Faculty and Institutional Review Board Communication

Abstract

The researcher–Institutional Review Board (IRB) relationship is a critical element in a faculty member's role in knowledge generation and dissemination. The nature of this relationship has considerable implications for data gathering in the research process, as well as in the mentoring and instruction of graduate and undergraduate students as researchers. This study identifies communicative elements in the researcher–IRB relationship and their impact on researchers’ attitudes toward IRBs and compliance with IRB submission processes. Implications of the findings are discussed with respect to scholars’ interactions with the regulatory agency, conducting research, and the education and training of students.

Notes

1. A number of international scholars indicated that they were unable to participate, since research in their country was not governed by anything like IRBs.

2. Placing a “cookie” on the browser did not guarantee that individuals could not repeat the survey. Computer-savvy respondents could delete the “cookie” or use a different browser or computer to participate more than once. There is no evidence in the data that suggests individuals completed multiple surveys. We expect that as practising researchers, respondents’ own ethical standards would have restrained them without “cookies.”

Additional information

Notes on contributors

Michael W. Kramer

Michael W. Kramer is at University of Missouri-Columbia

Vernon D. Miller

Vernon D. Miller is at Michigan State University

Suraj Commuri

Suraj Commuri is at State University of New York—Albany