Most of the research organizations rely on a variety of methods for promoting integrity in the research. They establish organizational components to comply with regulations imposed by an external environment. They offer educational programs to teach the elements of the responsible conduct of research and they implement policies and procedures that delineate the normative practices of responsible research and establish criteria for rewards and recognition; and they develop processes to evaluate and enforce institutional behaviour. To establish a basis for organizational learning and continuous quality improvement, organizations should simultaneously implement processes for evaluating their efforts to foster responsible conduct of research. Education in the responsible conduct of research should be no less integral to the education of a researcher. Educational abilities are complex combinations of motivations, dispositions, attitudes, values, knowledge of concepts and procedures, skills, strategies and behaviours. These combinations are dynamic and interactive, and they can be acquired and developed through both education and experience. When National Academy of Science committee advocates the promotion of integrity in the institutional research environment, it is advocating the creation of a climate in the institution, the department, and the research group that promotes integrity in research.

1. Fostering&promotingintegrityinresearch
Prepared by:
Dr. Sheelu Singh Bhatia

2. overview
Most of the research organizations rely on a variety of methods for
promoting integrity in the research. They establish organizational
components to comply with regulations imposed by an external
environment. They offer educational programs to teach the elements
of the responsible conduct of research and they implement policies
and procedures that delineate the normative practices of responsible
research and establish criteria for rewards and recognition; and they
develop processes to evaluate and enforce institutional behaviour. To
establish a basis for organizational learning and continuous quality
improvement, organizations should simultaneously implement
processes for evaluating their efforts to foster responsible conduct of
research. Evaluation can be approached in a variety of ways including,
to rely on external evaluators to determine compliance with regulatory
controls and to rely on a system of performance-based assessments
that are initiated and implemented internally.

3. regulatoryapproach
A regulatory approach to fostering integrity in research is consistent
Ethics with other governmental efforts to encourage the use of
commonly accepted practices and to discourage irresponsible
behaviour in the research environment Researchers and institutional
officials are familiar with compliance requirements and often
participate in the preparation of rulemaking procedures. A regulatory
approach fostering integrity in research also has some limitations.
Regulations emphasize the areas of common agreement and can
reduce important concerns to rules and procedures. It is difficult or
impossible for regulations alone to foster an understanding of the
critical issues involved, and the required procedures are not always
related to the desired outcomes. The adoption of new regulations and
the creation of institutional and governmental oversight offices
increase the cost of doing science and add to the administrative costs
of research centres without necessarily creating a commensurate
benefit. In addition, once regulations are adopted, they are difficult to
change.

4. performance-basedmodel
A performance-based model for the evaluation of organizational
efforts to foster integrity in the research environment offers
selected goals and bench marks that can be used as criteria to
assess the success of efforts. A benchmark is a standard or point of
reference used in measuring and/or judging quality or value.
Benchmarking is the process of continuously comparing and
measuring an organization's performance, practices, policies, and
philosophies against lead ing, high-performing organizations
anywhere in the world to gain information that will help the
organization take action to improve its performance. These goals
and benchmarks are generally linked to rewards, incentives, and,
at times, penalties for specific types of behaviour.

5. actionsandassessmentstrategies
This model also requires institutions/ universities to implement
these goals through a series of actions and assessment
strategies which include the following:
• Posting the statement (including selected criteria related to
personnel actions, such as recruitment offers and hiring and
promotion policies and practices) in public places throughout
the research institution;
• Creating a bonus plan or award system to reward exceptional
behaviour,
• Providing mentorship opportunities for senior and junior
faculty and investigators that emphasize the importance of
learning about the responsible conduct of research;
• Publicizing and possibly sanctioning actions that are
inconsistent with the institution's research mission.

6. PromotingIntegrityinResearch
Education in the responsible conduct of research should be no less
integral to the education of a researcher. Educational abilities are
complex combinations of motivations, dispositions, attitudes,
values, knowledge of concepts and procedures, skills, strategies
and behaviours. These combinations are dynamic and interactive,
and they can be acquired and developed through both education
and experience. When National Academy of Science committee
advocates the promotion of integrity in the institutional research
environment, it is advocating the creation of a climate in the
institution, the department, and the research group that promotes
integrity in research. The committee recommends a model for
education in the responsible conduct of research that includes the
following principles:

7. developmentofabilities
The educational program should be built around the development of
abilities that give rise to responsible conduct. These include the ability to:
• Identify the ethical dimensions of situations that arise in the research
setting and the laws, regulations, and guidelines governing one's field
that apply to those situations (ethical sensitivity);
• Develop defensible rationales for a choice of action (ethical reasoning):
integrate the values of one's professional discipline with one's own
personal values (identity formation) and appropriately prioritize
professional values over personal ones (showing moral motivation and
commitment);
• Perform with integrity the complex tasks (communicate ideas and
results, obtain funding, teach, and supervise) that are essential to one's
career (survival skills).

8. basicprinciplesofadultlearning
The program should be designed in accordance with basic
principles of adult learning. Education in the responsible
conduct of research should:
 Be provided within the context of the overall education
program. including adviser-trainee interactions, the core
discipline-specific curriculum, and explicit education in
professional skills;
Take place over an extended period of time, preferably the
entire educational program, and include review, practice, and
assessment;
Involve active learning, including interactions among the
instructors and the trainees.

9. psychologicalprocesses
The implication to teach the abilities derived from these
psychological processes in context have been proposed in the
sections as follows.
• Interpreting the ethical dimensions of problems in the
research setting:
• Research on ethical sensitivity in professional settings
indicates that
ethical sensitivity can be reliably assessed;
students and professionals vary in their sensitivities to ethical
issues;
ethical sensitivity can be enhanced through instruction;
the sensitivity to issues is distinct from the ability to reason
about issues.

10. Developingcompetenceinreasoning
• Developing competence in reasoning About the Complex
Problems that arise in the Research Setting: The effects of
ethics instruction on a professional's moral reasoning has
been extensively concluded that -
a medical curriculum without an ethics curriculum tends not
to enhance moral reasoning;
instruction can be effective, although not all interventions
produce significant gains;
the effects of at least some interventions can be attributed to
an intervention based on comparisons with control groups;
strategies other than discussion of a dilemma can produce
change;
there is a relationship between reasoning and a range of
indicators of physician performance.

11. MoralMotivationandIdentityFormation
Moral motivation and commitment involves
prioritization of moral values over other personal
values.
People have many values (i.e., values related to their
careers, affectionate relationships, aesthetic
preferences, institutional loyalties, hedonistic
pleasures, and things that excite them).

12. DevelopingSelf-Regulation,Self-Efficacy,andImplementationAbilitiesNecessaryfor
EffectiveandResponsibleResearchPractice
A person may be sensitive to moral issues, have good judgment,
and prioritize moral values; but if he/she is lacking in moral
character and competence, he/she may wilt under pressure or
fatigue, may not follow through, and may be distracted or
discouraged, and moral behaviour will fail. This component
presupposes that one has set goals, has self-discipline and
controls impulses, and has the strength and skill to act in accord
with one's goals.

13. THANKYOU