Research as Profession and Practice: Frameworks for Guiding the Responsible Conduct of Research

ABSTRACT

Programs in the responsible conduct of research (RCR) vary between institutions, demonstrated by disparate structures and goals. These variations may be attributed to the absence of grounding frameworks within which to examine research and RCR education programs. This article examines research as a practice and a profession, using these frames to draw out defining features of research and the moral obligations entailed. Situating research within virtue ethics can clarify how researchers might cultivate the virtues necessary for meeting its obligations and aims. By elucidating these features, these perspectives can serve to guide the development of RCR education programs.

KEYWORDS:

• Aristotle
• MacIntyre
• practice
• profession
• research ethics
• responsible conduct of research
• virtue ethics

Acknowledgments

I would like to thank Andrew Childress, Stephen Erickson, and Thomas Chiles for reviewing earlier drafts of this manuscript and for their helpful comments.

Notes

¹ Some efforts towards RCR education preceded the federal requirements, both at local and national levels. Formal RCR courses were developed at the University of Texas Health Science Center and Virginia Commonwealth University in response to local research ethics issues at those institutions (Bulger and Reiser, 1993; Macrina and Munro, 1993).

² The current language of the NSF requirement states that RCR education is required for all “undergraduates, graduate students, and postdoctoral researchers who will be supported by NSF to conduct research” (National Science Foundation, 2009). The NIH requirements apply to “all trainees, fellows, participants, and scholars receiving support through any NIH training, career development award (individual or institutional), research education grant, and dissertation research grant” (National Institutes of Health, 2009).

³ Certain institutions have websites that detail their RCR education programs, such as Boston College (bc.edu/rsi), Duke (https://gradschool.duke.edu/professional-development/programs/responsible-conduct-research), and Penn State (http://www.research.psu.edu/training/sari).

⁴ This positioning of RCR education programs within research’s support system is somewhat simplified as these programs and research ethics broadly are also areas for further knowledge production.

⁵ For a more in depth discussion of the social obligations that research incurs, please see Shrader-Frechette (1994). Admittedly, to regularly and reliably reap the benefits of research is a privileged position and is not true for many in the world. However, that does not mean those with access should not enjoy research’s fruits, but precisely the converse, that those currently without access should be able to, as demonstrated by current efforts in development engineering at the University of California, Berkeley, and their Development Impact Lab, which seeks to provide technological solutions to low resource areas.

⁶ While identification with one’s profession is necessary, Postema (1983) argues that it is important to strike a balance between identifying too little and too much with the profession, that neither complete detachment or overidentification is desirable.

⁷ However, no moral theory has shown to be satisfactorily comprehensive and all have their limitations. They should be used in conjunction to further guide the development of RCR education programs.

⁸ The messages sent about institutional commitment depend on a number of factors, such as the format and space allotted for RCR courses and resources devoted. For example, an institution who tasks its RCR course to an overstretched and inexperienced faculty member on top of her prior commitments may send the message that it is less committed to the responsible conduct of research than an institution who places the oversight of its RCR course with someone who is well-versed in research ethics and also correspondingly reduces her institutional responsibilities in other areas.