Ethics of quantitative research
Guidelines for research l and health e and social sciences, law and the ch ethics the numerous rules and principles of quantitative research methodology provide any guarantee of credibility with regard to ethics? Competence in research ethics must include insight into academic issues as well as research methods. Researchers enjoy a large degree of freedom and academic responsibility, and this calls for satisfactory capability and respect for the requirements that need to be imposed in order to be able to undertake scientifically credible research. Those who have been entrusted with research are under a basic obligation to act with academic, methodological and ethical tion of l and ethical tative methods include formalized principles that form the basis for a stringent research process that proceeds from formulation of research questions, research design and the selection and analysis of data to interpretations and conclusions. Though quantitative methods are characterised by stringent requirements for structure, the methods also provide room for flexibility and pragmatic adaptation. Combined designs using "mixed methods" that include qualitative as well as quantitative data are therefore increasingly used (cresswell 2014:215–240). This may imply that a qualitative study is included as a pilot study, or that qualitative data are used as the basis for a subsequent quantitative analysis. While surveys are able to provide a general overview of the matter at hand, qualitative data have the potential to provide more detailed insight into the opinions and experiences of the is an essential requirement for researchers to have fundamental ethical attitudes that permit them to conduct all stages of the research process in an honest and credible ionally, the search for truth has been the fundamental objective and legitimisation of science. According to the "galilean imperative" (from galileo galilei's formulation from around 1600), research shall investigate everything, reveal all mysteries, penetrate the unknown and provide objective explanations of all phenomena. Research shall not be governed by prevailing opinion, but search for true knowledge with no concern for other r key value, which is closely related to the first, emphasises the need for academic freedom. The value of freedom, which has enjoyed a strong position, has been based on trust in the impartiality of research in contentious issues of a political, moral and religious nature. One key premise was that research could only be valuable when the researchers and their institutions remained neutral with regard to values and were unfettered in their social position. This perspective has changed in later times, since it is taken for granted that various values, issues and factors, such as formal arrangements and financial priorities, will influence the research that is undertaken.
The question is therefore what kinds of values and socially normative factors in reality serve to govern research, and what values help justify and legitimise academic value concerns reliability and credibility, focusing on the quality of the research methods that are applied and the researchers' ethical standards. Value that is of more recent origin states that research must be accessible for scrutiny and published, which is related to the need for control and possible unintended chers are never exempted from exercising sound ethical judgement, they need to be methodologically qualified for conducting research with validity and quality, and they must do their utmost to ensure that objective concerns take precedence over preconceived notions and honest means being fair and credible – being trustworthy. Plagiarism can include duplicating, copying or many other subtle forms of using the theories, interpretations, designs or results of others without reference to the ional falsifications give rise to fundamental problems of research ethics. In other words, this is scientific dishonesty in ding results may thus emerge when certain conclusions are of greater interest to the researcher than the scientific evidence that follows from an objective scientific investigation. This is the background for the questions raised about commercially based research and certain forms of commissioned research. When a piece of research work is used to corroborate certain arguments put forward by a commissioning agency, there is a risk of crossing the line that separates research from legitimising and manipulatory nded errors may be a direct consequence of inadequate competence in research methodology. In order to maintain the high-quality work that research implies, it is thus a key precondition that the researchers are competent to use relevant and acceptable research tion of initiatives have been taken to prevent unworthy conditions in the form of scientific misconduct, academic dishonesty etc. And a number of measures have been enacted to strengthen research ethics as a pillar of scientific practice. In psychology and educational science, the american psychological association (apa) has played a key role through its ethics code, which since the early 1980s has been published in increasingly complete versions. These ethical norms include issues such as requirements for honesty, requirements for informed consent, anonymisation and storage of data, the right of access to data for participants and duty of confidentiality for all those who undertake tion of the integrity of research participants and informants is a particularly important ethical norm in research, including in special-needs education studies. This norm focuses on protection against various forms of risk involved in participation in research and the protection of the identity of participants, including concerns for preventing stigmatisation of particular populations or groups. In any event, publication of such forms of research involves an ethical tion of anonymity and thus privacy is a key issue in protecting integrity. This may involve the need for methodologically valid replications and testing of research findings, and there may be a need for linking data from various sources.
The latter may include, for example, questionnaire data from students that the researcher wishes to link to the teachers' assessments of the same has also been shown that the use of electronic methods as well as telephone interviews often gives rise to scepticism regarding real preservation of anonymity. Addition, it will generally be more difficult to protect the anonymity of informants in qualitative studies than when collective, quantitative methods are used (such as various forms of questionnaire-based methods). When designs for collective questioning are used, however, individual characteristics will be less identifiable, and individuals who have completed a questionnaire will not be directly l and ethical is often assumed that the standardized methods and formalised requirements for quantitative research help ensure academic and ethical credibility. Even though there will be fewer subjective elements of error here than in qualitative research, there will be ample opportunities for dishonesty to render the research misleading even when quantitative methods are applied. At worst, researchers may manipulate the data, use fictitious and fabricated data or discard any unwanted results. When research is undertaken in solitude and the researcher is alone in having insight into what is being done, the road to dishonesty lies us examples of research fraud can be found, in both an historical and contemporary context. These examples include academics who were held to be researchers of high stature, but in reality were untrustworthy. By fabricating and manipulating research data in his studies of twins, he could "confirm" his theory of heritability of intelligence. The essence of burt's reprehensible acts consisted in the fact that many of the twins in his material did not exist, nor did many of the researchers with whom burt had "collaborated". This scandal draws attention to the fact that the research community has traditionally been closed and disinclined towards openness, including with regard to potential risk factors, and thus underscores the need for a clear focus on values as well as for increased transparency and light of what we know about dishonesty, two self-evident countermeasures are commonly identified: first, to strengthen the monitoring, and second, to raise the ethical standard. Those who have funded research are often content to receive some research reports, and unannounced observations of the research process are rarely undertaken. However, monitoring may be of limited value and may also entail unintended negative consequences, since the desired creativity presupposes freedom as well as tating an expanded ethical competence in researchers and research communities is therefore a key concern. This includes ethical awareness and follow-up on the part of agencies that provide research funding.
This is also a matter of ethics in a wider context, in the need to focus on power relationships and processes that maintain hegemony, whereby particularly subjects in the fields of care and learning are systematically discriminated against when resources are allocated. This topic has attracted little attention in this country so far, and it is also beyond the limits of this , we have focused on how research competence includes ethical, professional and methodological credibility. For example, when educational researchers possess limited insight into learning and the learning processes in children, they will have very limited qualifications for undertaking adequate empirical research. This is a hidden ethical problem in may also apply to the implementation of quantitative studies, often involving large amounts of data, which require methodological competence to conduct analyses in a stringent and academically acceptable manner. Largely overlooked ethical problem is associated with the issue of choice of design in research that includes, for example, children in a difficult life situation, disabled people or others who are in need. Those who have a hard life are often burdened by many crushed hopes, and participation in a control group may thus be problematical in terms of ethics. Is a matter of being ethically considerate and maintaining good research practice, which can uphold research quality as well as concern for those people whom this research is intended to r problem of research ethics is associated with publication without sufficient quality assurance and without replication. One especially unworthy and problematic aspect of this are media reports that trumpet dramatic conclusions, when no research report is available. Such media reports often cause a stir, and not infrequently they spark a debate that has no research base and is often misinformed. This practice serves to undermine the trust in research, and can thus be detrimental to research that rests on a solid academic and ethical article has been translated from norwegian by erik hansen, akasie språktjenester an psychological assosiatation: ethical principles of psychologists and code of conduct (from 1982 to 2014). Lincoln: sage national committee for research ethics in the social sciences and the humanities (nesh) (2006): guidelines for research ethics in the social sciences, law and the humanities. Oslo: det norske national committee for research ethics in the social sciences and the humanities (nesh) (2006): guidelines for research ethics in the social sciences, law and the humanities. Oslo: the norwegian national research ethics research ethics research ethics library offers more than 80 specialised articles on topics linked to research ethics, written by a large number of different experts and professionals.
Taken as a whole, the articles shall serve as an introduction to key topics in the area of research ethics. Each article contains additional links to further purpose is to help engender reflection and debate, rather than to create an encyclopaedia or provide universally applicable perspectives and viewpoints presented in the fbib articles do not necessarily reflect those of the norwegian national research ethics committees; all authors are responsible for their own ibe to our english you find what you were looking for? You for helping us provide a better in your feedback in the form l of business ethicsjune 2017, volume 143, issue 1,Pp 1–16 | cite asis quantitative research ethical? Pieridesoriginal paperfirst online: 28 april 2017received: 14 february 2017accepted: 17 april ctthis editorial offers new ways to ethically practice, evaluate, and use quantitative research (qr). Studies, including their methods and results, are relationally valid when they ethically connect researchers’ purposes with the way that qr is oriented and the ways that it is done—including the concepts and units of analysis invoked, as well as what its ‘methods’ imply more generally. This new way of doing qr can provide the liberty required to address serious worldly problems on terms that are both practical and ethically informed in relation to the problems themselves rather than the confines of existing qr logics and dsquantitative research quantitative methods statistics probability regression research design data analysis inductive inference referencesabrahamson, e. Toward a new vision for management research: a commentary on “organizational researcher values, ethical responsibility, and the committed-to-participant research perspective”. The connection between varying treatment effects and the crisis of unreplicable research a bayesian perspective. Reflexivity in organization and management theory: a study of the production of the research “subject”. The effectiveness of business codes: a critical examination of existing studies and the development of an integrated research model. Multilevel latent polynomial regression for modeling (in) congruence across organizational groups: the case of organizational culture research. Organizational research methods,19(1), 53–efgoogle scholarcopyright information© springer science+business media dordrecht 2017authors and affiliationsmichael j. Ment of management and marketinguniversity of ce manchester business schooluniversity of this article as:Reprints and alised in to check ted access to the full e local sales tax if l of business the whole of about institutional use cookies to improve your experience with our l of business ethicsjune 2017, volume 143, issue 1,Pp 1–16 | cite asis quantitative research ethical?