1. Institutional & Societal Issues – Educating for Responsible Research
Philip J. Langlais
Vice Provost for Graduate Studies & Research Old Dominion Univ.
ESF-ORI First World Conference on Research Integrity
Lisbon, Portugal
September 16-19, 2007
Good morning!!! Welcome to the fifth and final Plenary Session of this annual meeting. I am grateful for your attendance at this session and that you are interested and perhaps sufficiently concerned to spend the next hour and fifteen minutes engaged in learning and dialogue.

2. What Are the Roles & Responsibilities of Educational Institutions?
Provide our citizens with the knowledge and decision making skills in ethics, moral responsibility, professional standards and responsible conduct
Prepare our citizens to deal with the complex issues in our global 21st century society
Establish a social contract and culture within the institution that supports these educational outcomes
I am Phil Langlais, Vice Provost for Graduate Studies and Research at Old Dominion University. I am the facilitator for this plenary and will also spend the first mins sharing my perspectives on this topic and its importance to Graduate Education. Dr. Nancy Marcus, our second speaker, is Dean of the Graduate School at Florida State and will describe the program she has developed to address training of graduate students in ethics, professional standards and responsible conduct. In both our presentations, we will draw upon projects at our institutions and funded by the Council of Graduate schools to establish best practices and approaches to conducting successful training programs in ethics, professional standards and responsible conduct.

3. Ethics for the Next Generation
Business Leaders
Academic Leaders
Government Officials
Policy Makers
Professionals – Healthcare, Social, Environmental, Legal
Educators – Elementary, College, University
I am Phil Langlais, Vice Provost for Graduate Studies and Research at Old Dominion University. I am the facilitator for this plenary and will also spend the first mins sharing my perspectives on this topic and its importance to Graduate Education. Dr. Nancy Marcus, our second speaker, is Dean of the Graduate School at Florida State and will describe the program she has developed to address training of graduate students in ethics, professional standards and responsible conduct. In both our presentations, we will draw upon projects at our institutions and funded by the Council of Graduate schools to establish best practices and approaches to conducting successful training programs in ethics, professional standards and responsible conduct.

4. Major Challenges & Opportunities
Culture & Attitudes
Faculty Workloads
Program Capacities
Curriculum
Institutional Priorities & Reputation
Promotion & Tenure criteria
Diversity and International Students

5. Cultural Shifts
Moving from adherence to regulations & policies to rewarding ethical and responsible conduct – value-based decision making
Accepting that ethics, moral responsibility and research integrity applies to all disciplines-not just biomedical and life sciences
Alter tenure and promotion criteria to place more emphasis on mentoring and quality of the teaching and research enterprise rather than quantity of students, funding and publication

6. “Ethical Problems in Academic Research” Swazey JC, Anderson M, Lewis S, American Scientist, 31: , 1993.
Survey of 2,000 doctoral candidates and 2,000 of their faculty in
chemistry, microbiology, civil engineering and sociology
Approx. 50% of faculty and 44% of students had “exposure” to misconduct or misbehaviors
Nearly 43% of the faculty knew of peers making inappropriate assignment of authors
Almost 50% of students and faculty either observed or had direct knowledge of faculty exploiting others
Marked disciplinary differences were observed among the misbehaviors and misconduct as well as the ways in which these problems were dealt with.

7. Faculty vs Student Perceptions

8. Comments regarding whether RCR training is necessary
“Needs more attention/recommend training. Seems like a good idea/important.”
“Should be mandatory for all disciplines.”
“Do not want or need additional training.”
“Not all graduate degrees are research oriented, and some students may not need additional training.”
“There should be no mandatory training.”
“Could be a waste of time/not needed.”
“Great for sciences, not necessarily applicable to social sciences.”
“I’m a graduate student in education. I don’t see a need for RCR training in my field.”

9. Comments regarding whether RCR training is necessary
“This is very significant. If the quality of Ph.D. students is important to ODU this must be done. If it is not done (which presently is not happening) individuals will have to take additional courses to ensure they present themselves as quality individuals…I hope this program is implemented. The process in place is not a benefit to students.”
“My strong opinion is that there is absolutely no need for special RCR training for our graduate students. They receive proper education on RCR in their contacts with their advisors.”

10. Transparency & Openness
Frank discussions of choices, responsibility & consequences
What are the “Stakes?” –
Personal integrity vs loss of promotion, position, funding, degree completion
Dept/Univ integrity vs funding & national ranking
Societal trust vs professional, research & economic gain
Whistle-blowing – motives and consequences

11. Innovate & Motivate Two-tiered approach
Graduate School-Academic Affairs – Office of Research - Presidents
College/Department
Multidisciplinary Teams & Programs – curriculum & research funds
Mentor Awards & Training Programs
Incorporate ethics & research integrity into courses, comprehensive exams, theses, dissertations
New Faculty & Grad Student Orientation
Preparing Future Faculty/Professoriate Program