Dynamic interactionism between research fraud and research culture: a commentary to Harvey’s analysis

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Quality in Higher Education Pub Date : 2021-01-02 DOI:10.1080/13538322.2021.1857900

Mehmet A. Orhan

引用次数: 0

Abstract

ABSTRACT Increasingly more scholars are voicing concerns over fraudulent events and incidences of malpractice in academic research. Disappointingly, but unsurprisingly, research fraud is a consequence or even a rational response to fitting into a malfunctioning research environment that is fetishised globally. The current system creates a toxic ecosystem for research in which short-term individual interests and institutional goals override long-terms ones. In addition, perverse incentive systems, unequal power balances and barriers to academic freedom define the rules of research. In response to Professor Lee Harvey bringing this debate with many unique examples to light, this commentary extends the conversation by emphasising the factors that create the pressure behind fraudulent studies, as well as listing the latent problems that establish socially acceptable albeit unethical norms that have led to a dysfunctional and destructive research culture in academia.

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研究造假与研究文化的动态互动:哈维分析述评

越来越多的学者对学术研究中的欺诈事件和不当行为表示关注。令人失望的是，但并不令人意外的是，研究欺诈是适应全球崇拜的不正常研究环境的结果，甚至是一种理性反应。目前的制度为研究创造了一个有毒的生态系统，在这个生态系统中，短期的个人利益和机构目标凌驾于长期利益之上。此外，不正当的激励制度、不平等的权力平衡和对学术自由的障碍决定了研究的规则。为了回应李·哈维教授用许多独特的例子带来的这场辩论，这篇评论通过强调在欺诈性研究背后产生压力的因素，以及列出建立社会可接受的潜在问题，这些问题虽然是不道德的，但导致学术界功能失调和破坏性的研究文化，从而扩展了对话。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.