Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences

REFERENCES

• Alfredo, K., & Hart, H. (2011). The university and the responsible conduct of research: Who is responsible for what? Science and Engineering Ethics, 17, 447–457.
   PubMed Web of Science ®Google Scholar
• Anderson, M. S., & Louis, K. S. (1994). The graduate student experience and subscription to the norms of science. Research in Higher Education, 35, 273–299.
   Web of Science ®Google Scholar
• Anderson, M. S., Louis, K. S., & Earle, J. (1994). Disciplinary and departmental effects on observations of faculty and graduate student misconduct. Journal of Higher Education, 65, 331–350.
   Web of Science ®Google Scholar
• Anderson, M. S., & Swazey, J. P. (1998). Reflections on the graduate student experience: An overview. New Directions for Higher Education, 101, 3–13.
   Google Scholar
• Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education, 33, 297–315.
   Google Scholar
• Becher, T., & Trowler, P. (1989). Academic tribes and territories. Buckingham, UK: The Society for Research into Higher Education and Open University Press.
   Google Scholar
• Brabeck, M. M., Rogers, L. A., Sirin, S., Henderson, J., Benvenuto, M., Weaver, M., & Ting, K. (2000). Increasing ethical sensitivity to racial and gender intolerance in schools: Development of the Racial Ethical Sensitivity Test. Ethics & Behavior, 10, 119–137.
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
   Google Scholar
• Bruhn, J. G. (2008). Value dissonance and ethics failure in academia: A causal connection? Journal of Academic Ethics, 6, 17–32.
   Google Scholar
• Burr, V., & King, N. (2012). “You’re in Cruel England Now!”: Teaching research ethics through reality television, Psychology Learning & Teaching, 11, 22–29.
   Google Scholar
• Case, J. (2008). Alienation and engagement: Development of an alternative theoretical framework for understanding student learning. Higher Education, 55, 321–332.
   Web of Science ®Google Scholar
• Dysthe, O, Samara, A., & Westrheim, K. 2006. Multivoiced supervision of master’s students: a case study of alternative supervision practices in higher education. Studies in Higher Education, 31, 299–318.
   Web of Science ®Google Scholar
• Edwards, B. (2002, December). Postgraduate supervision: Is having a PhD enough? Paper presented to the Australian Association for Research in Education Conference. Brisbane, Australia.
   Google Scholar
• European Commission. (2007). Ethics for researchers. Brussels, Belgium. Retrieved from http://ftp://ftp.cordis.europa.eu/pub/fp7/docs/ethics-for-researchers.pdf
   Google Scholar
• Ferguson, K., Masur, S., Olson, L., Ramirez, J., Robyn, E., & Schmaling, K. (2007). Enhancing the culture of research ethics on university campuses. Journal of Academic Ethics, 5, 189–198.
   Google Scholar
• Finnish Advisory Board on Research Integrity. (2012). Responsible conduct of research and procedures for handling allegations for misconduct in Finland. Retrieved from http://www.tenk.fi/sites/tenk.fi/files/HTK_ohje_2012.pdf
   Google Scholar
• Fisher, C. B., Fried, A. L., & Feldman, L. G. (2009). Graduate socialization in the responsible conduct of research: A national survey on the research ethics training experiences of psychology doctoral students. Ethics & Behavior, 19, 496–518.
   PubMed Web of Science ®Google Scholar
• Franke, A., & Arvidsson, B. (2011). Research supervisors’ different ways of experiencing supervision of doctoral students. Studies in Higher Education, 36, 7–19.
   Web of Science ®Google Scholar
• Gardner, S. (2008). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovations in Higher Education, 33, 125–138.
   Google Scholar
• Gardner, S. K. (2010). Doctoral student development. In S. K. Gardner & P. Mendoza (Eds.), On becoming a scholar. Socialization and development in doctoral education (pp. 203–223). Alexandria, VA: Stylus.
   Google Scholar
• Godecharle, S., Nemery, B., & Dierickx, K. (2013). Guidance on research integrity: No union in Europe. Lancet, 381, 1097–1098 + Appendix 6 pages.
   PubMed Web of Science ®Google Scholar
• Golde, C. M., Bueschell, A.C., Jones, L., & Walker, G.E. (2009). Advocating apprenticeship and intellectual community: Lessons from the Carnegie Initiative on the Doctorate. In R. G. Ehrenberg, & C. V. Kuh (Eds.) Doctoral education and the faculty of the future (pp. 53–64). Ithaca, NY: Cornell University Press.
   Google Scholar
• Goodyear, R. K., Crego, C. A., & Johnston, M. W. (1992). Ethical issues in the supervision of student research: A study of critical incidents. Professional Psychology: Research and Practice, 23, 203–210.
   Web of Science ®Google Scholar
• Halse, C., & Malfroy, J. ( 2010). Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35, 79–92.
   Web of Science ®Google Scholar
• Hasrati, M. (2005). Legitimate peripheral participation and supervising Ph.D. students, Studies in Higher Education, 30, 557–570.
   Web of Science ®Google Scholar
• Haworth, J. G., & Bair, C. R. (2000, November). Learning experiences that make a difference: Findings from a national study of doctoral education in the professions. Paper presented at a meeting of the Association for the Study of Higher Education, Sacramento, CA.
   Google Scholar
• Holley, K. (2010). Doctoral student socialization in interdisciplinary fields. In S. K. Gardner & P. Mendoza (Eds.), On becoming a scholar. Socialization and development in doctoral education (pp. 97–112). Alexandria, VA: Stylus.
   Google Scholar
• Hoskins, C. M., & Goldberg, A. D. (2005). Doctoral student persistence in counselor education programs: Student–program match. Counselor Education and Supervision, 44, 175–188.
   Google Scholar
• Hyun, J., Quinn, B., Madon, T., & Lustig, S. (2007). Mental health need, awareness, and use of counseling services among international graduate students. Journal of the American College of Health, 56, 109–118.
   PubMed Web of Science ®Google Scholar
• International Postgraduate Student Mirror. Catalonia, Finland, Ireland and Sweden. (2006). Swedish National Agency for Higher Education. 2006: 29R.
   Google Scholar
• Kalichman, M. W., & Friedman, P. J. (1992). A pilot study of biomedical trainees’ perceptions concerning research ethics. Academic Medicine, 67, 769–775.
   PubMed Web of Science ®Google Scholar
• Kitchener, K. S. (1985). Ethical principles and ethical decisions in student affairs. In H. J. Canon & R. D. Brown (Eds.), New directions for student services: Applied ethics in student services (pp. 17–29). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Kitchener, K. S. (1992). Psychologist as teacher and mentor: Affirming ethical values throughout the curriculum. Professional Psychology: Research and Practice, 23, 190–195.
   Web of Science ®Google Scholar
• Kitchener, K. S. (2000). Foundations of ethical practice, research, and teaching in psychology. Mahwah, NJ: Erlbaum.
   Google Scholar
• Knowles, S. (1999). Feedback on writing in postgraduate supervision: Echoes in response - Context, continuity and resonance. In A. Holbrook & S. Johnston (Eds.), Supervision of Postgraduate Research in Education. Review of Australian Research in Education No 5 (pp. 113–128). Coldstream, Victoria, Australia: Australian Association for Research in Education.
   Google Scholar
• Kurtz-Costes, B., Helmke, A. L., & Ülkü-Steiner, B. (2006). Gender and doctoral studies: The perceptions of PhD students in an American university. Gender & Education, 18, 137–155.
   Google Scholar
• Lindblom-Ylänne, S., Trigwell, K., Nevgi, A., & Ashwin, P. (2006). How approaches to teaching are affected by discipline and teaching context. Studies in Higher Education, 31, 285–298.
   Web of Science ®Google Scholar
• Löfström,, E. & Pyhältö,, K. (2012) The supervisory relationship as an arena for ethical problem-solving. Education Research International. Article ID 961505. Retrieved from http://www.hindawi.com/journals/edu/2012/961505/
   Google Scholar
• McAlpine, L. & Norton, J. (2006). Reframing our approach to doctoral programs: An integrative framework for action and research. Higher Education Research & Development, 25, 3–17.
   Google Scholar
• McCabe, D. L. (1993). Faculty responses to academic dishonesty: Honour codes and other contextual influences. Research in Higher Education, 34, 647–658.
   Web of Science ®Google Scholar
• McCune, V., & Hounsell, D. (2005). The development of students’ way of thinking and practising in three final-year biology courses. Higher Education, 49, 255–289.
   Web of Science ®Google Scholar
• Mackinnon, J. (2004). Academic supervision: Seeking metaphors and models for quality. Journal of Further and Higher Education, 28, 397–405.
   Google Scholar
• Mainhard, T., Van der Rijst, R., Van Tartwijk, J., & Wubbels, T. (2009). A model for the supervisor–doctoral student relationship. Higher Education, 58, 359–373.
   Web of Science ®Google Scholar
• Meyer, J. H. F., Shanahan, M. P., & Laugksch, R. C. (2005). Students’ conceptions of research. I: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49, 225–244.
   Google Scholar
• Park, C. (2005). New variant PhD: The changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management, 27, 189–207.
   Google Scholar
• Pearson, M., & Brew, A. (2002). Research training and supervisor development. Studies in Higher Education, 27, 135–150.
   Web of Science ®Google Scholar
• Pyhältö, K., Stubb, J., & Lonka, K. (2009). Developing scholarly communities as learning environments for doctoral students. International Journal for Academic Development, 14, 221–232.
   Google Scholar
• Pyhältö, K., with Stubb, J., & Tuomainen, J. (2011). International Evaluation of Research and Doctoral Education at the University of Helsinki – To the Top and Out to Society (Summary Report on Doctoral Students’ and Principal Investigators’ Doctoral Training Experiences). Retrieved from http://wiki.helsinki.fi/display/evaluation2011/Survey+on+doctoral+training
   Google Scholar
• Roberts, G. C., Kavussanu, M., & Sprague, R. L. (2001). Mentoring and the impact of the research climate. Science and Engineering Ethics, 7, 525–537.
   PubMed Web of Science ®Google Scholar
• Saari, S., & Moilanen, A. (Eds.). (2012). International evaluation of research and doctoral traning at the University of Helsinki 2005–2010 (Administrative Publications 81 Evaluations). Helsinki, Finland: University of Helsinki.
   Google Scholar
• Sainio, J. (2010) Asiantuntijana työmarkkinoille–Vuosina 2006 ja 2007 tohtorin tutkinnon suorittaneiden työllistyminen ja heidän mielipiteistään tohtorikoulutuksesta (Free translation from original in Finnish: Entering the job market as an expert–Employment and views about doctoral training among graduates from doctoral programmes in 2006 and 2007). Career and recruitment services of Finnish universities & Ministry of Education.
   Google Scholar
• Scaffidi, A. K., & Berman, J. E. (2011). A positive postdoctoral experience is related to quality supervision and career mentoring, collaboration, networking and a nurturing research environment. Higher Education, 62, 685–698.
   Web of Science ®Google Scholar
• Seagram, B. C., Gould, J., & Pyke, S. W. (1998). An investigation of gender and other variables on time to completion of doctoral degrees. Research in Higher Education, 39, 319–335.
   Web of Science ®Google Scholar
• Stubb, J. (2012). Becoming a scholar. The dynamic interaction between the doctoral student and the scholarly community (Research Rep. No. 336). Helsinki, Finland: University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education.
   Google Scholar
• Stubb, J. Pyhältö, K., & Lonka, K. (2012). Perceptions of research: The PhD student experience in three domains. Studies in Higher Education. Advanced online publication. doi:10.1080/03075079.2011.651449
   Google Scholar
• Sutherland, K. (2013, January). The 40–40–20 ‘myth’ meets the 24/7 ‘reality’: Investigating the experiences of early career academics. Keynote presentation at the Conference Higher Education – Higher Level Learning? Tallinn, Estonia.
   Google Scholar
• True, G., Alexander, L. B., & Richman, K. A. (2011). Misbehaviors of front-line research personnel and the integrity of community-based research. Journal of Empirical Research on Human Research Ethics, 6, 3–12.
   PubMed Web of Science ®Google Scholar
• Truong, K. (2010). Racism and racial trauma in doctoral study: How students of colour experience and negotiate the political complexities of racist encounters (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia.
   Google Scholar
• Woodward, R. J. (1993). Factors affecting research student completion. Paper presented in the 15th annual forum of the European Association for Institutional Research, Turku, Finland.
   Google Scholar
• Zucchero, R. A. (2008). Can psychology ethics be integrated into introductory psychology? Journal of Academic Ethics, 6, 245–257.
   Google Scholar