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Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
Trust me I'm an editor. Trust, integrity and ethics in educational research.
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Trust me I'm an editor. Trust, integrity and ethics in educational research.

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Presentation on 7 March 2014 as part of the University of South Africa's Research & Innovation week. The theme for the session was "Trust me. I'm a scientist." I shared some of the ethical issues and …

Presentation on 7 March 2014 as part of the University of South Africa's Research & Innovation week. The theme for the session was "Trust me. I'm a scientist." I shared some of the ethical issues and dilemmas in publishing educational research from the perspective of an editor.

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  • 1. Trust me I am an editor Paul Prinsloo, Editor : Progressio & Research Professor in Open Distance Learning, Unisa
  • 2. http://farm1.staticflickr.com/27/102307346_9af11f43be_o.jpg How do we talk about ethics, integrity and trust, in a time when… • Efficiency – doing more with less. Funding follows performance rather than precedes it” (p. 414) • Quantification & calculability • Control, “fake fraternisation” and rituals of togetherness (Ritzer, 1993) Hartley, D. (1995). The „McDonaldisation‟ of higher education: food for thought? Oxford Review of Education, 21(4), 409-423.
  • 3. Source: http://www.richard-hall.org/2014/03/05/on-academic-labour-andperformance-anxiety/
  • 4. Source: http://musicfordeckchairs.wordpress.com/2014/03/05/walking-andlearning/
  • 5. Source: http://www.theguardian.com/higher-education-network/2014/mar/06/mental-health-academics-growing-problempressure-university
  • 6. So. How do we talk about ethics, integrity and trust when? • My working context is increasing characterised by mistrust, pain and never being good enough? • Shortcuts and who you know is the name of the game • We applaud quantity and forget to ask what the citations mean • We forget that editors are pawns and players in a warped game where CTRL & ALT & DEL only start the game afresh…
  • 7. We cannot talk about ethics, integrity and trust in research without considering… Macro context shaping research Micro context shaping research • Broader discourses of publish or perish (or increasingly publish and perish) • The politics and practices of rankings, citations • Discourses on intellectual property rights and open scholarship • Changing academic identities • Teaching versus research • Performance contracts • Promotion criteria The role, rewards and penalties of being an editor
  • 8. Overview of the presentation • • • • • • • • • Some disclaimers Images and metaphors of editors My own context: Some statistics re Progressio The context of being an editor Becoming an editor Being an editor Truth, ethics, and integrity… What I personally find difficult… (Dis)trusting an editor - issues
  • 9. Disclaimers • I am not speaking on behalf of all editors or all journals • I am speaking as editor of Progressio, South African Journal for Open and Distance Learning Practice, appointed since March 2013
  • 10. Images and metaphors http://upload.wikimedia.org/wikipedia/commons/7/79/Pest-AidsProjekt.jpg http://upload.wikimedia.org/wikipedia/com mons/d/dc/Saint_Peter_the_Aleut.jpg http://openclipart.org/image/300p x/svg_to_png/183011/WANTED% 20POSTER.png If your article is rejected you want the editor … If you must revise and rework the article, the editor and reviewers are …. If your article is accepted the editor is a…
  • 11. My own context: Some statistics re Progressio • Small but only South African journal dedicated to open, distance and e-learning practice • Accredited by the South African Department of Higher Education and Training since 2011 • 2 issues per year (± 28 articles) plus a special issue • Print run of 500 copies, articles on SABINET after a period of 3 months • During 2013 received 100 articles for review, rejection rate of about 40% • Required ratio of 51% outside of Unisa:49% Unisa authors
  • 12. Becoming an editor… http://fc04.deviantart.net/fs33/i/2012/056/6/6/were wolf_by_jinkies36-d1l24xh.jpg Parker, M. (2004). Becoming manager: Or, the werewolf looks anxiously in the mirror, checking for unusual facial hair. Management Learning, 35, 45-59. Very little research on becoming and being an editor… [Freda, M.C., & Nicoll, L.H. (2011). The Editor’s Handbook: An Online Resource and CE Course. Philadelphia, PA: Lippincott Williams & Wilkins]
  • 13. • • • • • • Being an editor: What do editors find difficult?(e.g., Gladding, 1982 – note the date…) Time to be an editor and meet other professional duties (8-12 hours per week) Finding journal space for quality articles Managing correspondence Meeting publication deadlines Sending letters of rejection Selecting appropriate reviewers
  • 14. Becoming an editor: walking in a minefield… http://farm4.staticflickr.com/3636/3308513067_15cf6f8ced_z.jpg
  • 15. Factors impacting on the truth, ethics, and integrity of the editorial process • The editor chooses the reviewers • The quality and appropriateness of reviewers • Reviewers often accept to do reviews for which they are not qualified • Time allowed for the review process • Negotiating conflicting reviews • Absent editorial boards • Lacking institutional support
  • 16. What do I find difficult/daunting? • The prescribed ratio of 51% of authors outside of Unisa:49% authors inside of Unisa • Time - correspondence and administration • The quality of the articles and the stature of Progressio… • Picking up the pieces, developing systems • (Re)developing trust • Following up on reviews • Balancing contradicting reviews
  • 17. Factors that could increase trust between editors and authors… • Regular communication • Transparency • Quality and overview of the editorial board/committee • Quality of the reviewers • Format of the review – level of detail • Reviewing the reviewer • Turnitin and quality measures • Image of the journal
  • 18. We cannot talk about ethics, integrity and trust in research without considering… Macro context shaping research Micro context shaping research • Broader discourses of publish or perish (or increasingly publish and perish) • The politics and practices of rankings, citations • Discourses on intellectual property rights and open scholarship • Changing academic identities • Teaching versus research • Performance contracts • Promotion criteria The role, rewards and penalties of being an editor
  • 19. Do you trust the editor? http://upload.wikimedia.org/wikipedia/commons/7/79/Pest-AidsProjekt.jpg http://openclipart.org/image/300p x/svg_to_png/183011/WANTED% 20POSTER.png http://upload.wikimedia.org/wikipedia/com mons/d/dc/Saint_Peter_the_Aleut.jpg
  • 20. Paul Prinsloo Editor: Progressio, South African Journal for Open and Distance Learning Practice & Research Professor in Open Distance Learning (ODL), College of Economic and Management Sciences Office number 3-15, Club 1, Hazelwood P O Box 392 Unisa, 0003, Republic of South Africa +27 (0) 12 433 4719 (office) +27 (0) 82 3954 113 (mobile) Skype: paul.prinsloo59 Personal blog: http://opendistanceteachingandlearning.wordpress.com Twitter profile: @14prinsp This work is licensed under a Creative Commons Attribution 4.0 International License.

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