FEATURE ARTICLE
Ethical Problems in Academic Research
A survey of doctoral candidates and faculty raises important questions about the ethical environment of graduate education and research
Judith Swazey, Melissa Anderson, Karen Louis
Other Misconduct
In the experience of both faculty and students, there are serious
issues that are not directly research-related but still involve
unethical and, in some cases, possibly illegal behaviors The reports
of conduct that involves unethical treatment of peers and
subordinates by faculty are striking. Approximately one-half of
students and faculty, for example, say they have observed or have
other direct knowledge of faculty exploiting others (Figure
10), and almost one-quarter of both groups have direct
knowledge of sexual harassment. Although fewer students than faculty
identify instances of faculty trying to get by on the work of
others, students report substantially more discrimination by faculty
on the basis of personal characteristics.
Sociology stands out in terms of
both faculty and student exposure to three forms of interpersonal
misconduct (Figures 11, 12 and 13). High proportions of
sociology faculty report that their colleagues have engaged in
sexual harassment (40 percent), have discriminated based on race,
ethnicity or gender (32 percent), or have used their positions to
exploit or manipulate others (57 percent). Sociology students report
even higher levels of exposure to discrimination (55 percent) and
exploitation (60 percent) by faculty.
Three types of abuses of a researcher's position for personal
financial gain or professional advantage also are included in the
category of "other misconduct": misusing research funds
(Figure 14), unauthorized use of privileged information
(Figure 15) and failing to disclose involvement in
firms whose products are based on the faculty member's own research
(Figure 16). Between 7 and 23 percent of both faculty
and students have first-hand information about each of these abuses
by faculty. Differences between sociology and other fields are
apparent for these three items, but in this case sociology faculty
and students are less likely to observe misconduct.
Compliance with research regulations involving human subjects,
animal care and use, and biosafety also appears to be problematic
(Figure 17). Almost 20 percent of faculty have direct
knowledge of their peers ignoring such policies, with even more
students observing misconduct in this area by other students.
Microbiologists, both faculty and students, are most frequently
exposed to peers who ignore university research policies.
Chemistry graduate students demonstrate a particularly noticeable
disciplinary difference in reported exposure to attempts to get by
on the work of others (Figure 18). Although only 16 percent
say they have seen this behavior in faculty—the lowest
percentage of any group of respondents—48 percent say they
have seen it among their peers. From a faculty perspective, civil
engineering students and faculty most frequently try to get by on
others' work—53 percent have seen such behavior by their students.
The final type of misconduct included in the surveys is cheating in
coursework by graduate students (Figure 19). Not
surprisingly, faculty know of more instances of such misbehavior
than do students. Among the four disciplines, the highest levels of
cheating are identified by both students and faculty in civil engineering.
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