Journal of Academic Ethics

, Volume 10, Issue 4, pp 299–311 | Cite as

Supervisors and Academic Integrity: Supervisors as Exemplars and Mentors

Article

Abstract

The inculcation of academic integrity among post-graduate students is an ongoing concern for universities across the world. While various researchers have focused on causal relations between forms of instruction, student characteristics, and possession of academic integrity, there is need for an increased examination of the role of supervisors in shaping student perceptions of academic integrity. Unlike the undergraduate level, where student interaction with professors is often limited, post-graduate students have an ongoing relationship with their supervisors, whether at the Masters or Doctorate level. In some ways like masters over apprentices, rather than teachers over students, supervisors engage in continued interaction with post-graduate students, shaping these students views not only on the substance of their research, but also in how researchers “should” act. As part of a larger project in examining post-graduate student opinions on academic integrity and research ethics, we conducted surveys to investigate the relationship between student perceptions of their supervisors and student perceptions of academic integrity. We use survey data from a population of post-graduate students at a comprehensive research university in Hong Kong to analyze student perceptions of academic integrity and how students might be influenced by their supervisors’ service as mentors and/or ethic exemplars.

Keywords

Academic integrity Research ethics Mentorship Responsible conduct of research 

References

  1. Alfredo, K., & Hart, H. (2011). The University and the responsible conduct of research: who is responsible for what? Science and Engineering Ethics, 17(3), 447–457.CrossRefGoogle Scholar
  2. Anderson, M. S., & Louis, K. S. (1994). The Graduate student experience and subscription to the norms of science. Research in Higher Education, 35(3), 273–299.CrossRefGoogle Scholar
  3. Anderson, M. S., Horn, A. S., Risbey, K. R., Ronning, E. A., De Vries, R., & Martinson, B. C. (2007). What do mentoring and training in the responsible conduct of research have to do with scientists’ misbehavior? Findings from a National Survey of NIH-Funded Scientists. Academic Medicine, 82(9), 853–860.CrossRefGoogle Scholar
  4. Bebeau, M., & Thoma, S. J. (1994). The impact of a dental ethics curriculum on moral reasoning. Journal of Dental Education, 58(9), 684–692.Google Scholar
  5. Bird, S. J. (2001). Mentors, advisors, and supervisors: their role in teaching responsible research conduct. Science and Engineering Ethics, 7(4), 455–468.CrossRefGoogle Scholar
  6. Brown, S., & Kalichman, M. W. (1998). Effects of training in the responsible conduct of research: a survey of graduate students in experimental science. Science and Engineering Ethics, 4(4), 487–498.CrossRefGoogle Scholar
  7. Calkins, S., & Kelley, M. R. (2005). Mentoring and the faculty-TA relationship: faculty perceptions and practices. Mentoring & Tutoring: Partnership in Learning, 13(2), 259–80.CrossRefGoogle Scholar
  8. Crown, D. F., & Spiller, S. (1998). Learning from the literature on collegiate cheating: a review of empirical research. Journal of Business Ethics, 17(6), 683–700.Google Scholar
  9. Folse, K. A. (1991). Ethics and the profession: graduate student teaching. Teaching Sociology, 19(3), 344–350.CrossRefGoogle Scholar
  10. Hollander, R. D. (2001). Mentoring and ethical beliefs in graduate education in science: commentary on ‘influences on the ethical beliefs of graduate students concerning research (Sprague, Daw and Roberts). Science and Engineering Ethics, 7(4), 521–524.CrossRefGoogle Scholar
  11. Johnson, W. B., & Huwe, J. M. (2002). Toward a typology of mentorship dysfunction in graduate school. Psychotherapy: Theory, Research, Practice, Training, 39(1), 44–55.CrossRefGoogle Scholar
  12. Jones, N. L., Pfeiffer, A. M., Lambros, A., Guthold, M., Johnson, A. D., Tytell, M., Ronca, A. E., & Eldridge, J. C. (2010). Developing a problem-based Learning (PBL) curriculum for professionalism and scientific integrity training for biomedical students. Journal of Medical Ethics, 36(10), 614–619.CrossRefGoogle Scholar
  13. Kligyte, V., Marcy, R. T., Sevier, S. T., Godfrey, E. S., & Mumford, M. D. (2008). A qualitative approach to responsible conduct of research (RCR) training development: identification of metacognitive strategies. Science and Engineering Ethics, 14(1), 3–31.CrossRefGoogle Scholar
  14. Love, P. G., & Simmons, J. (1998). Factors influencing cheating and plagiarism among graduate students in a college of education. College Student Journal, 32(4), 539–550.Google Scholar
  15. Mastroianni, A. C., & Kahn, J. P. (1998). The importance of expanding current training in the responsible conduct of research. Academic Medicine, 73(12), 1249–1254.CrossRefGoogle Scholar
  16. McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2003). Faculty and academic integrity: the influences of current honor codes and past honor code experiences. Research in Higher Education, 44(3), 367–385.CrossRefGoogle Scholar
  17. McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2006). Academic dishonesty in graduate business programs: prevalence, causes, and proposed action. Academy of Management Learning & Education, 5(3), 294–305.CrossRefGoogle Scholar
  18. McGee, R., Almquist, J., Keller, J. L., & Jacobsen, S. J. (2008). Teaching and learning responsible research conduct: influences of prior experiences on acceptance of new ideas. Accountability in Research, 15(1), 30–62.CrossRefGoogle Scholar
  19. McGuffin, V. L. (2008). Teaching research ethics: it takes more than good science to make a good scientist. Analytical and Bioanalytical Chemistry, 390(5), 1209–1215.CrossRefGoogle Scholar
  20. Nadelson, S. (2006). The role of the environment in student ethical behavior. Journal of College & Character, 8(5), 1–9.CrossRefGoogle Scholar
  21. Plemmons, D. K., Brody, S. A., & Kalichman, M. W. (2006). Student perceptions of the effectiveness of education in the responsible conduct of research. Science and Engineering Ethics, 12(3), 571–582.CrossRefGoogle Scholar
  22. Roberts, G. C., Kavussanu, M., & Sprague, R. L. (2001). Mentoring and the impact of the research climate. Science and Engineering Ethics, 7(4), 525–537.CrossRefGoogle Scholar
  23. Rose, G. A. (2005). Group differences in graduate students’ concepts of the ideal mentor. Research in Higher Education, 46(1), 53–80.CrossRefGoogle Scholar
  24. Sambunjak, D., Straus, S. E., & Marušić, A. (2006). Mentoring in academic medicine: a systematic review. JAMA: Journal of the American Medical Association, 296(9), 1103–1115.CrossRefGoogle Scholar
  25. Weil, V. (2001). Mentoring: some ethical considerations. Science and Engineering Ethics, 7(4), 471–482.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Department of Politics & Public AdministrationUniversity of Hong KongHong KongChina

Personalised recommendations