Research integrity: Introduction

Abstract

While the focus of this Handbook is academic integrity, the topic of research integrity is inextricably linked to discussions of integrity in the academy. The goal of this introductory chapter is to summarize the international perspectives presented by the remaining chapters of this section. Authors of chapters in this section were asked both to provide definitions of research integrity and to consider the following questions: What are the perceived problems in research integrity? What factors are possible causes of problems in research integrity? How, if at all, is training used to mitigate factors that impair research integrity? Is there any evidence that the training works? Are there “best practices ” or highly recommended approaches to training? As will be clear from a perusal of the table of contents, the representation of countries is far from comprehensive. Even if every recognized nation could have been included, this task would still have been challenged by the reality that understandings of and approaches to research integrity vary widely even within the same country. Therefore, the goal was not to be comprehensive, but to provide a sampling of perspectives from world leaders in the field of research integrity. In the hope of also articulating similarities and contrasts, each chapter was constructed as a pairing of two or more nations. Those pairings were ad hoc and based on either previous collaborations among the authors or familiarity with the work of one another. Also, given the acknowledged lead role the USA has taken in this field, it will not be surprising that most of the chapters have at least one US author. The result is an eclectic collection of papers, each of which provides useful insights into “research integrity ” as it is currently framed internationally.