are the moral principles and practices that guide how researchers work with information (especially data/texts), human subjects, and animals.

Since 1947, following the publication of the Nuremberg Code , governments (e.g., see Canada ) and professional organizations (e.g., see American Psychological Association) have created ethical codes of conduct to protect research subjects and society.

Since 1964, following the publication of the Declaration of Helsinki , investigators working with human subjects have been required to write an IRB Board in the U.S. or an Ethics Committee in the European Union before any research is conducted.

Research ethics and moral principles are a major concern across academic disciplines, professions, and consumers. Governments, hospitals, universities, and professional organizations have robust policies that guide how investigators work with texts, other humans, and animals, including

• policies for conducting research, such as prohibitions against plagiarism, misrepresentation of data, or fabrication of data
• policies for collaboration, authorship, peer review
• policies for protecting human subjects or animals involved in studies
• policies to account for, avoid, or ameliorate conflicts of interest
• policies for illustrating the value of funded research from governments, foundations, think tanks, and other organizations.

Even so, problems with research ethics endure.

Sometimes investigators cheat and engage in unethical behavior. Politics, economic interests, corporate interests, personal interests — these factors and more are associated with unethical behavior.

And sometimes investigators may not even be conscious that they are acting unethically. People can be unaware of their own confirmation bias, their tendency to ignore disconfirming evidence and selectively seek out evidence that confirms their thesis or research question .

Consumers of research are wise to consider ethics when weighing a study’s truth claims .

[ The CRAAP Test (Currency, Relevance, Authority, Accuracy, Purpose) ]

In 2009, Dr. Daniele Fanelli, a professor at The University of Edinburgh, conducted a meta analysis of 21 surveys that explored how frequently scientists fabricate, falsify or cook data. Remarkably, she discovered that 33.7% of the scientists surveyed admitted to questionable research practices. When discussing the work of colleagues they assumed 14.12% of scientists falsified data and 72% engaged in questionable research practices:

it is likely that, if on average 2% of scientists admit to have falsified research at least once and up to 34% admit other questionable research practices, the actual frequencies of misconduct could be higher than this. Fanelli, Daniele (5/29/09). How Many Scientists Fabricate and Falsify Research? A Systematic Review and Meta-Analysis of Survey Data . PLOS ONE, https://doi.org/10.1371/journal.pone.0005738

For researchers, research ethics and moral principles are not an ornamental feature, an afterthought. Rather, ethical considerations form the foundation of research protocols , guiding the selection of research methods, the techniques used to gather and interpret data, and the ways data are interpreted and represented in research reports.

Examples of Research Ethics

To learn more about research ethics and moral principles, review the following ethical codes:

• National Science Foundation (NSF)
• Food and Drug Administration (FDA)
• Environmental Protection Agency (EPA)
• US Department of Agriculture (USDA)
• Singapore Statement on Research Integrity
• American Chemical Society, The Chemist Professional’s Code of Conduct
• Code of Ethics (American Society for Clinical Laboratory Science)
• American Psychological Association, Ethical Principles of Psychologists and Code of Conduct
• Statement on Professional Ethics (American Association of University Professors)
• World Medical Association’s Declaration of Helsinki
• International ethical guidelines for biomedical research involving human subjects
• International ethical guidelines for epidemiological studies
• European Group on Ethics
• Directive 2001/20/ec of the European Parliament and of the Council
• Council of Europe (Oviedo Convention – Protocol on biomedical research)
• National Institutes of Health (NIH)

Fanelli, Daniele (5/29/09). How Many Scientists Fabricate and Falsify Research? A Systematic Review and Meta-Analysis of Survey Data . PLOS ONE, https://doi.org/10.1371/journal.pone.0005738

Related Articles:

Human subjects research, informed consent, irb (institutional review board), ethics committee, recommended.

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Be aware of the moral principles and practices that inform research with human subjects.

Informed Consent is a legal and ethical requirement for research studies engaged in human subjects research.

Prior to conducting research involving human subjects, be sure to seek approval from an IRB (Institional Review Board) or Ethics Committee.

Featured Articles

Research Methods

• Introduction
• Key Resources
• Books, Articles & Videos

What is Research Ethics?

Research misconducts, responsible conduct of research, youtube video.

• Methods by Subject

Research ethics provides guidelines for the responsible conduct of research. In addition, it educates and monitors scientists conducting research to ensure a high ethical standard. The following is a general summary of some ethical principles:

Honestly report data, results, methods and procedures, and publication status. Do not fabricate, falsify, or misrepresent data.

Objectivity:

Strive to avoid bias in experimental design, data analysis, data interpretation, peer review, personnel decisions, grant writing, expert testimony, and other aspects of research.

Keep your promises and agreements; act with sincerity; strive for consistency of thought and action.

Carefulness:

Avoid careless errors and negligence; carefully and critically examine your own work and the work of your peers. Keep good records of research activities.

Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

Respect for Intellectual Property:

Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished data, methods, or results without permission. Give credit where credit is due. Never plagiarize.

Confidentiality:

Protect confidential communications, such as papers or grants submitted for publication, personnel records, trade or military secrets, and patient records.

Responsible Publication:

Publish in order to advance research and scholarship, not to advance just your own career. Avoid wasteful and duplicative publication.

Responsible Mentoring:

Help to educate, mentor, and advise students. Promote their welfare and allow them to make their own decisions.

Respect for Colleagues:

Respect your colleagues and treat them fairly.

Social Responsibility:

Strive to promote social good and prevent or mitigate social harms through research, public education, and advocacy.

Non-Discrimination:

Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or other factors that are not related to their scientific competence and integrity.

Competence:

Maintain and improve your own professional competence and expertise through lifelong education and learning; take steps to promote competence in science as a whole.

Know and obey relevant laws and institutional and governmental policies.

Animal Care:

Show proper respect and care for animals when using them in research. Do not conduct unnecessary or poorly designed animal experiments.

Human Subjects Protection:

When conducting research on human subjects, minimize harms and risks and maximize benefits; respect human dignity, privacy, and autonomy.

Source: What is Ethics in Research & Why is it Important?  U.S. National Institute of Environmental Health Sciences

• Five Principles for Research Ethics (American Psychological Association)
• Ethical Guidelines for Good Research Practice  (Association of Social Anthropologists, UK)
• Australian Code for the Responsible Conduct of Research, 2018 (Australian Government)
• ESRC Framework for Research Ethics 2015  (The Economic and Social Research Council, UK)

How different aspects of your research relate to the six ethics principles set out in the ESRC Framework for Research Ethics? Click the image below to find out.

http://www.ethicsguidebook.ac.uk/EthicsPrinciples

What are research misconducts?

(a) Fabrication - making up data or results and recording or reporting them.

(b) Falsification - manipulating research materials, or changing or omitting data or results such that the research is not accurately represented in the research record.

(c) Plagiarism - the appropriation of another person's ideas, processes, results, or words without giving appropriate credit.

(d) Research misconduct does not include honest error or differences of opinion.

Source: Definition of Research Misconduct The Office of Research Integrity, U.S. Department of Health & Human Services

ORI Introduction to the Responsible Conduct of Research

Yale School of Medicine Professor Robert Levine spoke on guidelines for human subjects protection.

Video from: https://www.youtube.com/watch?v=jD-YCDE_5yw

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• Next: Methods by Subject >>
• Last Updated: Jun 18, 2024 4:21 PM
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What Are the Ethical Considerations in Research Design?

When I began my work on the thesis I was always focused on my research. However, once I began to make my way through research, I realized that research ethics is a core aspect of the research work and the foundation of research design.

Research ethics play a crucial role in ensuring the responsible conduct of research. Here are some key reasons why research ethics matter:

Let us look into some of the major ethical considerations in research design.

Ethical Issues in Research

There are many organizations, like the Committee on Publication Ethics , dedicated to promoting ethics in scientific research. These organizations agree that ethics is not an afterthought or side note to the research study. It is an integral aspect of research that needs to remain at the forefront of our work.

The research design must address specific research questions. Hence, the conclusions of the study must correlate to the questions posed and the results. Also, research ethics demands that the methods used must relate specifically to the research questions.

Voluntary Participation and Consent

An individual should at no point feel any coercion to participate in a study. This includes any type of persuasion or deception in attempting to gain an individual’s trust.

Informed consent states that an individual must give their explicit consent to participate in the study. You can think of consent form as an agreement of trust between the researcher and the participants.

Sampling is the first step in research design . You will need to explain why you want a particular group of participants. You will have to explain why you left out certain people or groups. In addition, if your sample includes children or special needs individuals, you will have additional requirements to address like parental permission.

Confidentiality

The third ethics principle of the Economic and Social Research Council (ESRC) states that: “The confidentiality of the information supplied by research subjects and the anonymity of respondents must be respected.” However, sometimes confidentiality is limited. For example, if a participant is at risk of harm, we must protect them. This might require releasing confidential information.

Risk of Harm

We should do everything in our power to protect study participants. For this, we should focus on the risk to benefit ratio. If possible risks outweigh the benefits, then we should abandon or redesign the study. Risk of harm also requires us to measure the risk to benefit ratio as the study progresses.

Research Methods

We know there are numerous research methods. However, when it comes to ethical considerations, some key questions can help us find the right approach for our studies.

i. Which methods most effectively fit the aims of your research?

ii. What are the strengths and restrictions of a particular method?

iii. Are there potential risks when using a particular research method?

For more guidance, you can refer to the ESRC Framework for Research Ethics .

Ethical issues in research can arise at various stages of the research process and involve different aspects of the study. Here are some common examples of ethical issues in research:

Institutional Review Boards

The importance of ethics in research cannot be understated. Following ethical guidelines will ensure your study’s validity and promote its contribution to scientific study. On a personal level, you will strengthen your research and increase your opportunities to gain funding.

To address the need for ethical considerations, most institutions have their own Institutional Review Board (IRB). An IRB secures the safety of human participants and prevents violation of human rights. It reviews the research aims and methodologies to ensure ethical practices are followed. If a research design does not follow the set ethical guidelines, then the  researcher will have to amend their study.

Applying for Ethical Approval

Applications for ethical approval will differ across institutions. Regardless, they focus on the benefits of your research and the risk to benefit ratio concerning participants. Therefore, you need to effectively address both in order to get ethical clearence.

Participants

It is vital that you make it clear that individuals are provided with sufficient information in order to make an informed decision on their participation. In addition, you need to demonstrate that the ethical issues of consent, risk of harm, and confidentiality are clearly defined.

Benefits of the Study

You need to prove to the panel that your work is essential and will yield results that contribute to the scientific community. For this, you should demonstrate the following:

i. The conduct of research guarantees the quality and integrity of results.

ii. The research will be properly distributed.

iii. The aims of the research are clear and the methodology is appropriate.

Integrity and transparency are vital in the research. Ethics committees expect you to share any actual or potential conflicts of interest that could affect your work. In addition, you have to be honest and transparent throughout the approval process and the research process.

The Dangers of Unethical Practices

There is a reason to  follow ethical guidelines. Without these guidelines, our research will suffer. Moreover, more importantly, people could suffer.

The following are just two examples of infamous cases of unethical research practices that demonstrate the importance of adhering to ethical standards:

• The Stanford Prison Experiment (1971) aimed to investigate the psychological effects of power using the relationship between prisoners and prison officers. Those assigned the role of “prison officers” embraced measures that exposed “prisoners” to psychological and physical harm. In this case, there was voluntary participation. However, there was disregard for  welfare of the participants.
• Recently, Chinese scientist He Jiankui announced his work on genetically edited babies . Over 100 Chinese scientists denounced this research, calling it “crazy” and “shocking and unacceptable.” This research shows a troubling attitude of “do first, debate later” and a disregard for the ethical concerns of manipulating the human body Wang Yuedan, a professor of immunology at Peking University, calls this “an ethics disaster for the world” and demands strict punishments for this type of ethics violation.

What are your experiences with research ethics? How have you developed an ethical approach to research design? Please share your thoughts with us in the comments section below.

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A Guide to Logistical/Ethical Considerations in Thesis/Dissertation Writing

4-minute read

• 14th May 2023

Why include a section on logistical/ethical considerations in your thesis/dissertation?

Ethical and logistical considerations are the guidelines that marshal your research practices and activities. With so many necessary steps to planning your dissertation , it may be tempting to dash off your logistical and ethical considerations section. However, don’t make that mistake! Including a thorough section on logistical and ethical considerations in your thesis shows that you have carefully considered your research plan, from the ethical implications of your research findings to the impact of performing the study itself.

And above all else, not providing well-thought-out ethical and logistical considerations in your research plan could derail your entire dissertation and have other grave consequences . But not to worry! Here, we offer a step-by-step guide to writing your logistical and ethical considerations section so that you can tick another essential item off your thesis checklist .

Steps for creating a logistical/ethical considerations section

• Clarify your ethical and logistical principles.

Your ethical and logistical principles will depend on many factors, such as research topic, fieldwork, and the possibility of direct interaction with vulnerable populations.

However, several overarching research principles are always helpful to remember. For example, the Belmont Report lists three often invoked principles: respect for persons, beneficence (i.e., maximize potential benefits to research subjects and minimize potential harm), and justice (i.e., people should be treated fairly). However, many other principles exist (and we offer a few other frequently cited principles below that might apply to your research).

If you haven’t done so already, discuss the ramifications of your dissertation work from an ethical standpoint with your adviser, who may bring up concerns that you’ve overlooked. You should also check with your organization’s Institutional Review Board (IRB) to confirm that there are no policies you need to be aware of.

• Evaluate each step of your research plan, as well as its potential risks and implications, and plan how you will ensure the ethical treatment of all persons involved.

Now that you have clarified your ethical and logistical principles, go through each stage of your research plan and consider the ethical impact of each step. Come up with a systematic plan to make sure that you’re protecting the ethical standards you’ve laid out for each one of the people affected by your research.

• Record your practices thoroughly and carefully during your research.

During the course of your study, keep detailed records of how you made sure the practices that address the ethical and logistical considerations were completed.

For example, if you should be obtaining verbal consent before conducting an interview, maintain a system to record that the consent was received.

Or, if it’s necessary to keep your digital data secure, be sure to make a note of the hardware and software you use. Plenty of online templates can help you keep these details organized.

• Write the ethical and logistical considerations section.

If you’ve kept detailed records, writing up your ethical and logistical considerations should be a straightforward process. It’s more common these days to see a section devoted to research ethics in dissertation structures .

Once again, check with your adviser to make sure you follow the proper protocol when you add your section on ethical and logistical considerations to your dissertation.

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Potential ethical and logistical considerations

This is not a comprehensive list, but here are a few more common ethical and logistical considerations that may apply to your research work:

●  Informed consent : Participants should be able to voluntarily join the study and know what the study is about and what the implications of the work are.

●  Anonymity, confidentiality, and data protection : Participants should have a reasonable expectation that their confidential data will remain private.

●  Nondiscrimination : You should avoid discrimination on the basis of sex, race, ethnicity, or any other factor.

●  Social responsibility : Research should contribute to the common good.

Following the four steps outlined in this post will help you write an ethical and logistical considerations section in your dissertation:

1. Define your principles

2. Evaluate the risks and implications of each stage of your research

3. Record your practices carefully

4. Write up your considerations in the appropriate format for the dissertation.

Although ethical considerations vary from study to study, our guide should get you through another step in writing your thesis! Remember to include enough time for editing and proofreading your dissertation , and if you’re interested in some help from us, you can try a sample of our services for free . Good luck writing your dissertation!

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Ethical Considerations

Ethical Considerations can be specified as one of the most important parts of the research. Dissertations may even be doomed to failure if this part is missing.

According to Bryman and Bell (2007) [1] the following ten points represent the most important principles related to ethical considerations in dissertations:

• Research participants should not be subjected to harm in any ways whatsoever.
• Respect for the dignity of research participants should be prioritised.
• Full consent should be obtained from the participants prior to the study.
• The protection of the privacy of research participants has to be ensured.
• Adequate level of confidentiality of the research data should be ensured.
• Anonymity of individuals and organisations participating in the research has to be ensured.
• Any deception or exaggeration about the aims and objectives of the research must be avoided.
• Affiliations in any forms, sources of funding, as well as any possible conflicts of interests have to be declared.
• Any type of communication in relation to the research should be done with honesty and transparency.
• Any type of misleading information, as well as representation of primary data findings in a biased way must be avoided.

In order to address ethical considerations aspect of your dissertation in an effective manner, you will need to expand discussions of each of the following points to at least one paragraph:

1. Voluntary participation of respondents in the research is important. Moreover, participants have rights to withdraw from the study at any stage if they wish to do so.

2. Respondents should participate on the basis of informed consent. The principle of informed consent involves researchers providing sufficient information and assurances about taking part to allow individuals to understand the implications of participation and to reach a fully informed, considered and freely given decision about whether or not to do so, without the exercise of any pressure or coercion. [2]

3. The use of offensive, discriminatory, or other unacceptable language needs to be avoided in the formulation of Questionnaire/Interview/Focus group questions.

4. Privacy and anonymity or respondents is of a paramount importance.

5. Acknowledgement of works of other authors used in any part of the dissertation with the use of Harvard/APA/Vancouver referencing system according to the Dissertation Handbook

6. Maintenance of the highest level of objectivity in discussions and analyses throughout the research

7. Adherence to Data Protection Act (1998) if you are studying in the UK

In studies that do not involve primary data collection, on the other hand, ethical issues are going to be limited to the points d) and e) above.

Most universities have their own Code of Ethical Practice. It is critically important for you to thoroughly adhere to this code in every aspect of your research and declare your adherence in ethical considerations part of your dissertation.

My e-book,  The Ultimate Guide to Writing a Dissertation in Business Studies: a step by step assistance  offers practical assistance to complete a dissertation with minimum or no stress. The e-book covers all stages of writing a dissertation starting from the selection to the research area to submitting the completed version of the work within the deadline. John Dudovskiy

[1] Bryman, A. &  Bell, E. (2007) “Business Research Methods”, 2nd edition. Oxford University Press.

[2] Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students” 6th edition, Pearson Education Limited.

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• Ethical Considerations in Research | Types & Examples

Ethical Considerations in Research | Types & Examples

Published on 7 May 2022 by Pritha Bhandari .

Ethical considerations in research are a set of principles that guide your research designs and practices. Scientists and researchers must always adhere to a certain code of conduct when collecting data from people.

The goals of human research often include understanding real-life phenomena, studying effective treatments, investigating behaviours, and improving lives in other ways. What you decide to research and how you conduct that research involve key ethical considerations.

These considerations work to:

• Protect the rights of research participants
• Enhance research validity
• Maintain scientific integrity

Table of contents

Why do research ethics matter, getting ethical approval for your study, types of ethical issues, voluntary participation, informed consent, confidentiality, potential for harm, results communication, examples of ethical failures, frequently asked questions about research ethics.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe for research subjects.

You’ll balance pursuing important research aims with using ethical research methods and procedures. It’s always necessary to prevent permanent or excessive harm to participants, whether inadvertent or not.

Defying research ethics will also lower the credibility of your research because it’s hard for others to trust your data if your methods are morally questionable.

Even if a research idea is valuable to society, it doesn’t justify violating the human rights or dignity of your study participants.

Prevent plagiarism, run a free check.

Before you start any study involving data collection with people, you’ll submit your research proposal to an institutional review board (IRB) .

An IRB is a committee that checks whether your research aims and research design are ethically acceptable and follow your institution’s code of conduct. They check that your research materials and procedures are up to code.

If successful, you’ll receive IRB approval, and you can begin collecting data according to the approved procedures. If you want to make any changes to your procedures or materials, you’ll need to submit a modification application to the IRB for approval.

If unsuccessful, you may be asked to re-submit with modifications or your research proposal may receive a rejection. To get IRB approval, it’s important to explicitly note how you’ll tackle each of the ethical issues that may arise in your study.

There are several ethical issues you should always pay attention to in your research design, and these issues can overlap with each other.

You’ll usually outline ways you’ll deal with each issue in your research proposal if you plan to collect data from participants.

Voluntary participation means that all research subjects are free to choose to participate without any pressure or coercion.

All participants are able to withdraw from, or leave, the study at any point without feeling an obligation to continue. Your participants don’t need to provide a reason for leaving the study.

It’s important to make it clear to participants that there are no negative consequences or repercussions to their refusal to participate. After all, they’re taking the time to help you in the research process, so you should respect their decisions without trying to change their minds.

Voluntary participation is an ethical principle protected by international law and many scientific codes of conduct.

Take special care to ensure there’s no pressure on participants when you’re working with vulnerable groups of people who may find it hard to stop the study even when they want to.

Informed consent refers to a situation in which all potential participants receive and understand all the information they need to decide whether they want to participate. This includes information about the study’s benefits, risks, funding, and institutional approval.

• What the study is about
• The risks and benefits of taking part
• How long the study will take
• Your supervisor’s contact information and the institution’s approval number

Usually, you’ll provide participants with a text for them to read and ask them if they have any questions. If they agree to participate, they can sign or initial the consent form. Note that this may not be sufficient for informed consent when you work with particularly vulnerable groups of people.

If you’re collecting data from people with low literacy, make sure to verbally explain the consent form to them before they agree to participate.

For participants with very limited English proficiency, you should always translate the study materials or work with an interpreter so they have all the information in their first language.

In research with children, you’ll often need informed permission for their participation from their parents or guardians. Although children cannot give informed consent, it’s best to also ask for their assent (agreement) to participate, depending on their age and maturity level.

Anonymity means that you don’t know who the participants are and you can’t link any individual participant to their data.

You can only guarantee anonymity by not collecting any personally identifying information – for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, and videos.

In many cases, it may be impossible to truly anonymise data collection. For example, data collected in person or by phone cannot be considered fully anonymous because some personal identifiers (demographic information or phone numbers) are impossible to hide.

You’ll also need to collect some identifying information if you give your participants the option to withdraw their data at a later stage.

Data pseudonymisation is an alternative method where you replace identifying information about participants with pseudonymous, or fake, identifiers. The data can still be linked to participants, but it’s harder to do so because you separate personal information from the study data.

Confidentiality means that you know who the participants are, but you remove all identifying information from your report.

All participants have a right to privacy, so you should protect their personal data for as long as you store or use it. Even when you can’t collect data anonymously, you should secure confidentiality whenever you can.

Some research designs aren’t conducive to confidentiality, but it’s important to make all attempts and inform participants of the risks involved.

As a researcher, you have to consider all possible sources of harm to participants. Harm can come in many different forms.

• Psychological harm: Sensitive questions or tasks may trigger negative emotions such as shame or anxiety.
• Social harm: Participation can involve social risks, public embarrassment, or stigma.
• Physical harm: Pain or injury can result from the study procedures.
• Legal harm: Reporting sensitive data could lead to legal risks or a breach of privacy.

It’s best to consider every possible source of harm in your study, as well as concrete ways to mitigate them. Involve your supervisor to discuss steps for harm reduction.

Make sure to disclose all possible risks of harm to participants before the study to get informed consent. If there is a risk of harm, prepare to provide participants with resources, counselling, or medical services if needed.

Some of these questions may bring up negative emotions, so you inform participants about the sensitive nature of the survey and assure them that their responses will be confidential.

The way you communicate your research results can sometimes involve ethical issues. Good science communication is honest, reliable, and credible. It’s best to make your results as transparent as possible.

Take steps to actively avoid plagiarism and research misconduct wherever possible.

Plagiarism means submitting others’ works as your own. Although it can be unintentional, copying someone else’s work without proper credit amounts to stealing. It’s an ethical problem in research communication because you may benefit by harming other researchers.

Self-plagiarism is when you republish or re-submit parts of your own papers or reports without properly citing your original work.

This is problematic because you may benefit from presenting your ideas as new and original even though they’ve already been published elsewhere in the past. You may also be infringing on your previous publisher’s copyright, violating an ethical code, or wasting time and resources by doing so.

In extreme cases of self-plagiarism, entire datasets or papers are sometimes duplicated. These are major ethical violations because they can skew research findings if taken as original data.

You notice that two published studies have similar characteristics even though they are from different years. Their sample sizes, locations, treatments, and results are highly similar, and the studies share one author in common.

Research misconduct

Research misconduct means making up or falsifying data, manipulating data analyses, or misrepresenting results in research reports. It’s a form of academic fraud.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement about data analyses.

Research misconduct is a serious ethical issue because it can undermine scientific integrity and institutional credibility. It leads to a waste of funding and resources that could have been used for alternative research.

Later investigations revealed that they fabricated and manipulated their data to show a nonexistent link between vaccines and autism. Wakefield also neglected to disclose important conflicts of interest, and his medical license was taken away.

This fraudulent work sparked vaccine hesitancy among parents and caregivers. The rate of MMR vaccinations in children fell sharply, and measles outbreaks became more common due to a lack of herd immunity.

Research scandals with ethical failures are littered throughout history, but some took place not that long ago.

Some scientists in positions of power have historically mistreated or even abused research participants to investigate research problems at any cost. These participants were prisoners, under their care, or otherwise trusted them to treat them with dignity.

To demonstrate the importance of research ethics, we’ll briefly review two research studies that violated human rights in modern history.

These experiments were inhumane and resulted in trauma, permanent disabilities, or death in many cases.

After some Nazi doctors were put on trial for their crimes, the Nuremberg Code of research ethics for human experimentation was developed in 1947 to establish a new standard for human experimentation in medical research.

In reality, the actual goal was to study the effects of the disease when left untreated, and the researchers never informed participants about their diagnoses or the research aims.

Although participants experienced severe health problems, including blindness and other complications, the researchers only pretended to provide medical care.

When treatment became possible in 1943, 11 years after the study began, none of the participants were offered it, despite their health conditions and high risk of death.

Ethical failures like these resulted in severe harm to participants, wasted resources, and lower trust in science and scientists. This is why all research institutions have strict ethical guidelines for performing research.

Ethical considerations in research are a set of principles that guide your research designs and practices. These principles include voluntary participation, informed consent, anonymity, confidentiality, potential for harm, and results communication.

Scientists and researchers must always adhere to a certain code of conduct when collecting data from others .

These considerations protect the rights of research participants, enhance research validity , and maintain scientific integrity.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe.

Anonymity means you don’t know who the participants are, while confidentiality means you know who they are but remove identifying information from your research report. Both are important ethical considerations .

You can only guarantee anonymity by not collecting any personally identifying information – for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, or videos.

You can keep data confidential by using aggregate information in your research report, so that you only refer to groups of participants rather than individuals.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement but a serious ethical failure.

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Addressing ethical issues in your research proposal

This article explores the ethical issues that may arise in your proposed study during your doctoral research degree.

What ethical principles apply when planning and conducting research?

Research ethics are the moral principles that govern how researchers conduct their studies (Wellcome Trust, 2014). As there are elements of uncertainty and risk involved in any study, every researcher has to consider how they can uphold these ethical principles and conduct the research in a way that protects the interests and welfare of participants and other stakeholders (such as organisations).  

You will need to consider the ethical issues that might arise in your proposed study. Consideration of the fundamental ethical principles that underpin all research will help you to identify the key issues and how these could be addressed. As you are probably a practitioner who wants to undertake research within your workplace, consider how your role as an ‘insider’ influences how you will conduct your study. Think about the ethical issues that might arise when you become an insider researcher (for example, relating to trust, confidentiality and anonymity).  

What key ethical principles do you think will be important when planning or conducting your research, particularly as an insider? Principles that come to mind might include autonomy, respect, dignity, privacy, informed consent and confidentiality. You may also have identified principles such as competence, integrity, wellbeing, justice and non-discrimination.  

Key ethical issues that you will address as an insider researcher include:

• Gaining trust
• Avoiding coercion when recruiting colleagues or other participants (such as students or service users)
• Practical challenges relating to ensuring the confidentiality and anonymity of organisations and staff or other participants.

(Heslop et al, 2018)

A fuller discussion of ethical principles is available from the British Psychological Society’s Code of Human Research Ethics (BPS, 2021).

You can also refer to guidance from the British Educational Research Association and the British Association for Applied Linguistics .

Ethical principles are essential for protecting the interests of research participants, including maximising the benefits and minimising any risks associated with taking part in a study. These principles describe ethical conduct which reflects the integrity of the researcher, promotes the wellbeing of participants and ensures high-quality research is conducted (Health Research Authority, 2022).  

Research ethics is therefore not simply about gaining ethical approval for your study to be conducted. Research ethics relates to your moral conduct as a doctoral researcher and will apply throughout your study from design to dissemination (British Psychological Society, 2021). When you apply to undertake a doctorate, you will need to clearly indicate in your proposal that you understand these ethical principles and are committed to upholding them.  

Where can I find ethical guidance and resources? 

Professional bodies, learned societies, health and social care authorities, academic publications, Research Ethics Committees and research organisations provide a range of ethical guidance and resources. International codes such as the Universal Declaration of Human Rights underpin ethical frameworks (United Nations, 1948).  

You may be aware of key legislation in your own country or the country where you plan to undertake the research, including laws relating to consent, data protection and decision-making capacity, for example, the Data Protection Act, 2018 (UK).  If you want to find out more about becoming an ethical researcher, check out this Open University short course: Becoming an ethical researcher: Introduction and guidance: What is a badged course? - OpenLearn - Open University  

You should be able to justify the research decisions you make. Utilising these resources will guide your ethical judgements when writing your proposal and ultimately when designing and conducting your research study. The Ethical Guidelines for Educational Research (British Educational Research Association, 2018) identifies the key responsibilities you will have when you conduct your research, including the range of stakeholders that you will have responsibilities to, as follows:   

• to your participants (e.g. to appropriately inform them, facilitate their participation and support them)
• clients, stakeholders and sponsors
• the community of educational or health and social care researchers
• for publication and dissemination
• your wellbeing and development

The National Institute for Health and Care Research (no date) has emphasised the need to promote equality, diversity and inclusion when undertaking research, particularly to address long-standing social and health inequalities. Research should be informed by the diversity of people’s experiences and insights, so that it will lead to the development of practice that addresses genuine need. A commitment to equality, diversity and inclusion aims to eradicate prejudice and discrimination on the basis of an individual or group of individuals' protected characteristics such as sex (gender), disability, race, sexual orientation, in line with the Equality Act 2010.  

The NIHR has produced guidance for enhancing the inclusion of ‘under-served groups’ when designing a research study (2020). Although the guidance refers to clinical research it is relevant to research more broadly.  

You should consider how you will promote equality and diversity in your planned study, including through aspects such as your research topic or question, the methodology you will use, the participants you plan to recruit and how you will analyse and interpret your data.    

What ethical issues do I need to consider when writing my research proposal?

You might be planning to undertake research in a health, social care, educational or other setting, including observations and interviews. The following prompts should help you to identify key ethical issues that you need to bear in mind when undertaking research in such settings.  

1.     Imagine you are a potential participant. Think about the questions and concerns that you might have:

• How would you feel if a researcher sat in your space and took notes, completed a checklist, or made an audio or film recording?
• What harm might a researcher cause by observing or interviewing you and others?
• What would you want to know about the researcher and ask them about the study before giving consent?
• When imagining you are the participant, how could the researcher make you feel more comfortable to be observed or interviewed? 

2.     Having considered the perspective of your potential participant, how would you take account of concerns such as privacy, consent, wellbeing and power in your research proposal?  

[Adapted from OpenLearn course: Becoming an ethical researcher, Week 2 Activity 3: Becoming an ethical researcher - OpenLearn - Open University ]  

The ethical issues to be considered will vary depending on your organisational context/role, the types of participants you plan to recruit (for example, children, adults with mental health problems), the research methods you will use, and the types of data you will collect. You will need to decide how to recruit your participants so you do not inappropriately exclude anyone.  Consider what methods may be necessary to facilitate their voice and how you can obtain their consent to taking part or ensure that consent is obtained from someone else as necessary, for example, a parent in the case of a child. 

You should also think about how to avoid imposing an unnecessary burden or costs on your participants. For example, by minimising the length of time they will have to commit to the study and by providing travel or other expenses. Identify the measures that you will take to store your participants’ data safely and maintain their confidentiality and anonymity when you report your findings. You could do this by storing interview and video recordings in a secure server and anonymising their names and those of their organisations using pseudonyms.  

Professional codes such as the Code of Human Research Ethics (BPS, 2021) provide guidance on undertaking research with children. Being an ‘insider’ researching within your own organisation has advantages. However, you should also consider how this might impact on your research, such as power dynamics, consent, potential bias and any conflict of interest between your professional and researcher roles (Sapiro and Matthews, 2020).  

How have other researchers addressed any ethical challenges?

The literature provides researchers’ accounts explaining how they addressed ethical challenges when undertaking studies. For example, Turcotte-Tremblay and McSween-Cadieux (2018) discuss strategies for protecting participants’ confidentiality when disseminating findings locally, such as undertaking fieldwork in multiple sites and providing findings in a generalised form. In addition, professional guidance includes case studies illustrating how ethical issues can be addressed, including when researching online forums (British Sociological Association, no date).

Watch the videos below and consider what insights the postgraduate researcher and supervisor provide  regarding issues such as being an ‘insider researcher’, power relations, avoiding intrusion, maintaining participant anonymity and complying with research ethics and professional standards. How might their experiences inform the design and conduct of your own study?

Postgraduate researcher and supervisor talk about ethical considerations

Your thoughtful consideration of the ethical issues that might arise and how you would address these should enable you to propose an ethically informed study and conduct it in a responsible, fair and sensitive manner. 

British Educational Research Association (2018)  Ethical Guidelines for Educational Research.  Available at:  https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018  (Accessed: 9 June 2023).

British Psychological Society (2021)  Code of Human Research Ethics . Available at:  https://cms.bps.org.uk/sites/default/files/2022-06/BPS%20Code%20of%20Human%20Research%20Ethics%20%281%29.pdf  (Accessed: 9 June 2023).

British Sociological Association (2016)  Researching online forums . Available at:  https://www.britsoc.co.uk/media/24834/j000208_researching_online_forums_-cs1-_v3.pdf  (Accessed: 9 June 2023).

Health Research Authority (2022)  UK Policy Framework for Health and Social Care Research . Available at:  https://www.hra.nhs.uk/planning-and-improving-research/policies-standards-legislation/uk-policy-framework-health-social-care-research/uk-policy-framework-health-and-social-care-research/#chiefinvestigators  (Accessed: 9 June 2023).

Heslop, C., Burns, S., Lobo, R. (2018) ‘Managing qualitative research as insider-research in small rural communities’,  Rural and Remote Health , 18: pp. 4576.

Equality Act 2010, c. 15.  Available at:   https://www.legislation.gov.uk/ukpga/2010/15/introduction   (Accessed: 9 June 2023).

National Institute for Health and Care Research (no date)  Equality, Diversity and Inclusion (EDI) . Available at:  https://arc-kss.nihr.ac.uk/public-and-community-involvement/pcie-guide/how-to-do-pcie/equality-diversity-and-inclusion-edi  (Accessed: 9 June 2023).

National Institute for Health and Care Research (2020)  Improving inclusion of under-served groups in clinical research: Guidance from INCLUDE project.  Available at:   https://www.nihr.ac.uk/documents/improving-inclusion-of-under-served-groups-in-clinical-research-guidance-from-include-project/25435  (Accessed: 9 June 2023).

Sapiro, B. and Matthews, E. (2020) ‘Both Insider and Outsider. On Conducting Social Work Research in Mental Health Settings’,  Advances in Social Work , 20(3). Available at:  https://doi.org/10.18060/23926

Turcotte-Tremblay, A. and McSween-Cadieux, E. (2018) ‘A reflection on the challenge of protecting confidentiality of participants when disseminating research results locally’,  BMC Medical Ethics,  19(supplement 1), no. 45. Available at:   https://bmcmedethics.biomedcentral.com/articles/10.1186/s12910-018-0279-0

United Nations General Assembly (1948)  The Universal Declaration of Human Rights . Resolution A/RES/217/A. Available at:  https://www.un.org/en/about-us/universal-declaration-of-human-rights#:~:text=Drafted%20by%20representatives%20with%20different,all%20peoples%20and%20all%20nations . (Accessed: 9 June 2023).

Wellcome Trust (2014)  Ensuring your research is ethical: A guide for Extended Project Qualification students . Available at:  https://wellcome.org/sites/default/files/wtp057673_0.pdf  (Accessed: 9 June 2023).

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Ethical Issues in Research: Perceptions of Researchers, Research Ethics Board Members and Research Ethics Experts

Marie-josée drolet.

1 Department of Occupational Therapy (OT), Université du Québec à Trois-Rivières (UQTR), Trois-Rivières (Québec), Canada

Eugénie Rose-Derouin

2 Bachelor OT program, Université du Québec à Trois-Rivières (UQTR), Trois-Rivières (Québec), Canada

Julie-Claude Leblanc

Mélanie ruest, bryn williams-jones.

3 Department of Social and Preventive Medicine, School of Public Health, Université de Montréal, Montréal (Québec), Canada

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical issues experienced by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community.

Introduction

Research includes a set of activities in which researchers use various structured methods to contribute to the development of knowledge, whether this knowledge is theoretical, fundamental, or applied (Drolet & Ruest, accepted ). University research is carried out in a highly competitive environment that is characterized by ever-increasing demands (i.e., on time, productivity), insufficient access to research funds, and within a market economy that values productivity and speed often to the detriment of quality or rigour – this research context creates a perfect recipe for breaches in research ethics, like research misbehaviour or misconduct (i.e., conduct that is ethically questionable or unacceptable because it contravenes the accepted norms of responsible conduct of research or compromises the respect of core ethical values that are widely held by the research community) (Drolet & Girard, 2020 ; Sieber, 2004 ). Problematic ethics and integrity issues – e.g., conflicts of interest, falsification of data, non-respect of participants’ rights, and plagiarism, to name but a few – have the potential to both undermine the credibility of research and lead to negative consequences for many stakeholders, including researchers, research assistants and personnel, research participants, academic institutions, and society as a whole (Drolet & Girard, 2020 ). It is thus evident that the academic community should be able to identify these different ethical issues in order to evaluate the nature of the risks that they pose (and for whom), and then work towards their prevention or management (i.e., education, enhanced policies and procedures, risk mitigation strategies).

In this article, we define an “ethical issue” as any situation that may compromise, in whole or in part, the respect of at least one moral value (Swisher et al., 2005 ) that is considered socially legitimate and should thus be respected. In general, ethical issues occur at three key moments or stages of the research process: (1) research design (i.e., conception, project planning), (2) research conduct (i.e., data collection, data analysis) and (3) knowledge translation or communication (e.g., publications of results, conferences, press releases) (Drolet & Ruest, accepted ). According to Sieber ( 2004 ), ethical issues in research can be classified into five categories, related to: (a) communication with participants and the community, (b) acquisition and use of research data, (c) external influence on research, (d) risks and benefits of the research, and (e) selection and use of research theories and methods. Many of these issues are related to breaches of research ethics norms, misbehaviour or research misconduct. Bruhn et al., ( 2002 ) developed a typology of misbehaviour and misconduct in academia that can be used to judge the seriousness of different cases. This typology takes into consideration two axes of reflection: (a) the origin of the situation (i.e., is it the researcher’s own fault or due to the organizational context?), and (b) the scope and severity (i.e., is this the first instance or a recurrent behaviour? What is the nature of the situation? What are the consequences, for whom, for how many people, and for which organizations?).

A previous detailed review of the international literature on ethical issues in research revealed several interesting findings (Beauchemin et al., 2021 ). Indeed, the current literature is dominated by descriptive ethics, i.e., the sharing by researchers from various disciplines of the ethical issues they have personally experienced. While such anecdotal documentation is relevant, it is insufficient because it does not provide a global view of the situation. Among the reviewed literature, empirical studies were in the minority (Table  1 ) – only about one fifth of the sample (n = 19) presented empirical research findings on ethical issues in research. The first of these studies was conducted almost 50 years ago (Hunt et al., 1984 ), with the remainder conducted in the 1990s. Eight studies were conducted in the United States (n = 8), five in Canada (n = 5), three in England (n = 3), two in Sweden (n = 2) and one in Ghana (n = 1).

Summary of Empirical Studies on Ethical Issues in Research by the year of publication

Further, the majority of studies in our sample (n = 12) collected the perceptions of a homogeneous group of participants, usually researchers (n = 14) and sometimes health professionals (n = 6). A minority of studies (n = 7) triangulated the perceptions of diverse research stakeholders (i.e., researchers and research participants, or students). To our knowledge, only one study has examined perceptions of ethical issues in research by research ethics board members (REB; Institutional Review Boards [IRB] in the USA), and none to date have documented the perceptions of research ethics experts. Finally, nine studies (n = 9) adopted a qualitative design, seven studies (n = 7) a quantitative design, and three (n = 3) a mixed-methods design.

More studies using empirical research methods are needed to better identify broader trends, to enrich discussions on the values that should govern responsible conduct of research in the academic community, and to evaluate the means by which these values can be supported in practice (Bahn, 2012 ; Beauchemin et al., 2021 ; Bruhn et al., 2002 ; Henderson et al., 2013 ; Resnik & Elliot, 2016; Sieber 2004 ). To this end, we conducted an empirical qualitative study to document the perceptions and experiences of a heterogeneous group of Canadian researchers, REB members, and research ethics experts, to answer the following broad question: What are the ethical issues in research?

Research Methods

Research design.

A qualitative research approach involving individual semi-structured interviews was used to systematically document ethical issues (De Poy & Gitlin, 2010 ; Hammell et al., 2000 ). Specifically, a descriptive phenomenological approach inspired by the philosophy of Husserl was used (Husserl, 1970 , 1999 ), as it is recommended for documenting the perceptions of ethical issues raised by various practices (Hunt & Carnavale, 2011 ).

Ethical considerations

The principal investigator obtained ethics approval for this project from the Research Ethics Board of the Université du Québec à Trois-Rivières (UQTR). All members of the research team signed a confidentiality agreement, and research participants signed the consent form after reading an information letter explaining the nature of the research project.

Sampling and recruitment

As indicated above, three types of participants were sought: (1) researchers from different academic disciplines conducting research (i.e., theoretical, fundamental or empirical) in Canadian universities; (2) REB members working in Canadian organizations responsible for the ethical review, oversight or regulation of research; and (3) research ethics experts, i.e., academics or ethicists who teach research ethics, conduct research in research ethics, or are scholars who have acquired a specialization in research ethics. To be included in the study, participants had to work in Canada, speak and understand English or French, and be willing to participate in the study. Following Thomas and Polio’s (2002) recommendation to recruit between six and twelve participants (for a homogeneous sample) to ensure data saturation, for our heterogeneous sample, we aimed to recruit approximately twelve participants in order to obtain data saturation. Having used this method several times in related projects in professional ethics, data saturation is usually achieved with 10 to 15 participants (Drolet & Goulet, 2018 ; Drolet & Girard, 2020 ; Drolet et al., 2020 ). From experience, larger samples only serve to increase the degree of data saturation, especially in heterogeneous samples (Drolet et al., 2017 , 2019 ; Drolet & Maclure, 2016 ).

Purposive sampling facilitated the identification of participants relevant to documenting the phenomenon in question (Fortin, 2010 ). To ensure a rich and most complete representation of perceptions, we sought participants with varied and complementary characteristics with regards to the social roles they occupy in research practice (Drolet & Girard, 2020 ). A triangulation of sources was used for the recruitment (Bogdan & Biklen, 2006 ). The websites of Canadian universities and Canadian health institution REBs, as well as those of major Canadian granting agencies (i.e., the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada, and the Social Sciences and Humanities Research Council of Canada, Fonds de recherche du Quebec), were searched to identify individuals who might be interested in participating in the study. Further, people known by the research team for their knowledge and sensitivity to ethical issues in research were asked to participate. Research participants were also asked to suggest other individuals who met the study criteria.

Data Collection

Two tools were used for data collecton: (a) a socio-demographic questionnaire, and (b) a semi-structured individual interview guide. English and French versions of these two documents were used and made available, depending on participant preferences. In addition, although the interview guide contained the same questions, they were adapted to participants’ specific roles (i.e., researcher, REB member, research ethics expert). When contacted by email by the research assistant, participants were asked to confirm under which role they wished to participate (because some participants might have multiple, overlapping responsibilities) and they were sent the appropriate interview guide.

The interview guides each had two parts: an introduction and a section on ethical issues. The introduction consisted of general questions to put the participant at ease (i.e., “Tell me what a typical day at work is like for you”). The section on ethical issues was designed to capture the participant’s perceptions through questions such as: “Tell me three stories you have experienced at work that involve an ethical issue?” and “Do you feel that your organization is doing enough to address, manage, and resolve ethical issues in your work?”. Although some interviews were conducted in person, the majority were conducted by videoconference to promote accessibility and because of the COVID-19 pandemic. Interviews were digitally recorded so that the verbatim could be transcribed in full, and varied between 40 and 120 min in duration, with an average of 90 min. Research assistants conducted the interviews and transcribed the verbatim.

Data Analysis

The socio-demographic questionnaires were subjected to simple descriptive statistical analyses (i.e., means and totals), and the semi-structured interviews were subjected to qualitative analysis. The steps proposed by Giorgi ( 1997 ) for a Husserlian phenomenological reduction of the data were used. After collecting, recording, and transcribing the interviews, all verbatim were analyzed by at least two analysts: a research assistant (2nd author of this article) and the principal investigator (1st author) or a postdoctoral fellow (3rd author). The repeated reading of the verbatim allowed the first analyst to write a synopsis, i.e., an initial extraction of units of meaning. The second analyst then read the synopses, which were commented and improved if necessary. Agreement between analysts allowed the final drafting of the interview synopses, which were then analyzed by three analysts to generate and organize the units of meaning that emerged from the qualitative data.

Participants

Sixteen individuals (n = 16) participated in the study, of whom nine (9) identified as female and seven (7) as male (Table  2 ). Participants ranged in age from 22 to 72 years, with a mean age of 47.5 years. Participants had between one (1) and 26 years of experience in the research setting, with an average of 14.3 years of experience. Participants held a variety of roles, including: REB members (n = 11), researchers (n = 10), research ethics experts (n = 4), and research assistant (n = 1). As mentioned previously, seven (7) participants held more than one role, i.e., REB member, research ethics expert, and researcher. The majority (87.5%) of participants were working in Quebec, with the remaining working in other Canadian provinces. Although all participants considered themselves to be francophone, one quarter (n = 4) identified themselves as belonging to a cultural minority group.

Description of Participants

With respect to their academic background, most participants (n = 9) had a PhD, three (3) had a post-doctorate, two (2) had a master’s degree, and two (2) had a bachelor’s degree. Participants came from a variety of disciplines: nine (9) had a specialty in the humanities or social sciences, four (4) in the health sciences and three (3) in the natural sciences. In terms of their knowledge of ethics, five (5) participants reported having taken one university course entirely dedicated to ethics, four (4) reported having taken several university courses entirely dedicated to ethics, three (3) had a university degree dedicated to ethics, while two (2) only had a few hours or days of training in ethics and two (2) reported having no knowledge of ethics.

Ethical issues

As Fig.  1 illustrates, ten units of meaning emerge from the data analysis, namely: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. To illustrate the results, excerpts from verbatim interviews are presented in the following sub-sections. Most of the excerpts have been translated into English as the majority of interviews were conducted with French-speaking participants.

Ethical issues in research according to the participants

Research Integrity

The research environment is highly competitive and performance-based. Several participants, in particular researchers and research ethics experts, felt that this environment can lead both researchers and research teams to engage in unethical behaviour that reflects a lack of research integrity. For example, as some participants indicated, competition for grants and scientific publications is sometimes so intense that researchers falsify research results or plagiarize from colleagues to achieve their goals.

Some people will lie or exaggerate their research findings in order to get funding. Then, you see it afterwards, you realize: “ah well, it didn’t work, but they exaggerated what they found and what they did” (participant 14). Another problem in research is the identification of authors when there is a publication. Very often, there are authors who don’t even know what the publication is about and that their name is on it. (…) The time that it surprised me the most was just a few months ago when I saw someone I knew who applied for a teaching position. He got it I was super happy for him. Then I looked at his publications and … there was one that caught my attention much more than the others, because I was in it and I didn’t know what that publication was. I was the second author of a publication that I had never read (participant 14). I saw a colleague who had plagiarized another colleague. [When the colleague] found out about it, he complained. So, plagiarism is a serious [ethical breach]. I would also say that there is a certain amount of competition in the university faculties, especially for grants (…). There are people who want to win at all costs or get as much as possible. They are not necessarily going to consider their colleagues. They don’t have much of a collegial spirit (participant 10).

These examples of research misbehaviour or misconduct are sometimes due to or associated with situations of conflicts of interest, which may be poorly managed by certain researchers or research teams, as noted by many participants.

Conflict of interest

The actors and institutions involved in research have diverse interests, like all humans and institutions. As noted in Chap. 7 of the Canadian Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS2, 2018),

“researchers and research students hold trust relationships, either directly or indirectly, with participants, research sponsors, institutions, their professional bodies and society. These trust relationships can be put at risk by conflicts of interest that may compromise independence, objectivity or ethical duties of loyalty. Although the potential for such conflicts has always existed, pressures on researchers (i.e., to delay or withhold dissemination of research outcomes or to use inappropriate recruitment strategies) heighten concerns that conflicts of interest may affect ethical behaviour” (p. 92).

The sources of these conflicts are varied and can include interpersonal conflicts, financial partnerships, third-party pressures, academic or economic interests, a researcher holding multiple roles within an institution, or any other incentive that may compromise a researcher’s independence, integrity, and neutrality (TCPS2, 2018). While it is not possible to eliminate all conflicts of interest, it is important to manage them properly and to avoid temptations to behave unethically.

Ethical temptations correspond to situations in which people are tempted to prioritize their own interests to the detriment of the ethical goods that should, in their own context, govern their actions (Swisher et al., 2005 ). In the case of researchers, this refers to situations that undermine independence, integrity, neutrality, or even the set of principles that govern research ethics (TCPS2, 2018) or the responsible conduct of research. According to study participants, these types of ethical issues frequently occur in research. Many participants, especially researchers and REB members, reported that conflicts of interest can arise when members of an organization make decisions to obtain large financial rewards or to increase their academic profile, often at the expense of the interests of members of their research team, research participants, or even the populations affected by their research.

A company that puts money into making its drug work wants its drug to work. So, homeopathy is a good example, because there are not really any consequences of homeopathy, there are not very many side effects, because there are no effects at all. So, it’s not dangerous, but it’s not a good treatment either. But some people will want to make it work. And that’s a big issue when you’re sitting at a table and there are eight researchers, and there are two or three who are like that, and then there are four others who are neutral, and I say to myself, this is not science. I think that this is a very big ethical issue (participant 14). There are also times in some research where there will be more links with pharmaceutical companies. Obviously, there are then large amounts of money that will be very interesting for the health-care institutions because they still receive money for clinical trials. They’re still getting some compensation because its time consuming for the people involved and all that. The pharmaceutical companies have money, so they will compensate, and that is sometimes interesting for the institutions, and since we are a bit caught up in this, in the sense that we have no choice but to accept it. (…) It may not be the best research in the world, there may be a lot of side effects due to the drugs, but it’s good to accept it, we’re going to be part of the clinical trial (participant 3). It is integrity, what we believe should be done or said. Often by the pressure of the environment, integrity is in tension with the pressures of the environment, so it takes resistance, it takes courage in research. (…) There were all the debates there about the problems of research that was funded and then the companies kept control over what was written. That was really troubling for a lot of researchers (participant 5).

Further, these situations sometimes have negative consequences for research participants as reported by some participants.

Respect for research participants

Many research projects, whether they are psychosocial or biomedical in nature, involve human participants. Relationships between the members of research teams and their research participants raise ethical issues that can be complex. Research projects must always be designed to respect the rights and interests of research participants, and not just those of researchers. However, participants in our study – i.e., REB members, researchers, and research ethics experts – noted that some research teams seem to put their own interests ahead of those of research participants. They also emphasized the importance of ensuring the respect, well-being, and safety of research participants. The ethical issues related to this unit of meaning are: respect for free, informed and ongoing consent of research participants; respect for and the well-being of participants; data protection and confidentiality; over-solicitation of participants; ownership of the data collected on participants; the sometimes high cost of scientific innovations and their accessibility; balance between the social benefits of research and the risks to participants (particularly in terms of safety); balance between collective well-being (development of knowledge) and the individual rights of participants; exploitation of participants; paternalism when working with populations in vulnerable situations; and the social acceptability of certain types of research. The following excerpts present some of these issues.

Where it disturbs me ethically is in the medical field – because it’s more in the medical field that we’re going to see this – when consent forms are presented to patients to solicit them as participants, and then [these forms] have an average of 40 pages. That annoys me. When they say that it has to be easy to understand and all that, adapted to the language, and then the hyper-technical language plus there are 40 pages to read, I don’t understand how you’re going to get informed consent after reading 40 pages. (…) For me, it doesn’t work. I read them to evaluate them and I have a certain level of education and experience in ethics, and there are times when I don’t understand anything (participant 2). There is a lot of pressure from researchers who want to recruit research participants (…). The idea that when you enter a health care institution, you become a potential research participant, when you say “yes to a research, you check yes to all research”, then everyone can ask you. I think that researchers really have this fantasy of saying to themselves: “as soon as people walk through the door of our institution, they become potential participants with whom we can communicate and get them involved in all projects”. There’s a kind of idea that, yes, it can be done, but it has to be somewhat supervised to avoid over-solicitation (…). Researchers are very interested in facilitating recruitment and making it more fluid, but perhaps to the detriment of confidentiality, privacy, and respect; sometimes that’s what it is, to think about what type of data you’re going to have in your bank of potential participants? Is it just name and phone number or are you getting into more sensitive information? (participant 9).

In addition, one participant reported that their university does not provide the resources required to respect the confidentiality of research participants.

The issue is as follows: researchers, of course, commit to protecting data with passwords and all that, but we realize that in practice, it is more difficult. It is not always as protected as one might think, because professor-researchers will run out of space. Will the universities make rooms available to researchers, places where they can store these things, especially when they have paper documentation, and is there indeed a guarantee of confidentiality? Some researchers have told me: “Listen; there are even filing cabinets in the corridors”. So, that certainly poses a concrete challenge. How do we go about challenging the administrative authorities? Tell them it’s all very well to have an ethics committee, but you have to help us, you also have to make sure that the necessary infrastructures are in place so that what we are proposing is really put into practice (participant 4).

If the relationships with research participants are likely to raise ethical issues, so too are the relationships with students, notably research assistants. On this topic, several participants discussed the lack of supervision or recognition offered to research assistants by researchers as well as the power imbalances between members of the research team.

Lack of Supervision and Power Imbalances

Many research teams are composed not only of researchers, but also of students who work as research assistants. The relationship between research assistants and other members of research teams can sometimes be problematic and raise ethical issues, particularly because of the inevitable power asymmetries. In the context of this study, several participants – including a research assistant, REB members, and researchers – discussed the lack of supervision or recognition of the work carried out by students, psychological pressure, and the more or less well-founded promises that are sometimes made to students. Participants also mentioned the exploitation of students by certain research teams, which manifest when students are inadequately paid, i.e., not reflective of the number of hours actually worked, not a fair wage, or even a wage at all.

[As a research assistant], it was more of a feeling of distress that I felt then because I didn’t know what to do. (…) I was supposed to get coaching or be supported, but I didn’t get anything in the end. It was like, “fix it by yourself”. (…) All research assistants were supposed to be supervised, but in practice they were not (participant 1). Very often, we have a master’s or doctoral student that we put on a subject and we consider that the project will be well done, while the student is learning. So, it happens that the student will do a lot of work and then we realize that the work is poorly done, and it is not necessarily the student’s fault. He wasn’t necessarily well supervised. There are directors who have 25 students, and they just don’t supervise them (participant 14). I think it’s really the power relationship. I thought to myself, how I saw my doctorate, the beginning of my research career, I really wanted to be in that laboratory, but they are the ones who are going to accept me or not, so what do I do to be accepted? I finally accept their conditions [which was to work for free]. If these are the conditions that are required to enter this lab, I want to go there. So, what do I do, well I accepted. It doesn’t make sense, but I tell myself that I’m still privileged, because I don’t have so many financial worries, one more reason to work for free, even though it doesn’t make sense (participant 1). In research, we have research assistants. (…). The fact of using people… so that’s it, you have to take into account where they are, respect them, but at the same time they have to show that they are there for the research. In English, we say “carry” or take care of people. With research assistants, this is often a problem that I have observed: for grant machines, the person is the last to be found there. Researchers, who will take, use student data, without giving them the recognition for it (participant 5). The problem at our university is that they reserve funding for Canadian students. The doctoral clientele in my field is mostly foreign students. So, our students are poorly funded. I saw one student end up in the shelter, in a situation of poverty. It ended very badly for him because he lacked financial resources. Once you get into that dynamic, it’s very hard to get out. I was made aware of it because the director at the time had taken him under her wing and wanted to try to find a way to get him out of it. So, most of my students didn’t get funded (participant 16). There I wrote “manipulation”, but it’s kind of all promises all the time. I, for example, was promised a lot of advancement, like when I got into the lab as a graduate student, it was said that I had an interest in [this particular area of research]. I think there are a lot of graduate students who must have gone through that, but it is like, “Well, your CV has to be really good, if you want to do a lot of things and big things. If you do this, if you do this research contract, the next year you could be the coordinator of this part of the lab and supervise this person, get more contracts, be paid more. Let’s say: you’ll be invited to go to this conference, this big event”. They were always dangling something, but you have to do that first to get there. But now, when you’ve done that, you have to do this business. It’s like a bit of manipulation, I think. That was very hard to know who is telling the truth and who is not (participant 1).

These ethical issues have significant negative consequences for students. Indeed, they sometimes find themselves at the mercy of researchers, for whom they work, struggling to be recognized and included as authors of an article, for example, or to receive the salary that they are due. For their part, researchers also sometimes find themselves trapped in research structures that can negatively affect their well-being. As many participants reported, researchers work in organizations that set very high productivity standards and in highly competitive contexts, all within a general culture characterized by individualism.

Individualism and performance

Participants, especially researchers, discussed the culture of individualism and performance that characterizes the academic environment. In glorifying excellence, some universities value performance and productivity, often at the expense of psychological well-being and work-life balance (i.e., work overload and burnout). Participants noted that there are ethical silences in their organizations on this issue, and that the culture of individualism and performance is not challenged for fear of retribution or simply to survive, i.e., to perform as expected. Participants felt that this culture can have a significant negative impact on the quality of the research conducted, as research teams try to maximize the quantity of their work (instead of quality) in a highly competitive context, which is then exacerbated by a lack of resources and support, and where everything must be done too quickly.

The work-life balance with the professional ethics related to work in a context where you have too much and you have to do a lot, it is difficult to balance all that and there is a lot of pressure to perform. If you don’t produce enough, that’s it; after that, you can’t get any more funds, so that puts pressure on you to do more and more and more (participant 3). There is a culture, I don’t know where it comes from, and that is extremely bureaucratic. If you dare to raise something, you’re going to have many, many problems. They’re going to make you understand it. So, I don’t talk. It is better: your life will be easier. I think there are times when you have to talk (…) because there are going to be irreparable consequences. (…) I’m not talking about a climate of terror, because that’s exaggerated, it’s not true, people are not afraid. But people close their office door and say nothing because it’s going to make their work impossible and they’re not going to lose their job, they’re not going to lose money, but researchers need time to be focused, so they close their office door and say nothing (participant 16).

Researchers must produce more and more, and they feel little support in terms of how to do such production, ethically, and how much exactly they are expected to produce. As this participant reports, the expectation is an unspoken rule: more is always better.

It’s sometimes the lack of a clear line on what the expectations are as a researcher, like, “ah, we don’t have any specific expectations, but produce, produce, produce, produce.” So, in that context, it’s hard to be able to put the line precisely: “have I done enough for my work?” (participant 3).

Inadequate ethical Guidance

While the productivity expectation is not clear, some participants – including researchers, research ethics experts, and REB members – also felt that the ethical expectations of some REBs were unclear. The issue of the inadequate ethical guidance of research includes the administrative mechanisms to ensure that research projects respect the principles of research ethics. According to those participants, the forms required for both researchers and REB members are increasingly long and numerous, and one participant noted that the standards to be met are sometimes outdated and disconnected from the reality of the field. Multicentre ethics review (by several REBs) was also critiqued by a participant as an inefficient method that encumbers the processes for reviewing research projects. Bureaucratization imposes an ever-increasing number of forms and ethics guidelines that actually hinder researchers’ ethical reflection on the issues at stake, leading the ethics review process to be perceived as purely bureaucratic in nature.

The ethical dimension and the ethical review of projects have become increasingly bureaucratized. (…) When I first started working (…) it was less bureaucratic, less strict then. I would say [there are now] tons of forms to fill out. Of course, we can’t do without it, it’s one of the ways of marking out ethics and ensuring that there are ethical considerations in research, but I wonder if it hasn’t become too bureaucratized, so that it’s become a kind of technical reflex to fill out these forms, and I don’t know if people really do ethical reflection as such anymore (participant 10). The fundamental structural issue, I would say, is the mismatch between the normative requirements and the real risks posed by the research, i.e., we have many, many requirements to meet; we have very long forms to fill out but the research projects we evaluate often pose few risks (participant 8). People [in vulnerable situations] were previously unable to participate because of overly strict research ethics rules that were to protect them, but in the end [these rules] did not protect them. There was a perverse effect, because in the end there was very little research done with these people and that’s why we have very few results, very little evidence [to support practices with these populations] so it didn’t improve the quality of services. (…) We all understand that we have to be careful with that, but when the research is not too risky, we say to ourselves that it would be good because for once a researcher who is interested in that population, because it is not a very popular population, it would be interesting to have results, but often we are blocked by the norms, and then we can’t accept [the project] (participant 2).

Moreover, as one participant noted, accessing ethics training can be a challenge.

There is no course on research ethics. […] Then, I find that it’s boring because you go through university and you come to do your research and you know how to do quantitative and qualitative research, but all the research ethics, where do you get this? I don’t really know (participant 13).

Yet, such training could provide relevant tools to resolve, to some extent, the ethical issues that commonly arise in research. That said, and as noted by many participants, many ethical issues in research are related to social injustices over which research actors have little influence.

Social Injustices

For many participants, notably researchers, the issues that concern social injustices are those related to power asymmetries, stigma, or issues of equity, diversity, and inclusion, i.e., social injustices related to people’s identities (Blais & Drolet, 2022 ). Participants reported experiencing or witnessing discrimination from peers, administration, or lab managers. Such oppression is sometimes cross-sectional and related to a person’s age, cultural background, gender or social status.

I have my African colleague who was quite successful when he arrived but had a backlash from colleagues in the department. I think it’s unconscious, nobody is overtly racist. But I have a young person right now who is the same, who has the same success, who got exactly the same early career award and I don’t see the same backlash. He’s just as happy with what he’s doing. It’s normal, they’re young and they have a lot of success starting out. So, I think there is discrimination. Is it because he is African? Is it because he is black? I think it’s on a subconscious level (participant 16).

Social injustices were experienced or reported by many participants, and included issues related to difficulties in obtaining grants or disseminating research results in one’s native language (i.e., even when there is official bilingualism) or being considered credible and fundable in research when one researcher is a woman.

If you do international research, there are things you can’t talk about (…). It is really a barrier to research to not be able to (…) address this question [i.e. the question of inequalities between men and women]. Women’s inequality is going to be addressed [but not within the country where the research takes place as if this inequality exists elsewhere but not here]. There are a lot of women working on inequality issues, doing work and it’s funny because I was talking to a young woman who works at Cairo University and she said to me: “Listen, I saw what you had written, you’re right. I’m willing to work on this but guarantee me a position at your university with a ticket to go”. So yes, there are still many barriers [for women in research] (participant 16).

Because of the varied contextual characteristics that intervene in their occurrence, these social injustices are also related to distributive injustices, as discussed by many participants.

Distributive Injustices

Although there are several views of distributive justice, a classical definition such as that of Aristotle ( 2012 ), describes distributive justice as consisting in distributing honours, wealth, and other social resources or benefits among the members of a community in proportion to their alleged merit. Justice, then, is about determining an equitable distribution of common goods. Contemporary theories of distributive justice are numerous and varied. Indeed, many authors (e.g., Fraser 2011 ; Mills, 2017 ; Sen, 2011 ; Young, 2011 ) have, since Rawls ( 1971 ), proposed different visions of how social burdens and benefits should be shared within a community to ensure equal respect, fairness, and distribution. In our study, what emerges from participants’ narratives is a definite concern for this type of justice. Women researchers, francophone researchers, early career researchers or researchers belonging to racialized groups all discussed inequities in the distribution of research grants and awards, and the extra work they need to do to somehow prove their worth. These inequities are related to how granting agencies determine which projects will be funded.

These situations make me work 2–3 times harder to prove myself and to show people in power that I have a place as a woman in research (participant 12). Number one: it’s conservative thinking. The older ones control what comes in. So, the younger people have to adapt or they don’t get funded (participant 14).

Whether it is discrimination against stigmatized or marginalized populations or interest in certain hot topics, granting agencies judge research projects according to criteria that are sometimes questionable, according to those participants. Faced with difficulties in obtaining funding for their projects, several strategies – some of which are unethical – are used by researchers in order to cope with these situations.

Sometimes there are subjects that everyone goes to, such as nanotechnology (…), artificial intelligence or (…) the therapeutic use of cannabis, which are very fashionable, and this is sometimes to the detriment of other research that is just as relevant, but which is (…), less sexy, less in the spirit of the time. (…) Sometimes this can lead to inequities in the funding of certain research sectors (participant 9). When we use our funds, we get them given to us, we pretty much say what we think we’re going to do with them, but things change… So, when these things change, sometimes it’s an ethical decision, but by force of circumstances I’m obliged to change the project a little bit (…). Is it ethical to make these changes or should I just let the money go because I couldn’t use it the way I said I would? (participant 3).

Moreover, these distributional injustices are not only linked to social injustices, but also epistemic injustices. Indeed, the way in which research honours and grants are distributed within the academic community depends on the epistemic authority of the researchers, which seems to vary notably according to their language of use, their age or their gender, but also to the research design used (inductive versus deductive), their decision to use (or not use) animals in research, or to conduct activist research.

Epistemic injustices

The philosopher Fricker ( 2007 ) conceptualized the notions of epistemic justice and injustice. Epistemic injustice refers to a form of social inequality that manifests itself in the access, recognition, and production of knowledge as well as the various forms of ignorance that arise (Godrie & Dos Santos, 2017 ). Addressing epistemic injustice necessitates acknowledging the iniquitous wrongs suffered by certain groups of socially stigmatized individuals who have been excluded from knowledge, thus limiting their abilities to interpret, understand, or be heard and account for their experiences. In this study, epistemic injustices were experienced or reported by some participants, notably those related to difficulties in obtaining grants or disseminating research results in one’s native language (i.e., even when there is official bilingualism) or being considered credible and fundable in research when a researcher is a woman or an early career researcher.

I have never sent a grant application to the federal government in English. I have always done it in French, even though I know that when you receive the review, you can see that reviewers didn’t understand anything because they are English-speaking. I didn’t want to get in the boat. It’s not my job to translate, because let’s be honest, I’m not as good in English as I am in French. So, I do them in my first language, which is the language I’m most used to. Then, technically at the administrative level, they are supposed to be able to do it, but they are not good in French. (…) Then, it’s a very big Canadian ethical issue, because basically there are technically two official languages, but Canada is not a bilingual country, it’s a country with two languages, either one or the other. (…) So I was not funded (participant 14).

Researchers who use inductive (or qualitative) methods observed that their projects are sometimes less well reviewed or understood, while research that adopts a hypothetical-deductive (or quantitative) or mixed methods design is better perceived, considered more credible and therefore more easily funded. Of course, regardless of whether a research project adopts an inductive, deductive or mixed-methods scientific design, or whether it deals with qualitative or quantitative data, it must respect a set of scientific criteria. A research project should achieve its objectives by using proven methods that, in the case of inductive research, are credible, reliable, and transferable or, in the case of deductive research, generalizable, objective, representative, and valid (Drolet & Ruest, accepted ). Participants discussing these issues noted that researchers who adopt a qualitative design or those who question the relevance of animal experimentation or are not militant have sometimes been unfairly devalued in their epistemic authority.

There is a mini war between quantitative versus qualitative methods, which I think is silly because science is a method. If you apply the method well, it doesn’t matter what the field is, it’s done well and it’s perfect ” (participant 14). There is also the issue of the place of animals in our lives, because for me, ethics is human ethics, but also animal ethics. Then, there is a great evolution in society on the role of the animal… with the new law that came out in Quebec on the fact that animals are sensitive beings. Then, with the rise of the vegan movement, [we must ask ourselves]: “Do animals still have a place in research?” That’s a big question and it also means that there are practices that need to evolve, but sometimes there’s a disconnection between what’s expected by research ethics boards versus what’s expected in the field (participant 15). In research today, we have more and more research that is militant from an ideological point of view. And so, we have researchers, because they defend values that seem important to them, we’ll talk for example about the fight for equality and social justice. They have pressure to defend a form of moral truth and have the impression that everyone thinks like them or should do so, because they are defending a moral truth. This is something that we see more and more, namely the lack of distance between ideology and science (participant 8).

The combination or intersectionality of these inequities, which seems to be characterized by a lack of ethical support and guidance, is experienced in the highly competitive and individualistic context of research; it provides therefore the perfect recipe for researchers to experience ethical distress.

Ethical distress

The concept of “ethical distress” refers to situations in which people know what they should do to act ethically, but encounter barriers, generally of an organizational or systemic nature, limiting their power to act according to their moral or ethical values (Drolet & Ruest, 2021 ; Jameton, 1984 ; Swisher et al., 2005 ). People then run the risk of finding themselves in a situation where they do not act as their ethical conscience dictates, which in the long term has the potential for exhaustion and distress. The examples reported by participants in this study point to the fact that researchers in particular may be experiencing significant ethical distress. This distress takes place in a context of extreme competition, constant injunctions to perform, and where administrative demands are increasingly numerous and complex to complete, while paradoxically, they lack the time to accomplish all their tasks and responsibilities. Added to these demands are a lack of resources (human, ethical, and financial), a lack of support and recognition, and interpersonal conflicts.

We are in an environment, an elite one, you are part of it, you know what it is: “publish or perish” is the motto. Grants, there is a high level of performance required, to do a lot, to publish, to supervise students, to supervise them well, so yes, it is clear that we are in an environment that is conducive to distress. (…). Overwork, definitely, can lead to distress and eventually to exhaustion. When you know that you should take the time to read the projects before sharing them, but you don’t have the time to do that because you have eight that came in the same day, and then you have others waiting… Then someone rings a bell and says: “ah but there, the protocol is a bit incomplete”. Oh yes, look at that, you’re right. You make up for it, but at the same time it’s a bit because we’re in a hurry, we don’t necessarily have the resources or are able to take the time to do things well from the start, we have to make up for it later. So yes, it can cause distress (participant 9). My organization wanted me to apply in English, and I said no, and everyone in the administration wanted me to apply in English, and I always said no. Some people said: “Listen, I give you the choice”, then some people said: “Listen, I agree with you, but if you’re not [submitting] in English, you won’t be funded”. Then the fact that I am young too, because very often they will look at the CV, they will not look at the project: “ah, his CV is not impressive, we will not finance him”. This is complete nonsense. The person is capable of doing the project, the project is fabulous: we fund the project. So, that happened, organizational barriers: that happened a lot. I was not eligible for Quebec research funds (…). I had big organizational barriers unfortunately (participant 14). At the time of my promotion, some colleagues were not happy with the type of research I was conducting. I learned – you learn this over time when you become friends with people after you enter the university – that someone was against me. He had another candidate in mind, and he was angry about the selection. I was under pressure for the first three years until my contract was renewed. I almost quit at one point, but another colleague told me, “No, stay, nothing will happen”. Nothing happened, but these issues kept me awake at night (participant 16).

This difficult context for many researchers affects not only the conduct of their own research, but also their participation in research. We faced this problem in our study, despite the use of multiple recruitment methods, including more than 200 emails – of which 191 were individual solicitations – sent to potential participants by the two research assistants. REB members and organizations overseeing or supporting research (n = 17) were also approached to see if some of their employees would consider participating. While it was relatively easy to recruit REB members and research ethics experts, our team received a high number of non-responses to emails (n = 175) and some refusals (n = 5), especially by researchers. The reasons given by those who replied were threefold: (a) fear of being easily identified should they take part in the research, (b) being overloaded and lacking time, and (c) the intrusive aspect of certain questions (i.e., “Have you experienced a burnout episode? If so, have you been followed up medically or psychologically?”). In light of these difficulties and concerns, some questions in the socio-demographic questionnaire were removed or modified. Talking about burnout in research remains a taboo for many researchers, which paradoxically can only contribute to the unresolved problem of unhealthy research environments.

Returning to the research question and objective

The question that prompted this research was: What are the ethical issues in research? The purpose of the study was to describe these issues from the perspective of researchers (from different disciplines), research ethics board (REB) members, and research ethics experts. The previous section provided a detailed portrait of the ethical issues experienced by different research stakeholders: these issues are numerous, diverse and were recounted by a range of stakeholders.

The results of the study are generally consistent with the literature. For example, as in our study, the literature discusses the lack of research integrity on the part of some researchers (Al-Hidabi et al., 2018 ; Swazey et al., 1993 ), the numerous conflicts of interest experienced in research (Williams-Jones et al., 2013 ), the issues of recruiting and obtaining the free and informed consent of research participants (Provencher et al., 2014 ; Keogh & Daly, 2009 ), the sometimes difficult relations between researchers and REBs (Drolet & Girard, 2020 ), the epistemological issues experienced in research (Drolet & Ruest, accepted; Sieber 2004 ), as well as the harmful academic context in which researchers evolve, insofar as this is linked to a culture of performance, an overload of work in a context of accountability (Berg & Seeber, 2016 ; FQPPU; 2019 ) that is conducive to ethical distress and even burnout.

If the results of the study are generally in line with those of previous publications on the subject, our findings also bring new elements to the discussion while complementing those already documented. In particular, our results highlight the role of systemic injustices – be they social, distributive or epistemic – within the environments in which research is carried out, at least in Canada. To summarize, the results of our study point to the fact that the relationships between researchers and research participants are likely still to raise worrying ethical issues, despite widely accepted research ethics norms and institutionalized review processes. Further, the context in which research is carried out is not only conducive to breaches of ethical norms and instances of misbehaviour or misconduct, but also likely to be significantly detrimental to the health and well-being of researchers, as well as research assistants. Another element that our research also highlighted is the instrumentalization and even exploitation of students and research assistants, which is another important and worrying social injustice given the inevitable power imbalances between students and researchers.

Moreover, in a context in which ethical issues are often discussed from a micro perspective, our study helps shed light on both the micro- and macro-level ethical dimensions of research (Bronfenbrenner, 1979 ; Glaser 1994 ). However, given that ethical issues in research are not only diverse, but also and above all complex, a broader perspective that encompasses the interplay between the micro and macro dimensions can enable a better understanding of these issues and thereby support the identification of the multiple factors that may be at their origin. Triangulating the perspectives of researchers with those of REB members and research ethics experts enabled us to bring these elements to light, and thus to step back from and critique the way that research is currently conducted. To this end, attention to socio-political elements such as the performance culture in academia or how research funds are distributed, and according to what explicit and implicit criteria, can contribute to identifying the sources of the ethical issues described above.

Contemporary culture characterized by the social acceleration

The German sociologist and philosopher Rosa (2010) argues that late modernity – that is, the period between the 1980s and today – is characterized by a phenomenon of social acceleration that causes various forms of alienation in our relationship to time, space, actions, things, others and ourselves. Rosa distinguishes three types of acceleration: technical acceleration , the acceleration of social changes and the acceleration of the rhythm of life . According to Rosa, social acceleration is the main problem of late modernity, in that the invisible social norm of doing more and faster to supposedly save time operates unchallenged at all levels of individual and collective life, as well as organizational and social life. Although we all, researchers and non-researchers alike, perceive this unspoken pressure to be ever more productive, the process of social acceleration as a new invisible social norm is our blind spot, a kind of tyrant over which we have little control. This conceptualization of the contemporary culture can help us to understand the context in which research is conducted (like other professional practices). To this end, Berg & Seeber ( 2016 ) invite faculty researchers to slow down in order to better reflect and, in the process, take care of their health and their relationships with their colleagues and students. Many women professors encourage their fellow researchers, especially young women researchers, to learn to “say No” in order to protect their mental and physical health and to remain in their academic careers (Allaire & Descheneux, 2022 ). These authors also remind us of the relevance of Kahneman’s ( 2012 ) work which demonstrates that it takes time to think analytically, thoroughly, and logically. Conversely, thinking quickly exposes humans to cognitive and implicit biases that then lead to errors in thinking (e.g., in the analysis of one’s own research data or in the evaluation of grant applications or student curriculum vitae). The phenomenon of social acceleration, which pushes the researcher to think faster and faster, is likely to lead to unethical bad science that can potentially harm humankind. In sum, Rosa’s invitation to contemporary critical theorists to seriously consider the problem of social acceleration is particularly insightful to better understand the ethical issues of research. It provides a lens through which to view the toxic context in which research is conducted today, and one that was shared by the participants in our study.

Clark & Sousa ( 2022 ) note, it is important that other criteria than the volume of researchers’ contributions be valued in research, notably quality. Ultimately, it is the value of the knowledge produced and its influence on the concrete lives of humans and other living beings that matters, not the quantity of publications. An interesting articulation of this view in research governance is seen in a change in practice by Australia’s national health research funder: they now restrict researchers to listing on their curriculum vitae only the top ten publications from the past ten years (rather than all of their publications), in order to evaluate the quality of contributions rather than their quantity. To create environments conducive to the development of quality research, it is important to challenge the phenomenon of social acceleration, which insidiously imposes a quantitative normativity that is both alienating and detrimental to the quality and ethical conduct of research. Based on our experience, we observe that the social norm of acceleration actively disfavours the conduct of empirical research on ethics in research. The fact is that researchers are so busy that it is almost impossible for them to find time to participate in such studies. Further, operating in highly competitive environments, while trying to respect the values and ethical principles of research, creates ethical paradoxes for members of the research community. According to Malherbe ( 1999 ), an ethical paradox is a situation where an individual is confronted by contradictory injunctions (i.e., do more, faster, and better). And eventually, ethical paradoxes lead individuals to situations of distress and burnout, or even to ethical failures (i.e., misbehaviour or misconduct) in the face of the impossibility of responding to contradictory injunctions.

Strengths and Limitations of the study

The triangulation of perceptions and experiences of different actors involved in research is a strength of our study. While there are many studies on the experiences of researchers, rarely are members of REBs and experts in research ethics given the space to discuss their views of what are ethical issues. Giving each of these stakeholders a voice and comparing their different points of view helped shed a different and complementary light on the ethical issues that occur in research. That said, it would have been helpful to also give more space to issues experienced by students or research assistants, as the relationships between researchers and research assistants are at times very worrying, as noted by a participant, and much work still needs to be done to eliminate the exploitative situations that seem to prevail in certain research settings. In addition, no Indigenous or gender diverse researchers participated in the study. Given the ethical issues and systemic injustices that many people from these groups face in Canada (Drolet & Goulet, 2018 ; Nicole & Drolet, in press ), research that gives voice to these researchers would be relevant and contribute to knowledge development, and hopefully also to change in research culture.

Further, although most of the ethical issues discussed in this article may be transferable to the realities experienced by researchers in other countries, the epistemic injustice reported by Francophone researchers who persist in doing research in French in Canada – which is an officially bilingual country but in practice is predominantly English – is likely specific to the Canadian reality. In addition, and as mentioned above, recruitment proved exceedingly difficult, particularly amongst researchers. Despite this difficulty, we obtained data saturation for all but two themes – i.e., exploitation of students and ethical issues of research that uses animals. It follows that further empirical research is needed to improve our understanding of these specific issues, as they may diverge to some extent from those documented here and will likely vary across countries and academic research contexts.

Conclusions

This study, which gave voice to researchers, REB members, and ethics experts, reveals that the ethical issues in research are related to several problematic elements as power imbalances and authority relations. Researchers and research assistants are subject to external pressures that give rise to integrity issues, among others ethical issues. Moreover, the current context of social acceleration influences the definition of the performance indicators valued in academic institutions and has led their members to face several ethical issues, including social, distributive, and epistemic injustices, at different steps of the research process. In this study, ten categories of ethical issues were identified, described and illustrated: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. The triangulation of the perspectives of different members (i.e., researchers from different disciplines, REB members, research ethics experts, and one research assistant) involved in the research process made it possible to lift the veil on some of these ethical issues. Further, it enabled the identification of additional ethical issues, especially systemic injustices experienced in research. To our knowledge, this is the first time that these injustices (social, distributive, and epistemic injustices) have been clearly identified.

Finally, this study brought to the fore several problematic elements that are important to address if the research community is to develop and implement the solutions needed to resolve the diverse and transversal ethical issues that arise in research institutions. A good starting point is the rejection of the corollary norms of “publish or perish” and “do more, faster, and better” and their replacement with “publish quality instead of quantity”, which necessarily entails “do less, slower, and better”. It is also important to pay more attention to the systemic injustices within which researchers work, because these have the potential to significantly harm the academic careers of many researchers, including women researchers, early career researchers, and those belonging to racialized groups as well as the health, well-being, and respect of students and research participants.

Acknowledgements

The team warmly thanks the participants who took part in the research and who made this study possible. Marie-Josée Drolet thanks the five research assistants who participated in the data collection and analysis: Julie-Claude Leblanc, Élie Beauchemin, Pénéloppe Bernier, Louis-Pierre Côté, and Eugénie Rose-Derouin, all students at the Université du Québec à Trois-Rivières (UQTR), two of whom were active in the writing of this article. MJ Drolet and Bryn Williams-Jones also acknowledge the financial contribution of the Social Sciences and Humanities Research Council of Canada (SSHRC), which supported this research through a grant. We would also like to thank the reviewers of this article who helped us improve it, especially by clarifying and refining our ideas.

Competing Interests and Funding

As noted in the Acknowledgements, this research was supported financially by the Social Sciences and Humanities Research Council of Canada (SSHRC).

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Research Ethics

Ai generator.

According to the article posted in TheScientist, Paolo Machiarini, a trachea surgeon, was one of the researchers that the authorities reported committing research misconduct. The site reported that while at the Karolinksa Institute, the said researcher conducted transplant experiments that resulted in the death of some participants. This controversial biomedical research ethical issue pushes the authorities of Sweden to implement a law about  research misconduct . This law allows the government to create an agency that will investigate  clinical researches , among other types of studies, for possible research misconduct.

What is Research Ethics?

Ethics, in general, is a philosophy that deals with what is right and wrong. This thinking applies to research projects because it ensures that researchers are maintaining a high ethical measure in all affecting factors. When conducting studies, such as qualitative research in medicine, you should consider factors such as the way you are treating animal and human subjects. Through this philosophy, individuals, such as qualitative research ethics committees can create guidelines that teach to avoid research misconduct, such as the incident that we mentioned earlier.

What is Bioethics?

Among the studies that experts conduct, biological and medical examinations are a few of the most delicate ones because it may involve animals and human value. However, to maintain high ethical standards, experts address its ethical implications and application through the field of bioethics. This field tackles the extensive inquiries that concern human affairs in which coverage includes the arguments of boundaries life, such as abortion and euthanasia, and the limited health care support allocation.

10+ Research Ethics Examples

Below is a list of examples that we collected, which you can use to study further about research ethics. You can download these documents in PDF format.

1. Research Ethics and Integrity Example

Size: 326 KB

2. Research Ethics Code and Procedures Example

Size: 502 KB

3. Research Ethics Protocal Example

Size: 374 KB

4. Framework for Research Ethics Example

Size: 305 KB

5. Human Research Ethics Example

Size: 135 KB

6. Research Ethics Policy Example

Size: 391 KB

7. Human Research Ethics Manual Example

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8. Ethical for Scientific Research Example

9. Sample List of Human Research Ethics Example

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10. Research Ethics Checklist Example

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11. Staff Research Ethics Example

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How to Avoid Ethical Problems?

In carrying out an educational or academic study in psychology and other science sectors, there are critical things that you must keep in mind. It is to ensure that you are conducting the research responsibly, which we are going to discuss in this section.

1. Firstly, Talk about Intellectual Property

Scenarios such as disagreements in getting the credits can occur if conducting a research project involves a group of contributors. With this in mind, it is practical to discuss the matters concerning intellectual property before doing anything else. Individuals such as psychologists should take credits only when they have essential contributions to the project. Additionally, holding a prominent position in an organization does not guarantee acknowledgment to the project.

2. Observe the Confidentiality and Privacy

As a researcher, keep in mind that the information you need can be too personal and sensitive. Thus, it would help if you consider the survey questions that you are going to ask the participants. Since they have the right to choose the information that they want to give, it is essential to select your study’s participants carefully. Consider discussing the purpose of the data that you are going to gather and how you will collect this information. Know the valuable information, such as the laws involving your research and data sharing, especially if you are planning to gather the information through the internet.

3. Be Conscious of Multiple Roles

If you are a professor who conducts a study that requires the participation of specific individuals, such as students, you must not use your position to compel your students to participate unless it is part of the syllabus and has educative value for them. To ensure that people are not joining due to the influence of your power, they should participate in the study voluntarily.

4. Adhere to the Consent Rules

In conducting psychology research, as per APA’s Ethics Code, you must inform the participants about the necessary information, such as the relevant risks and benefits of participating in the study. The details they need to know may include the purpose of the research and its duration and process. They should also understand the factors that may affect their decisions to join, such as potential risks, discomfort, and the consequences of joining the activities involved. With this in mind, they should know that they have the right to refuse to participate and withdraw from their participation in the middle of the project process. Other things that they must be aware of are the confidentiality limits, including the instances where they can disclose the information, incentives of joining, and the contact details for their further inquiries.

5. Utilize the Ethics Resources

To ensure that you are adhering to the ethical standard in conducting research, it would help if you have mastered your moral obligation as a researcher, for it will allow you to know what to avoid and what do to fix its concerning problems. That’s why it is essential to know all the necessary resources that contain this information.

Conducting researches can be essential to study the nature of the things around us, for it helps us make our lives better. However, in doing this activity, you should be aware of the consequences that it brings, especially to the adverse effects of executing its process. Learning research ethics is one way to ensure that every research methodology that you are going to carry out is following the moral philosophy.

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177 Interesting Ethics Paper Topics For Your Thesis

Ethics is a branch of study in philosophy that studies the concept of morality—what is good or bad, what is acceptable or unacceptable. It’s a philosophical theory that looks into moral rules and codes, principles, value systems, and other related concepts.

In academia, an ethical theory is used as one of the analytical tools in drawing analysis on several socio-cultural topics. Ethics can be applied to any particular subject matter in human society. And, on this, so many compelling, controversial or interesting ethical topics for academic essays and research papers have continued to spring up.

For students writing either an essay or a research paper on ethics, there are some relevant things to note about a good essay/research topic and writing a dissertation. They include:

Brainstorm on different topics Always go for a topic you are familiar with Choose a topic that has enough “flesh”. This is important as interesting topics will help you develop your essay/research Define your subject of interest. It makes the writing easier Properly researching for topics that serve contemporary social relevance Outlining is important for your research topic

What following some of these processes does for your essay/research/thesis is that it enriches your work and affords you the ability to communicate ideas clearly to readers. Here are some topics in ethics you can use for your essay/research.

Interesting Top Level Ethics Paper Topics for All Students

Writing a paper on ethics makes for an interesting writing experience because they usually require that the writer make a case for a particular subject based on whether the subject is right or wrong. There are so many ethical topics for papers. As a student, there are several ethical questions to debate, and you can choose to model your topic using some of these samples:

• Discuss what should be done concerning the rise in the ban on safe abortion
• Is the right to safe abortion practice unethical?
• Should abortion practice be promoted or championed for women in society?
• Are humans truly the root source for the issues of climate change and global warming the world is currently experiencing?
• Is it right to discriminate against the sexes?
• Is there a defining difference between sexes and gender?
• Is the practice of gender-based violence ethical?
• Should safe sexual practices be promoted?
• Sex: A Study of the growing practice of sexual relationships outside marriage
• Domestic Violence and how it can be combated
• Marijuana: The distinction to its health roles and health challenges it poses on individuals
• Is it unethical to promote capitalism and capitalist concepts?
• A Study of Racism and measures to ensure its decline
• Is it ethical to be a millionaire while there are so many less privileged people?
• A study of the ethical challenges that come with being in the academia
• Is war an ethical practice?
• Why LGBTQ+ people should not be discriminated against
• What are the ways workplace ethics can address issues of homophobia and internalized sexism?
• Is sexism in the workplace an ethical practice?
• The issue of microaggression and how it can be addressed
• A study of why workplaces need ethical conduct that monitors issues of workplace harassment
• Should salaries be uneven?
• How unethical are uneven salary payment structures?
• Should start-up tech companies hire more men for starters?
• How people can prioritize online privacy
• Is bridging online privacy unethical?
• Is the right to privacy unethical?

Engaging Ethical Dilemma Topics

As ethics deals with the debate on morals, one of the ways topics on ethics manifests is in the subject of dilemma. Topics like this focus on trying to find a suitable justification for one idea over another. There are several ethics topics to write about on this subject. Some of them include:

• Should students be allowed to bring their phones to school?
• Should parents police every social activity of their children?
• Should teachers use the cane on students as a disciplinary measure?
• Is flogging a good correctional practice?
• Should you leave your partner if they are of opposing political views?
• Should opposing religious beliefs be a deal-breaker in relationships?
• Should capitalism be abolished completely?
• Should a teacher maintain some level of friendship with their students?
• Is there any lingering importance of capitalism to society?
• Is revenge a viable option in a relationship if your partner cheats on you?
• Is sharing your experiences online the same as showing off a lifestyle?
• Should people from different religious beliefs and backgrounds partner?
• Is checking the DNA of your children important or necessary?
• Should parents enforce their children on behaviors to take up?
• Can discipline properly correct the attitudes of a child?
• Should eating junk foods be avoided completely?
• Should Halloween Trick or Treat and Costume be prioritized over Thanksgiving Dinners?
• Should children hold different religious beliefs from their parents while still young?
• Does strict parenting serve as the best way to raise a child?
• Is it important to reveal a secret to a friend or to keep one’s peace?
• Should cooking at home be prioritized over eating out?
• Is socialism a more suitable social practice than capitalism?
• Is accepting financial assistance from your parents acceptable after a certain age?
• Should school authorities seize phones brought to school?
• Is sending a child to a mixed school better than same-sex schools?
• Can afforestation alone save the world from global warming and the general climate change condition?
• Does being educated equate with being intelligent?

Ethical Issues to Write about in Your College Essay

One important thing to note about ethical topics is that they touch across so many different subjects. As a college student preparing to write an essay on ethics, rest assured as there are so many ethics ideas to write about. Here are some ethical topics to write about:

• Does Hiring female employees cover a company’s sexist motives?
• Should Actors be paid more than teachers?
• Taking medical decisions for a patient without their consent
• How ethical is the interference of the judiciary by the legislative arm of government?
• Is it ethical to fire someone due to their dress code?
• Is it unethical to wear colored hair to work?
• Is censorship ethical?
• Where does media censorship draw the line?
• Is it ethical for religious figureheads to meddle in state politics?
• Should gender be the reason why a person is restricted access to certain social privileges?
• Should sexuality be a discriminatory factor in society?
• Should companies and places of work provide counseling and therapy services for their employees?
• Can Children wear makeup on special occasions?
• Is it unethical to make medical decisions for a patient without any recognizable relatives?
• Does dress code need to affect how you are addressed?
• Should implementing ethics in sports be recommended?
• Is police brutality an ethical practice?
• The impacts of the excessive consumption of media content?
• Is the excessive use of social media healthy?
• How can companies ensure paid maternal and paternal leave?
• How can the inclusion of non-binary people in company policies promote growth?
• Is exclusion on the grounds of sexuality ethical?
• Is exclusion due to political beliefs unethical?
• How to promote ethical work culture?
• How can a company ensure that ethical practices are promoted in their companies?

Ethical Argument Topics to Write About

The best part about writing an ethical essay is that it is about anything that is of interest. An important aspect of the ethical argument topic is that it is supported with evidence. There are so many ethical topics to write about that fall within this category, and they include:

• Is the having of ethical codes and conducts important in an organization?
• Should people only implement progressive ideas to meet societal needs?
• Why LGBTQ+ should not be discriminated against
• Is it unethical to come to work late?
• Is government-sanctioned execution an ethical practice?
• Is the American incarceration system an effective corrective system?
• Is corrective rape an ethical practice?
• Should the issue of internalized homophobia be addressed?
• Internalized patriarchy and internalized homophobia, which one births one
• Should smoking weed be made legal?
• Why do the less privileged need free healthcare services
• A study of the effects of colonialism and internalized slavery
• Must aspiring journalists only focus on journalism courses?
• Addressing what it means to be of ethical behavior
• Should students be given a take-home assignment?
• Is there any academic relevance to assignments?
• Is access to free healthcare important?
• Does following the ethics code have abt social relevance?
• What role should developed countries play for developing countries?
• Is analysis writing an important aspect of literature?
• What role does ethics play in schools
• Should the address of global warming be continuous?
• Is there room for possible positive developments in global warming?
• Is the practice of ethics the same as moral teaching
• Should schools create sex education into their education curriculum

Comprehensive Ethics Debate Topics for Anyone

Just like the argumentative ethics topic, a debate topic on ethics centers majorly on choosing a part to argue for or against. This argument also is wrapped with evidence to support it. Your ethic topics can be on any subject. You can choose moral topics or any other topic with relevance. Here are some lists of ethical debate topics anyone can write on:

• Should the use of Contraceptives be promoted?
• Does legalizing weed make it any healthier?
• Should school children bring phones into school settings?
• The health impact of excessive engagement on social media
• Social relevance and importance of having ethical conducts
• Do companies with ethical conduct grow ahead
• Does ethics make a workplace safer?
• Are there importance on why sex education should be added to student’s
• Why safe abortion rights should be legalized
• Why the discrimination based on sexuality is harmful
• Why the practice of hedonism is important
• Sexual pleasure: Is it morally good?
• Is happiness dependent on an external factor?
• Why Institutionalized racism is the root cause of racism and racist beliefs
• Should the use of drugs be legalized?
• Is there any progressive importance to having a conservative view on things?
• Should social media apps allow explicit sexual content?
• Should social app builders have access to individual account
• Can homeschool match formal school training?
• Should the government ensure censorship measures?
• Is voting during elections the only form of patriotism?
• Is voting a patriotic display
• Are families allowed to have contradicting religious beliefs?
• Should state governments have any interference with the federal government?
• Should teenagers have access to contraceptives?

Good Ethical Research Papers for your Thesis or Dissertation

Writing either a thesis or a dissertation is a necessary part of academia. As a university student, you can’t graduate from only writing essays withiut writing your graduating thesis. There are so many areas your research paper about ethics can focus on. Here is a list of ethical topics:

• The contemporary relevance of applied ethics
• The psychological impacts of the proliferation of technology
• A Case Study of the legality of weed
• A multi-dimensional approach to the subject of marriage
• An ethical approach to the killing of animals
• A case study of the critical ethical debates on the use of contraception
• An analytical study of the relevance of ethical conduct in the workplace
• An investigation into the social relevance and importance of the beauty pageantry culture
• A critical study of normative ethics
• The role of applied ethics in the building of a healthy work culture
• An overview of the barriers associated with good leadership practice
• A Study of the importance of ethical practice in the healthcare system
• The study of ethics in business social responsibility
• An Overview on how Ethics promotes a saner working culture
• A look into how ethics promotes healthy social relationships
• The ethical relevance for Doctor and Patient Confidentiality
• Malpractice and Negligence an ethically challenging issue within the healthcare system
• The social and health relevance to access to free healthcare insurance
• A Study of the social relevance of ethics
• Violence: violence against animals is still abuse
• A look into strategic approaches to managing cyber crimes
• Ethic reasons for the separation of the church from politics
• Ethical Conduct: How Organizations with practicable ethics produces a toxic work environment
• A look into how Social media negatively impacts the IQ of a student
• The role of self-awareness and professional responsibility impacts social ethics in the workplace

Good Ethical Questions for Discussion

Primarily, ethics asks and answers the question of wrong or good. There are so many social issues that will make for good ethical questions for discussion. Here is a list of ethical questions for students to form insights from:

• How does ethics help to promote healthy workplace awareness?
• Does the practice of abortion negate morality?
• Is it right for a rape victim to be denied access to safe and free abortion?
• How do homophobia, racism, misogyny, and ableist practices hinder social growth?
• Should there be free access to condoms and contraceptive pills?
• Is free access to contraceptives better than the provision of menstrual materials
• How can racism be dismantled in an organization without consideration to institutionalized racism?
• How does the continuous promotion of capitalist concepts hinder societal progress?
• Does capitalism truly hinder social growth?
• Why should there be free access to contraceptive materials especially for women?
• What are the possible feasible solutions to the issue of climate change?
• Is it unethical not to share the wealth?
• Is engaging in warfare the right way to bring solutions?
• Does the use of makeup contradict the concept of beauty?
• Why are LGBTQ+ rights human rights?
• Is the legalization of cannabis ethical?
• Does the way you dress need to be the reason you are addressed a certain way?
• Are there moral problems that come with job automation?
• What can be done to combat the use of harmful substances
• Why should companies stop discriminating based on sex?
• What is the social relevance of providing workplace access?
• Why should parents and teachers stop flogging students?
• What is the distinction between discipline and strictness?
• Should religious beliefs be a dealbreaker in any relationship?

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Research Ethics

York University is committed to the highest standards of integrity in research. All projects involving the use of  Human Subjects ,  Animals  and  Biohazardous Materials  are subject to review by the appropriate University committee. York University has formulated policies for the conduct of research involving all three of these areas. It is the policy of the University that researchers conducting research involving human subjects , animals and/or biohazardous agents must obtain approval of their research from the relevant ethics committee  prior to  commencing research activities.

The Faculty of Graduate Studies is governed by the Senate Policy on Research Involving Human Participants . The Senate Policy states that all University-based research involving human participants, whether funded or non-funded, faculty or student, scholarly, commercial or consultative, is subject to the ethics review process.

Graduate students undertaking research for graduate courses, major research papers, theses, or dissertations involving human participants are required to follow the appropriate procedures and obtain ethics approval  before conducting research activities . Students also  must maintain active registration status  while conducting the approved research. The information below outlines the ethics protocols and procedures for each category of research.

• Theses, Dissertations and Pilot Projects
• Graduate Courses and Major Research Papers (MRPs)

Please carefully review the procedures that are relevant to your project, and ensure that you complete and submit all of the required documents along with your research proposal to your graduate program. Incomplete or illegible protocols will be returned to the student, which will delay the process. If you have further questions about research ethics review processes, consult  Decision Chart- Full Board and Delegated Ethics Review Processes .

Graduate Student Risk Assessment

The  Graduate Student Risk Assessment Guidelines  of the Faculty of Graduate Studies (FGS) serve to assist graduate students in identifying appropriate health and safety considerations and preventative efforts prior to departing for field activities. In concert with the  Graduate Student Risk Assessment Form, Undertaking, Release and Checklist , graduate students should review these guidelines with their faculty supervisor. Assessing risk is a critical step in determining necessary hazard controls and other mitigation required for specific research activities.

Please visit  Graduate Student Risk Assessment  for more information including applicable forms.

Quick Links

• Academic Important Dates
• Registration & Enrolment
• How to Apply
• Graduate Supervision
• Academic Petitions
• Book a Wellness Consultation
• 2024 Academic Remediation

Theses, Dissertations and Pilot Projects Involving Human Participants

Graduate students conducting research for the purposes of completing a graduate thesis or dissertation are subject to review by a delegated ethics review committee comprised of the Associate Dean(s), Research, Faculty of Graduate Studies and the Chair/Vice-Chair HPRC. Where delegated reviewers decide that a protocol should not be approved, the protocol will be referred to the HPRC for full board review.

All graduate student researchers must complete the TCPS tutorial to establish that they have completed the necessary education component and attach their certificate of completion to their protocols. Protocols will not be accepted for review unless a valid TCPS tutorial certificate is attached.

When is Ethics Review Required

All research involving human participants is considered research subject to review. The Principal Investigator (researcher) of any research project involving human participants:

• MUST have a protocol that describes how the researcher(s) will interact with the human participants; and
• MUST have that protocol reviewed and approved by the appropriate Research Ethics Committee before the  research commences; and
• MUST obtain informed consent from ALL research participants. For minor-age participants (Those under the age of 16 for minimal-risk research), both parental consent and participant assent are required.

NOTE:   Failure to obtain ethics approval prior to the commencement of Research Activities is considered both a breach of Senate Policy as well as research misconduct.  All such instances of non-compliance will be addressed by the appropriate institutional office. NOTE: Graduate students must be registered as active in a graduate program while conducting approved research with human participants, animals, and/or biological agents. Graduate students on leave or who have withdrawn from their graduate program with an approved research protocol on record may not conduct/continue to conduct any research with human participants, animals, and/or biological agents, until such time that their student registration status becomes active. 

With an ‘inactive’ registration status, please note that your approved protocol will be marked as suspended by the Office of Research Ethics. When you are ready to return to your studies, students must petition to reinstate, and must contact the Office of Research Ethics at [email protected] , citing their protocol number, and inquire as to whether they need to reapply (if leave has been longer than a year) or if the pause can be lifted.

Graduate students are not permitted to conduct any research with human participants, animals and/or biological agents without an approved proposal by their programs and FGS and an approved ethics protocol.

Research Ethics Review and Approval: Forms and Processes

• If the research is minimum risk*: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Form TD2: Research Ethics Protocol Form for Graduate Student Thesis, Dissertation, or Pilot Project –  Informed consent  and other relevant documents described in TD2 checklist –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)
• If the research involves Aboriginal/Indigenous Peoples; clinical trials; or research that is more than minimum risk: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Human Participant Research Committee (HPRC) form –  Informed consent  and other relevant documents described in HPRC form –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)
• If the research is conducted as part of or a subset of a faculty member’s approved research project: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Form TD4: Statement of Relationship Between Proposal and an Existing HPRC-Approved Project – HPRC Approval Certificate for faculty’s research project –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)
• If the research that is based on secondary data analysis: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Form TD2: Research Ethics Protocol Form for Graduate Student Thesis, Dissertation, or Pilot Project –  Informed consent  and other relevant documents described in TD2 checklist (if applicable), Debriefing Consent Form for studies involving deception –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)

*For the purposes of Research Ethics Review, “minimal risk” research is defined by the TCPS as research in which the probability and magnitude of possible harms implied by participation in the research is no greater than those encountered by participants in those aspects of their everyday life that relate to the research.

*If your research involves an in-person method, please review required documents and steps .

NOTE: If the proposed research poses an elevated risk to yourself as the researcher requiring further health and safety considerations, you must consult the Graduate Student Risk Assessment Guidelines and complete the Graduate Student Risk Assessment Form .

• A pilot project is defined as preliminary research that is necessary in order to be able to write the thesis or dissertation proposal. Pilot projects must still include a description of research procedures and sample research instruments (e.g., survey or interview questions). Please submit TD2 form and informed consent documents .
• Secondary Data Analysis is described as the analysis of data involving human participants collected for a purpose other than that for which it was originally collected in order to pursue a research interest which is distinct from that of the original work.
• The HPRC uses the definition of minimal risk as outlined in the SSHRC/NSERC/CIHR Tri-Council Policy Statement: “Ethical Conduct for Research involving Humans” (December 2014): “‘minimal risk’ research is defined as research in which the probability and magnitude of possible harms implied by participation in the research is no greater than those encountered by participants in those aspects of their everyday life that relate to the research” (Article 2.8B). An expanded version of this definition is available from the Office of Research Ethics upon request.
• your research will be conducted on Aboriginal land (Canada; international);
• recruitment criteria will include Aboriginal identity as either a factor for the entire study or for a subgroup of the study;
• your research will seek input from participants regarding an Aboriginal community’s cultural heritage, artefacts or traditional knowledge;
• aboriginal identity or membership in an aboriginal community will be used as a variable for the purpose of analysis of the research data; or
• interpretation of research results will refer to Aboriginal communities, peoples, language, history or culture. Note: Literary criticism and/or history (excluding oral history) and/or primarily textual activities are not applicable.
• To access the HPRC form, please visit HPRC form

All research involving human participants for graduate courses and Graduate Major Research Papers (MRPs) that is non-funded, minimal-risk, does not involve Aboriginal peoples or a clinical trial must be reviewed by the relevant unit level Delegated Ethics Review Committee. Research subject to review includes, but is not limited to: surveys, questionnaires, interviews, participant observation and secondary data analysis.

NOTE:  Research conducted for a course or Major Research Paper (MRP) that is more than minimal risk and /or involves Aboriginal/Indigenous peoples and/or involves clinical trials  must be  reviewed by the Human Participants Review Committee (HPRC). For these types of research, students are required to complete the  HPRC form  and submit it to the HPRC for review.  Please contact the Office of Research Ethics for more information ( [email protected] )

For more information on ethics review requirements for graduate and undergraduate course-related research and MRPs, please go to,  “Ethics Review Requirements"  for Course-Related Research by Students.

When Is Ethics Review Required?

All research involving human participants is considered  research subject to review . The Principal Investigator (researcher) of any research project involving human participants:

• MUST obtain informed consent from ALL research participants. For minor age participants (those under the age of 16 for minimal risk research), both parental consent and participant assent is required.

NOTE:   Failure to obtain ethics approval prior to the commencement of Research Activities is considered both a breach of Senate Policy as well as research misconduct.  All such instances of non-compliance will be addressed by the appropriate institutional office.

What Forms Do I Use and Where Do I Submit Them?

A. If you are a Graduate or Undergraduate Course Instructor:

If the students in your graduate or undergraduate course are conducting research involving human participants as part of a course assignment, the research is minimal risk and does NOT involve Aboriginal/Indigenous peoples, and all students in the class are conducting the same or similar research, then proceed as follows:

• Complete the  Generic Protocol: Course Related Research Involving Human Participants 
• Review the “ Course Director Responsibilities ” document
• Submit the completed Protocol Package ( Protocol form, Consent document(s) and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to the relevant  Unit level Delegated E thics Review Committee

B. If you are an Undergraduate Student:

If you are conducting research involving human participants , as part of an undergraduate course assignment, or as an individual project (either for the class or for an undergraduate thesis), then proceed as follows:

• Complete the  Individualized Protocol: Course Related Research Involving Human Participants ;
• Review the “ Student Researcher Responsibilities ” document
• Submit the completed Protocol Package ( Protocol form, Consent document(s), your completed TCPS tutorial certificate and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to the relevant  Unit level Delegated Ethics Review Committee   for review and approval.

C. If you are a Graduate Student:

• If you are conducting research involving human participants , as part of a  graduate course assignment , and the research is minimal risk and does NOT involve Aboriginal/Indigenous peoples, then proceed as follows:
• Complete the Individualized Protocol: Course Related Research Involving Human Participants;
• Submit the completed Protocol Package ( Protocol form, Consent document(s), your completed TCPS tutorial certificate and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to the relevant  Unit level Delegated Ethics Review Committee .

2. If you are conducting research involving human participants, in support of a  Major Research Paper  and the research is minimal risk and does NOT involve Aboriginal/Indigenous peoples, then proceed as follows:

• Complete the  MRP Protocol: Research Involving Human Participants ;
• Review the “ Student Researcher Responsibilities ” document;
• Submit the MRP protocol package ( Protocol form, Consent document(s), your completed TCPS tutorial certificate and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to your Supervisory/Advisory Committee for approval and signature;
• Submit the signed MRP Protocol package the relevant  Unit level Delegated Ethics Review Committee  for review and approval.

D. Graduate Program Directors:

Annually, each Graduate Program will compile the following information for the period from June 1st to May 31 st  and submit it to the Faculty of Graduate Studies:

• A listing of all courses in which research was conducted involving human participants
• A listing of the titles of MRPs involving human participants and the names of students who undertook the MRPs
• Information about the Unit level Delegated Ethics Review Committee, including the Chair, review members and administrative contact

Further information about the Delegated Ethics Review Committees (Composition, responsibilities, reporting requirements and forms)  are available at the  Office of Research Ethics website .

For more information, please consult the following sources:

• Research Ethics Policies & Guidelines, Office of Research Ethics
• SSHRC/NSERC/CIHR Tri-Council Policy Statement Ethical Conduct for Research Involving Humans
• TCPS Tutorial
• HPRC protocol  * This form is to be used  ONLY  by those students who are conducting research involving Aboriginal/Indigenous Peoples; clinical trials; and/or research that is more than minimum risk:
• Amendment Request Form Graduate Student—Thesis or Dissertation
• Renewal Request Form Graduate Student—Thesis or Dissertation
• Faculty of Graduate Studies Ethics Review Process

Faculty of Graduate Studies: Research Officer by visiting our FGS Staff Directory .

The Office of Research Ethics (ORE): [email protected]

ORE Office Hour

The ORE will host virtual office hours (via Zoom) for students and faculty members who have questions about ethics applications for research involving human participants. Their virtual office hours will be every Wednesday between 12:00 PM - 1:00 PM . No appointment is necessary. Zoom: Join the Meeting

Connect with FGS

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June 25, 2024

This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility:

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A model of Collaborative Ethics to guide translational research from fundamental discoveries to real-world applications

by Benjamin Boettner, Harvard University

In sciences, disruptive research that is breaking new ground often raises new and not-yet-explored ethical questions. Although new scientific breakthroughs can have the power to change how we understand and live in the world, the ethical implications of technologies that will emerge based on these new insights can affect an emerging field's public acceptance and have moral implications for society at large. They can also impact the process of translating discoveries into real-world products, sometimes requiring new regulations.

Historically, ethicists—who form the branch of philosophy that is concerned with morality and studies of human conduct in relation to the self, others, and the natural world—were only given the opportunity to analyze transformative breakthroughs in the life sciences after-the-fact, when new scientific possibilities already start to impact the real world. This has often prevented the creation of crucial decision moments and course corrections before ethical controversies gained momentum and bioethicists specializing on medical, public health, animal, or environmental ethics were called upon.

"To overcome current limitations, it is crucial that the analysis process be initiated at the earliest stages when fundamental discoveries are made to clearly answer the question of what, for example, newly created biological constructs are . This first analysis is actually an explicitly philosophical one—only when it determines that an 'ethical threshold' is reached should a more ethics-focused analysis follow," said Wyss Institute Collaborative Ethics lead Jeantine Lunshof. "This analysis ensures that an ethical analysis is conducted when it is relevant and useful."

Lunshof, in her collaborative work with researchers at the Wyss Institute and Harvard Medical School (HMS) over more than 15 years, has advanced a generic model of "Collaborative Ethics." There is special need for frequent philosophical and ethical reassessment in organizations, such as the Wyss Institute, which develop new breakthrough technologies and translate them at an extremely fast pace.

To ensure this is most functional, "The Collaborative Ethics effort is also aligned with the Wyss Institute's Technology Innovation Funnel, which formalizes the journey of its cutting-edge technologies starting at the 'Idea Generation' stage when fundamental discoveries are made and first assessed for their translational potential," said Lunshof, who holds a Ph.D. and M.A. in Philosophy and Health Law. "But they can be applied to translational research in any academic environment."

Now, Lunshof and Julia Rijssenbeek, a Graduate Student at Wageningen University in the Netherlands who did a Ph.D. internship at the Wyss Institute, have published the Collaborative Ethics model in Nature Methods .

In the Wyss' Translation Innovation Funnel, potentially life-saving and changing technologies proceed through "Concept Refinement," "Technology Validation," "Technology Optimization" and "Commercialization" stages. This path is paralleled by steps the Collaborative Ethics model provides for investigating philosophically and ethically relevant implications and creating further actionable decision points.

For Collaborative Ethics to work effectively, it is essential that the early dialogue between researchers and ethicists continues through all stages of technology development, all the way to the creation of products that can be commercialized.

"It doesn't suffice that a philosopher or an ethicist occasionally reviews a research group's work as an outsider or audits it for a different department or organization. For a meaningful dialogue to happen, it is essential that they become actual members of project teams to facilitate meaningful reflections during the scientific process instead of when it has been concluded," said Rijssenbeek.

"This immensely facilitates the exchange of thoughts in both directions, philosophical and ethical innovation, as well as decision-making processes that enable responsible research and innovation towards life-changing technologies."

Lunshof's philosophical and ethical work at Harvard University began in 2006 in the lab of Wyss Institute Core Faculty member George Church, Ph.D., who at HMS pioneered the decoding and study of genomes, particularly that of the human genome, and the relatively young field of synthetic biology. Church is also the Robert Winthrop Professor of Genetics at HMS. As Church's collaborator, Lunshof became involved with the Personal Genome Project, which was begun the previous year and aimed to sequence and publicize the complete genomes and medical records of 100,000 volunteers.

Subsequently, as a Marie Sklodowska Curie International Fellow, her interest expanded into the new realities of genome engineering, the creation of chimeras from cells stemming from different organisms, and other disruptive scientific advances made in Church's lab. Her participation helped pave the way toward a more balanced public perception of the research.

Lunshof continued her work by focusing on other "hot topic" ethical areas, some of them closely related to research conceived at the Wyss Institute. She co-led the Brainstorm Project, which was part of the US National Institutes of Health BRAIN initiative neuroethics program, where she helped create an ethically recommendable path forward for neural or "brain organoids" as models for human brain development and brain disease. The Wyss Institute's CircaVent Project, led by Church, uses brain organoids to model neurological and psychiatric disorders, in the discovery of urgently needed drugs.

Another example of ethically complex technology is "biobots," tiny computer-designed living organisms with programmed behaviors built from animal or human cells. Developed by Michael Levin's group at the Wyss Institute and Tufts University in collaboration with roboticists and computer scientists at the University of Vermont, biobots do not fit into any traditional ethical category. They raise important questions regarding their identities and what the researchers' intentions and goals are. Levin is an Associate Faculty member at the Wyss Institute as well as Distinguished Professor and Vannevar Bush Chair at Tufts University's Department of Biology.

Lunshof and Rijssenbeek used these and other examples to illustrate how the Collaborative Ethics model has been successfully applied in practice. Being integrated with the research process through four defined steps, it first carries out a "Conceptual Analysis," by asking the question "what is it?"—in the case of biobots, are these novel life forms organisms, robots, or machines?

The second step, "Normative Analysis," marks the transition from general philosophy to ethics and drills into the question of whether certain research raises any ethical concerns.

The model's third step, "Applied Ethics," is similar to bioethicist's role, and applies ethical theories to assess the real-world impact of technology developments like, for example, the use of animals in research, the provenance of human biological specimens, questions of privacy and consent, the benefits and risks of new technologies such as genome editing for patients, and the justification of gain-of-function research that could lead to new antimicrobials but also result in enhanced pathogens. The question of whether a finding that can bring benefits but also carries risks of harm should be published at all to prevent any misuse is also considered here.

Finally, in the "Regulatory Science and Legal Aspects" step, researchers and ethicists guided by the Collaborative Ethics model team up with business development and technology transfer experts to analyze how a technology can be translated into real-world applications by a spin-off or through licensing by industry.

"Because science and technology development are progressing at an ever-higher speed, and are globalizing rapidly, real-time collaboration between researchers and ethicists becomes vital. It enables a learning curve and necessary adjustments in the research process, as well as the development of missing ethical approaches and the revision of ethics positions," said Lunshof, who was named a Fellow of The Kavli Foundation which supports the advancement of science and the increase of public understanding and support for scientists and their work, earlier this year.

"In their relentless pursuit of urgently needed solutions for patients and the environment, Wyss Institute researchers not only collaborate across disciplines with one another and with industrial partners scientifically, but they also make sure that they evaluate their research from a philosophical and ethical perspective—the Collaborative Ethics model is an invaluable guide to accomplish this," said Wyss Founding Director Donald Ingber, M.D., Ph.D., who is also the Judah Folkman Professor of Vascular Biology at HMS and Boston Children's Hospital, and Hansjörg Wyss Professor of Bioinspired Engineering at the Harvard John A. Paulson School of Engineering and Applied Sciences.

Journal information: Nature Methods

Provided by Harvard University

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