A Thematic Review on Research Integrity and Research Supervision: Relationships, Crises and Critical Messages

Abdulghani Muthanna,Ahmed Alduais

doi:10.1007/s10805-020-09368-z

Abdulghani Muthanna, Ahmed Alduais

Open Access

https://doi.org/10.1007/s10805-020-09368-z

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Abstract

This article focuses on reporting the relationship between research integrity and research supervision. Initially, it briefly discusses the positive research supervision. By following a detailed thematic analysis methodology, 66 published sources were compiled, disassembled, reassembled and interpreted. The findings of this study highlight that maintaining research integrity is the responsibility of all, and that more responsibility falls onto the shoulders of instructors and supervisors who need to ethically perform research supervision to maintain further research integrity. Further, they show crises related to how research supervision is at danger, and how danger at supervision exists. The insights reported in this study help raise further awareness towards effective research supervision that in return and in effect enhances the overall research integrity. The review also concludes with three critical messages (for higher education policymakers, administrators, instructor/supervisors, and students/supervisees) for a practical implementation.

Highlights

Research supervision, be it for master thesis, doctoral dissertation, or instructional courses, is to help students develop critical, creative thinking and research skills, and contribute to the existing body of knowledge (e.g. Anderson et al 2006)
Research integrity associated with research ethics application (Steneck 2006) is in contrast to misconducts in research such as falsification, fabrication or plagiarism (Resnik et al 2015)
Research supervision is an activity that is meant to provide advice, funding and emotional support (Pyhältö et al 2015). This advice is basically related to teaching supervisees research skills, research ethics and how to apply them in reality

Summary

Introduction

Be it for master thesis, doctoral dissertation, or instructional courses, is to help students develop critical, creative thinking and research skills, and contribute to the existing body of knowledge (e.g. Anderson et al 2006). Be it for master thesis, doctoral dissertation, or instructional courses, is to help students develop critical, creative thinking and research skills, and contribute to the existing body of knowledge Effective quality preparation of master students helps supervisees differentiate between critical (effective) and destructive feedback during their doctoral studies. Education researchers who serve as teachers, trainers, or administrators of education and training programs perform their responsibilities conscientiously, competently, and with integrity. They model and foster ethical behavior for their students and trainees (Educational Researcher 2011, 154)

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