Lecture Communication research: Asking questions, finding answers (4e) Chapter 3: Research ethics

Lecture Communication research: Asking questions, finding answers (4e) Chapter 3: Research ethics. After reading this chapter, you should be able to: Address potential ethical issues during the design phase of the research project, explain how your research project minimizes risk and enhances benefi ts to participants, find alternative research procedures to avoid physical or psychological harm to participants,... Đề tài Hoàn thiện công tác quản trị nhân sự tại Công ty TNHH Mộc Khải Tuyên được nghiên cứu nhằm giúp công ty TNHH Mộc Khải Tuyên làm rõ được thực trạng công tác quản trị nhân sự trong công ty như thế nào từ đó đề ra các giải pháp giúp công ty hoàn thiện công tác quản trị nhân sự tốt hơn trong thời gian tới.

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

RESEARCH ETHICS

Chapter 3

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

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the prior written consent of

McGraw-Hill Education.

 All researchers, even students, have a

responsibility to conduct ethical research

 Participants in research studies should know

and understand their rights and responsibilities

 Ethical considerations are part of the design of

the research project

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

ETHICAL QUESTIONS IN PLANNING RESEARCH

 Researcher has two broad ethical

responsibilities

1 Scientific responsibility for following established

guidelines and conducting research that will yield knowledge worth knowing

2 The researcher’s relationship to participants as it

affects collection, interpretation, and reporting of data

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

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the prior written consent of

McGraw-Hill Education.

SPECIFICALLY

 How will the consent of participants be gained?

 How will confidentiality/anonymity be handled?

 Are the participants appropriate for the study?

 Are there potential physical or psychological harms

 How will the researcher’s role affect the study?

 Is the research design valid, credible?

 Is researcher capable of conducting the study?

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

THE BELMONT REPORT

 Three ethical principles

 Beneficence

 Respect for persons

 Justice

 Must design research to

uphold these principles to the fullest degree possible

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

BENEFICENCE

 The well-being of participants is protected

 Participants protected from harm

 Researcher must maximize possible benefits

 Benefits to participants must outweigh risks

Risks Benefits

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

RESPECT FOR PERSONS

 Treat individuals as capable of making

decisions

 Refrain from making choices for participants

 Participants must feel free to volunteer; no coercion

 Protecting those not capable of making their

own decisions

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

JUSTICE

 Am I systematically selecting one group of participants

because they are

 Easily available?

 In a position making it difficult to say no?

 In a position in which they can be manipulated into

participating?

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

INSTITUTIONAL REVIEW BOARD

 University Institutional Review Board

 Also called IRB or Human Subjects Review

 Considers soundness and reasonableness of research

proposals

 Determines if rights and welfare of research

participants are adequately protected in research design

Submit proposal before any data are collected

Information, but by the time I had the number it was long after five and no one answered the phone ‘Will you ring again?’ ‘I’ve rung them three times.’ ‘It’s very important.’ ‘Sorry I’m afraid no one’s there.’ I went back to the drawing room and thought for an in- stant that they were chance visitors, all these official people who suddenly filled it But as they drew back the sheet and looked at Gatsby with unmoved eyes, his protest continued in my brain ‘Look here, old sport, you’ve got to get somebody for me You’ve got to try hard I can’t go through this alone.’ Some one started to ask me questions but I broke away and going upstairs looked hastily through the unlocked parts of his desk—he’d never told me definitely that his par- ents were dead But there was nothing—only the picture of Dan Cody, a token of forgotten violence staring down from the wall Next morning I sent the butler to New York with a letter to Wolfshiem which asked for information and urged him to come out on the next train That request seemed super- fluous when I wrote it I was sure he’d start when he saw the newspapers, just as I was sure there’d be a wire from Daisy before noon—but neither a wire nor Mr Wolfshiem arrived, no one arrived except more police and photographers and newspaper men When the butler brought back Wolfshiem’s answer I began to have a feeling of defiance, of scornful

soli-darity between Gatsby and me against them all

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without

the prior written consent of

McGraw-Hill Education.

IRB PROPOSALS

• Research questions or

hypotheses

• Brief review of literature

• Description of how

participants are recruited/selected

• Informed consent

• Research methods

• How benefits are

maximized, risks minimized

• Anonymity &

confidentiality

• Investigator’s

background