Intervention to Promote Ethical Authorship Practices in Graduate Education.
Authorship credit is essential for researchers’ success in academia. For academics collaborating with others, differing perceptions of how to value different contributions, disciplinary differences in authorship conventions, and power differences among collaborators can make authorship decisions mor...
| Publicado en: | Science & Engineering Ethics Vol. 31; no. 4; pp. 1 - 18 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=187180746&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 187180746 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13533452 GNI jtl: Science & Engineering Ethics issn: 13533452 maglogo: N pubinfo: dt: Aug2025 vid: 31 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 187180746 10.1007/s11948-025-00548-x ppf: 1 ppct: 17 formats: fmt: @attributes: type: P size: 1.3MB tig: atl: Intervention to Promote Ethical Authorship Practices in Graduate Education. aug: au: Demeter, Elise McBride, Andrew Holladay-Sandidge, Holly Rasmussen, Lisa M. Banks, George Hall-Hertel, Katherine affil: https://ror.org/04dawnj30 Office of Assessment and Accreditation, University of North Carolina at Charlotte, Charlotte, NC, USA https://ror.org/04dawnj30 Organizational Science, University of North Carolina at Charlotte, Charlotte, NC, USA https://ror.org/03ypqe447 Department of Management and Entrepreneurship, Santa Clara University, Santa Clara, CA, USA https://ror.org/04dawnj30 Philosophy, University of North Carolina at Charlotte, Charlotte, NC, USA https://ror.org/04dawnj30 Department of Management, University of North Carolina at Charlotte, Charlotte, NC, USA https://ror.org/04dawnj30 The Graduate School, University of North Carolina at Charlotte, Charlotte, NC, USA sug: keyword: Authorship Authorship agreement Authorship policy Collaboration Graduate education Research ethics training ab: Authorship credit is essential for researchers’ success in academia. For academics collaborating with others, differing perceptions of how to value different contributions, disciplinary differences in authorship conventions, and power differences among collaborators can make authorship decisions more difficult to navigate in ways that feel fair and transparent to all involved. Graduate students may feel particularly disadvantaged in authorship decisions due to their relative lack of publishing experience. Here we tested the effectiveness of an educational training intervention designed to promote ethical authorship practices by supporting graduate students’ knowledge of authorship and authorship ethics and their ability to effectively navigate authorship conversations with collaborators. Students (n = 185) underwent an online training program and used an authorship agreement form to discuss authorship on a research project with their faculty mentor. We randomly assigned half of the students to undergo an additional small group workshop to test the level of institutional investments needed to see benefits for students. We found the online training and authorship agreement forms boosted students’ perceptions of their authorship knowledge and confidence effectively navigating authorship conversations with collaborators. The additional workshop did not yield further benefits for students’ outcomes, suggesting that institutions can help promote ethical authorship through low-cost, scalable educational resources. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Science & Engineering Ethics is a copyright of Springer, 2025. All Rights Reserved. item: Science & Engineering Ethics holder: Springer Nature dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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