Download to read offline
![References
Carter, G. (2015, August 12). Goals of Science vs. Goals of Scientists (& a love letter to PLOS One) [Web blog post]. Retrieved
from https://socialbat.org/2015/08/12/goals-of-science-vs-goals-of-scientists-a-love-letter-for-plos-one/
Education for change. (2012). Researchers of tomorrow: the research behaviour of generation Y doctoral students. Retrieved
from
http://www.webarchive.org.uk/wayback/archive/20140614040703/http://www.jisc.ac.uk/media/documents/publications/rep
orts/2012/Researchers-of-Tomorrow.pdf
Edwards, M. A. & Roy, S. (2017). Academic Research in the 21st Century: Maintaining Scientific Integrity in a Climate of Perverse
Incentives and Hypercompetition, Environmental Engineering Science. 34(1): 51-61. doi:10.1089/ees.2016.0223.
Lyon, L. (2016). Transparency: the emerging third dimension of Open Science and Open Data. LIBER Quarterly, 25(4), 153–171.
doi:10.18352/lq.10113
Sovacool, B. K. (2008). Exploring scientific misconduct: isolated individuals, impure institutions, or an inevitable idiom of
modern science? Journal of Bioethical Inquiry, 5(4), 271-282. doi:10.1007/s11673-008-9113-6
Steinerová J. (2016) Open Science and the Research Information Literacy Framework. In: Kurbanoğlu S. et al. (eds) Information
Literacy: Key to an Inclusive Society. ECIL 2016. Communications in Computer and Information Science, vol 676. Springer,
Cham
All pictures are from colourbox.com if not otherwise stated](https://image.slidesharecdn.com/lilac2017ostvand-170415135155/75/Academic-integrity-and-the-University-Library-s-role-in-the-doctoral-education-Ostvand-23-2048.jpg)
Uploaded byIL Group (CILIP Information Literacy Group)
Academic integrity and the University Library’s role in the doctoral education - Ostvand
This document discusses the University Library's role in supporting academic integrity and open science practices for doctoral students. It summarizes feedback from PhD students about incentives emphasizing quantity over quality in research. It also outlines the library's initiatives to help students improve literature searching, reference management, open access publishing, and research data management. The library aims to formally integrate these topics into coursework to better meet students' needs and support the university's open science strategy.
More Related Content
Similar to Academic integrity and the University Library’s role in the doctoral education - Ostvand
More from IL Group (CILIP Information Literacy Group)
Academic integrity and the University Library’s role in the doctoral education - Ostvand
- 1. Academic integrity and theUniversity Library’s role in the doctoral education. Lene Østvand & Helene N. Andreassen UiT The Arctic University of Norway LILAC, Swansea, 10-12 April 2017
- 2. Good academic Good scientistHowto ensure high quality research when the incentives emphasize quantity? (Edwards & Roy, 2017, Carter, 2015)
- 3.
- 4. The library supportsopen science!
- 5. Outline “Take Control” inbrief, ideas and reactions, the library’s role revisited, the road ahead
- 6. Take Control ofyour PhD journey Academic Integrity - Literature search - Reference management - Open access publishing - Research data management Photo: Lene Østvand
- 7. Academic integrity and responsibilityfor information sharing. “Open science contributes to conceptual advancement of research information literacy for further generations of researchers.” (Steinerová, 2016)
- 8. The study Feedback duringseminars - Course evaluations – Own reflections Pre-surveys – Post-surveys
- 9. Academic integrity asa gateway to good science Scientific culture displays a constant shift of values and interests. Responsibility lies on the individual, the institution, and the scientific enterprise as a whole. For science to serve its purpose, measures should be taken on each level. (Sovacool, 2008)
- 10. What would thePhD students do if they found irregularites in research data or other research content?
- 11. Most would takeaction, but if it’s after submission, it depends more on the severity. In their own research
- 12. Research by otherpeople Most would take action, but wouldn’t know how!
- 13. Academic integrity asa gateway to open science Transparency is a key element in research integrity and trust. The model frameworks supporting open science practice may be viewed as transparency tools. (Lyon, 2016)
- 14. What do thePhD students think of open science?
- 15. Open access publishing Prestigeand IF affect choice of publisher. But transparency and high quality are also prestigous!
- 16. Open data General positivitytowards sharing far less knowledge!
- 17. What is thePhD students’ experience of the incentives emphasizing quantity? Does this change over time?
- 18. “As a PhDstudent, I find it hard to balance the pressure to do good research and the pressure to publish quickly.” Semester 5 Score 9 Semester 1 Score 1
- 19. Do we meettheir needs? Increasing open access publishing, but nature of open access is not fully understood. Data is mostly shared with their work colleagues, as they fear others will not understand the data correctly. (Education for change, 2012)
- 20. The road ahead Evenstronger focus on research data and correct use of sources! Photo: Lene Østvand
- 21. The road ahead Spring2018: Formally integrated in the course catalogue at UiT. Award 1 credit (ECTS). Photo: Lene Østvand
- 22. The library isan important contributor to the UiT’s open science strategy!
- 23. References Carter, G. (2015,August 12). Goals of Science vs. Goals of Scientists (& a love letter to PLOS One) [Web blog post]. Retrieved from https://socialbat.org/2015/08/12/goals-of-science-vs-goals-of-scientists-a-love-letter-for-plos-one/ Education for change. (2012). Researchers of tomorrow: the research behaviour of generation Y doctoral students. Retrieved from http://www.webarchive.org.uk/wayback/archive/20140614040703/http://www.jisc.ac.uk/media/documents/publications/rep orts/2012/Researchers-of-Tomorrow.pdf Edwards, M. A. & Roy, S. (2017). Academic Research in the 21st Century: Maintaining Scientific Integrity in a Climate of Perverse Incentives and Hypercompetition, Environmental Engineering Science. 34(1): 51-61. doi:10.1089/ees.2016.0223. Lyon, L. (2016). Transparency: the emerging third dimension of Open Science and Open Data. LIBER Quarterly, 25(4), 153–171. doi:10.18352/lq.10113 Sovacool, B. K. (2008). Exploring scientific misconduct: isolated individuals, impure institutions, or an inevitable idiom of modern science? Journal of Bioethical Inquiry, 5(4), 271-282. doi:10.1007/s11673-008-9113-6 Steinerová J. (2016) Open Science and the Research Information Literacy Framework. In: Kurbanoğlu S. et al. (eds) Information Literacy: Key to an Inclusive Society. ECIL 2016. Communications in Computer and Information Science, vol 676. Springer, Cham All pictures are from colourbox.com if not otherwise stated
Editor's Notes
- #16 Before attending the seminar on open access publishing, the PhD students had a quite clear idea of what open access is, but tend to think mostly of oa through publisher. They were less familiar with open repositories and self-archiving. We have discussed prestige with the PhD students and how this affects open science. When it comes to publishing articles, we cannot avoid that impact factor influence choice of publisher. Before the seminar, they already knew that IF is not necessarily a good measure of quality, but most thought that IF is important for prestige. During the seminar, the participants seemed quite reflected, and talked about how ensuring high quality through transparency is essential for good research, and that good research is in itself prestigous. After the discussions, they considered IF less important for prestige. They agreed that transparency through OA publishing is important for prestige, and especially for integrity. They were focused on academic values, rather than giving in to the pressure of the more cynical view of prestige.