Education in Research Integrity and Governance of Science in the United States, Argentina, and Brazil

Abstract

Despite increasing globalization in science, significant differences remain across the Americas in countries’ approaches to research integrity. These differences are attributable to multiple factors, including the size of individual nations’ scientific communities, the role of science in their national economies and strategies for development, and their overall approaches to policy and governance. A comparison of the United States, Argentina, and Brazil illustrates the importance of governance in relation to responses to perceived wrongdoing and the role of education in efforts to promote integrity in research. The United States’ commitment to federal funding of science and science education has led to a federal regulatory response to research misconduct and an emphasis on compliance with federal mandates for research integrity education. By contrast, Argentina’s shrinking public and private support of scientific research and education has diminished not only its scientific productivity but also the professional engagement necessary for effective governance and enforcement of ethical standards. Brazil’s recent emergence as a leader in research and development, made possible in part by dedicated governmental funding for science, has been accompanied by both professional attention to international standards and calls for new educational initiatives in research integrity. These examples highlight how the political contexts of science and the national cultures in which research is conducted may present challenges to international efforts to establish a common educational commitment to research integrity.