Abstract
Data from two national surveys of 4,000 faculty and doctoral students in chemistry, civil engineering, microbiology and sociology indicate that both faculty and students subscribe strongly to traditional norms but are more likely to see alternative counternorms enacted in their departments. They also show significant effects of departmental climate on normative orientations and suggest that many researchers express some degree of ambivalence about traditional norms.
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The paper is part of the Acadia Institute’s Project on Professional Values and Ethical Issues in the Graduate Education of Scientists and Engineers, cosponsored by the American Association for the Advancement of Science’s Committee on Scientific Freedom and Responsibility, the Council of Graduate Schools and Sigma Xi. This work was supported by Grants No. 8913159 and 9222889 from the National Science Foundation. The following NSF components have provided funding to the NSF Ethics and Values Studies Program for support of the project: the Directorate for Social, Behavioral and Economic Sciences; the Directorate for Biological Sciences; the Directorate for Engineering; the Directorate for Mathematical and Physical Sciences; and the Office of the Inspector General. Opinions, findings, conclusions and recommendations are the author’s and do not necessarily reflect the views of the National Science Foundation.
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Anderson, M.S. Normative orientations of university faculty and doctoral students. Sci Eng Ethics 6, 443–461 (2000). https://doi.org/10.1007/s11948-000-0002-6
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DOI: https://doi.org/10.1007/s11948-000-0002-6