Responsible Conduct Research Articles

The Paradox of Corporate Sustainability Due Diligence: Impact on the Financial Sector

In this article, the author examines the obligations imposed on companies, particularly financial undertakings, by two key regulatory initiatives: the Responsible and Sustainable International Business Conduct Act (RSIBCA) and the Corporate Sustainability Due Diligence Directive (CSDDD). Both frameworks aim to introduce hard law requirements for sustainability due diligence, covering human rights and environmental impacts. While the RSIBCA is still subject to political approval in the Netherlands, the CSDDD has been adopted and imposes binding obligations across the European Union after adoption by the Member States. The article highlights the key differences and similarities between these initiatives and their specific impact on regulated financial undertakings. Through fictional case scenarios, the article explores how financial undertakings must navigate the complexities of due diligence, climate transition plans and general duty of care under these rules.

Fostering Responsible Conduct of Research for Early-Stage Investigators: Challenges and Opportunities.

The rise of academic misconduct poses significant challenges to the integrity and credibility of scholarly research. Early-stage investigators (ESIs), particularly those representing marginalized groups, face unique pressures in navigating the "publish or perish" paradigm while establishing their careers. This commentary articulates strategies for cultivating research environments conducive to the responsible conduct of research (RCR) for ESIs. By establishing shared values, planning research meticulously, conducting research collaboratively, and reporting findings transparently, ESIs can foster a culture of prevention and accountability in research. Ultimately, navigating beyond traditional methodologies to support RCR necessitates a fundamental reimagining of academic culture, reconceptualizing productivity to prioritize quality over quantity, and to encompass "invisible" work often shouldered by investigators with marginalized identities. Addressing scientific misconduct challenges requires a whole-system approach, encompassing individual leadership, policy changes, and institutional accountability. By implementing concrete strategies and systemic reforms, academia can reaffirm its commitment to responsible research conduct and safeguard the integrity of scholarly endeavors.

Perceptions of the Research Integrity Climate in Egyptian Universities: A Survey Among Academic Researchers.

Problem: Investigations regarding perceptions of the institutional research integrity climate in the Arab Middle East remain underexplored. Subjects: We surveyed faculty from three Egyptian universities. Method: We utilized the Survey of Organizational Research Climate (SOuRCe) tool, which incorporates seven subscales that measure different aspects of the research integrity climate. Responses were obtained from a 5-point Likert scale. Findings: Of the 228 participants, the subscales 'Regulatory Quality' and '[Lack of] Integrity Inhibitors' received the highest mean scores, whereas the lowest scores pertained to 'Departmental Expectations,' 'Integrity Socialization,' and 'Responsible Conduct of Research´ indicating areas in need of improvement. Conclusions: Academic leaders should set fairer expectations for research and funding for their researchers, ensure junior researchers are socialized into research integrity practices, and promote effective RCR training and availability of RCR policies. We identify specific targeted interventions to enhance the research integrity climate within these institutions.

Los puntos nacionales de contacto como mecanismos no judiciales de acceso a la justicia. Un análisis desde los casos tramitados en Argentina y España

The objective of this work is to investigate the resolution me-chanism for specific instances of the National Contact Points of the OECD Guidelines for Multinational Enterprises on Responsible Business Conduct as a non-judicial mechanism for access to justice. To this end, the cases processed in Argentina (period 2004-2021) and Spain (period 2001-2023) are analyzed, in order to establish limits and possibilities for their use by social actors, such as unions and NGO in the context of economic globaliza-tion and transnational law.

A tale of two formats: Graduate students’ perceptions and preferences of interactivity in Responsible conduct of research education

ABSTRACT Background The significance of Responsible Conduct of Research (RCR) education in higher education is well-acknowledged. However, the lack of interactivity in online RCR courses remains a concern for course designers and instructors. This research aims to identify types of interactivity embedded in RCR courses and examine graduate students’ perceived interactivity in different course formats (online versus face-to-face) by two distinct samples. Methods/Materials Study one, involving 191 participants, identified the model construct of the Learner Perceptions of Interactivity Scale for RCR. The result indicated a 15-item scale characterized by three factors: self-control, human-interaction, and information-access. Study two, involving a sample of 390 individuals who received both formats of RCR instruction, confirmed the instrument’s reliability and explored students’ perceptions of interactivity types within the two formats. Results Notably, students in Study 2 perceived a higher degree of human interaction in the face-to-face format while attributing more significance to self-control and information access in the online course. Approximately 80% of the students expressed a preference for a fully online course if given another opportunity to choose or recommend a format. This preference was attributed to their inclination toward more control and access, underscoring the significance of these elements in shaping their learning experiences.

CORPORATE CLIMATE CHANGE RESPONSIBILITIES UNDER THE OECD GUIDELINES FOR MULTINATIONAL ENTERPRISES

AbstractIn 2023, the Organisation for Economic Co-operation and Development (OECD) launched an updated version of the OECD Guidelines for Multinational Enterprises on Responsible Business Conduct. The changes represent substantial and potentially far-reaching implications for business, particularly in the areas of climate change and biodiversity. This article examines the 14 climate-related complaints filed under the Guidelines prior to the adoption of the 2023 Update, showing how many of these cases illustrate the potential interlinkages between the human rights and climate change dimensions of the Guidelines. The article then discusses how the updated provisions may influence future complaints concerning climate change. Based on this analysis, the article concludes that the Guidelines could have been strengthened by the explicit integration of climate change into the scope of corporate human rights responsibilities under the Guidelines.

Responsible Business Conduct in Commodity Trading—A Multidisciplinary Review

AbstractResponsible business conduct (RBC)—the corporate activities and initiatives that proactively address corporate involvement in human rights, environmental, and governance threats—has become an increasingly used means to counteract and prevent adverse effects of global businesses. Unlike other business sectors whose adverse impacts and RBC efforts (or lack thereof) are well documented, a comprehensive understanding of the state of commodity trading (CT), has been missing. In response, this paper uses a multidisciplinary literature review to provide an integrative understanding of the current state of research on the relationship between CT and RBC. Based on a review of 131 articles, we advance a granular understanding of the current and prospective role of commodity traders in RBC by grouping extant research into three overarching themes: (1) industry self-regulation and co-regulatory initiatives, (2) government-led regulatory initiatives and policy responses, and (3) company-level management strategies impacting RBC practices. In addition to illustrating the themes through existing research and identifying gaps along the overarching themes, we use our literature review to suggest avenues for future research. The paper’s overarching contribution is, first, to synthesize previously fragmented findings into a coherent framework of CT and RBC. And second, to offer guidance on how scholarship in this important domain can be developed into a more mature, legitimate and practical stream of research.

Abstract 7454: Cognitive function in older breast cancer survivors after chemotherapy

Abstract Background: In the United States, over 60% of breast cancer survivors are 65 years and older; however, little is known about patient-reported symptoms and the effect that cancer treatments could have on survivors years after their primary treatment and diagnosis. This study evaluated perceived cognitive function in older breast cancer survivors and whether prior chemotherapy was associated with cognitive outcomes. Methods: Breast cancer patients aged 65 years and older, diagnosed 2012-2013, with local and regional stage disease, were identified through the linked Texas Cancer Registry-Medicare dataset (TCR). Survivors were mailed a survey to assess their cognitive function through the Functional Assessment of Cancer Therapy-Cognitive Function (FACT-Cog V3) instrument (section G of the survey). The survey also collected demographic and clinical data and was collected between April 2018 and October 2019. Utilizing the data from the self-administered questionnaires, TCR, and Medicare claims, the cognitive function and quality of life among elderly patients were evaluated to assess whether prior chemotherapy and/or endocrine therapy impacts long-term health. A linear regression model was used to examine the significance of receiving chemotherapy to FACT-Cog V3 primary score while controlling for respondent sociodemographic and clinical variables. Results: Of 4,448 eligible patients, 1,954 (43.9% response rate) responded to section G. Of these, 1,065 respondents completed all 4 sections, 37 questions. Eighty of those 1065 respondents self-reported disease recurrence which excluded them from the analyses in order to avoid biases, leaving a total of 985 cases for this study. Median time from diagnosis to survey completion was 68 months (IQR 62-73). Receipt of chemotherapy was associated with a slightly lower FACT-Cog score. In total, those with chemotherapy scored, on average, 105.6 (SD 21.2) while those without scored 107.1 (SD 22.3). The largest difference in mean scores is attributed to the Perceived Cognitive Impairment subsection (scored from 0-72) where those with chemotherapy scored, on average, 57.2 (SD 13.8) and those without scored 58.7 (SD 14.0). Responsible Conduct Of Research: We need to ensure that the privacy of our patients will be protected when using their information from the surveys. Conclusion: Adjuvant chemotherapy was associated with more self-reported cognitive impairment in older breast cancer survivors, even 5-6 years after diagnosis. However, the difference between patients who received chemotherapy versus those who did not was modest, suggesting limited clinical significance. Further research is needed to determine the long-term impact of cancer treatments, particularly in older cancer survivors. Citation Format: Rachel Kim, Kai-Ping Liao, Susan Peterson, Daria Zorzi, Liang Li, Mariana Chavez MacGregor, Sharon Giordano. Cognitive function in older breast cancer survivors after chemotherapy [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 7454.

Modalities for teaching responsible and ethical conduct of research online: Lessons learned from an undergraduate workshop in Utah.

The COVID-19 pandemic disrupted scientific research, teaching, and learning in higher education and forced many institutions to explore new modalities in response to the abrupt shift to remote learning. Accordingly, many colleges and universities struggled to provide the training, technology, and best practices to support faculty and students, especially those at historically disadvantaged and underrepresented institutions. In this study we investigate different remote learning modalities to improve and enhance research education training for faculty and students. We specifically focus on Responsible and Ethical Conduct of Research (RECR) and research mentoring content to help address the newly established requirements of the National Science Foundation for investigators. To address this need we conducted a workshop to determine the effectiveness of three common research education modalities: Live Lecture, Podcast, and Reading. The Live Lecture sessions provided the most evidence of learning based on the comparison between pre- and post-test results, whereas the Podcast format was well received but produced a slight (and non-significant) decline in scores between the pre- and post-tests. The Reading format showed no significant improvement in learning. The results of our workshop illuminate the effectiveness and obstacles associated with various remote learning modalities, enabling us to pinpoint areas that require additional refinement and effort, including the addition of interactive media in Reading materials.

Rethinking the Responsible Conduct of Research (RCR) Course.

Responsible Conduct of Research (RCR; also referred to as Responsible and Ethical Conduct of Research) courses are required for students funded by NIH training grants or NSF awards. Most university RCR courses closely follow the list of topics described by the NSF/NIH and use the low-effort, distributed teaching model described by the NIH. Recommended topics include research misconduct, data management, authorship, peer review, conflicts of interest, intellectual property, mentor/mentee relationships, collaboration, safety and regulatory processes, and ethics. While these topics prepare the student to become a responsible researcher, we also considered our responsibility as a department to provide students with tools to succeed. Specifically, we wanted this course to 1) build community, 2) provide students with skills to face challenges associated with graduate school, and 3) prepare the student to start their research project. To accomplish these goals, we incorporated additional topics and used an instructional model with a central instructor supported by faculty discussants during a subset of classes. The result is a course that is compatible with funding agency requirements but also helps to build a stronger community and formalize aspects of training that do not easily fit within technical courses.

Strategies for Integrating Responsible and Ethical Conduct of Research (RECR) Education into CUREs

Strategies for Integrating Responsible and Ethical Conduct of Research (RECR) Education into CUREs

Responsible Business Conduct for Post-War Reconstruction of Ukraine: Call from Civil Society

Responsible Business Conduct for Post-War Reconstruction of Ukraine: Call from Civil Society

기후변화 문제 해결을 위한 기업책임경영(RBC)과 OECD 다국적기업 가이드라인의 역할

기후변화 문제 해결을 위한 기업책임경영(RBC)과 OECD 다국적기업 가이드라인의 역할

Evaluating empowerment towards responsible conduct of research in a small private online course

Teaching Responsible Conduct of Research (RCR) has gained recognition in recent years, with various organizations emphasizing the need to take responsibility in training their researchers in RCR. However, differing perspectives on RCR education result in a variety of practices, making it unclear what approach is most effective. As part of two European projects on research integrity education, we have developed an empowerment perspective on RCR education and incorporated this in an online course design. This paper presents the design and qualitative evaluation of a Small Private Online Course (SPOC) that aims to empower participants towards RCR. Results show the course enhanced individual aspects of empowerment, but it proved difficult to stimulate social aspects of empowerment in researchers day-to-day work.

Achieving a robust mentoring and research capacity program in a LMIC – the BRAINS faculty development model

BackgroundA research and training program (RTP) was carried out to build the capacity of faculty and improve the culture of research in the College of Medicine, University of Lagos (CMUL), Nigeria.MethodsRealist-guided mixed methods evaluation of the BRAINS project was carried out using secondary data generated during the 5-years (2015 – 2020) of project implementation. Capacity building workshops and mentored research activities targeted at faculty in the CMUL were conducted. Overall, 1,418 participants attended the workshops in batches. Among the participants, forty-five faculty received grants and were mentored by senior professionals (local & international) to conduct research. Data were extracted from all project-related documents including coursework biodata, workshop evaluation forms, quarterly project reports, and end- of-project reports, submitted by the mentees, minutes of meetings, and the proposal submitted for funding. It was in the form of continuous variables and prose (sentences & stories). Quantitative data were analysed with IBM SPSS statistics version 20. Mean knowledge score and mean difference was calculated, paired t-test was carried out using p < 0.05 to determine statistical significance. The prose was thematically analysed to generate themes and narratives. Both were subsequently combined for interpretation and used to refine the initial programme theory into an evidence-informed theory.ResultsTwelve courses were deployed, and 1,418 participants (47.8% males and 52.2% females) from medical, nursing, and allied medical departments were trained. Eighty participants were trained in Responsible Conduct of Research and eighty-one on Manuscript Writing over three years. A comparison of the pre/post-test knowledge scores showed a positive mean difference. Thematic analysis of workshop data produced three thematic domains representing effectiveness and gains namely: cognitive, reward, and behavioural. 45 trainees were awarded grants and mentored, and analysis of mentee’s data generated 4 themes: Achieving a robust mentoring program; Benefits of the mentoring program; Resilience in research; Improving the mentoring program.ConclusionBy contributing to the body of knowledge available on RTPs, this evaluation identified key components that contributed to the success of the project and developed a model for achieving a robust training and mentoring program which can be replicated in other LMICs.

Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

Many university students have doubts about how or where to start writing their undergraduate thesis work; it is common not to be clear how to identify a research problem or even towards which topic their research is oriented, and there are doubts about how to process and systematize so much information available in the era of digitalization. This article presents learning strategies to formulate a research thesis for engineering undergraduate programs, with an emphasis on the use of information and communication technologies (ICTs) toward a University Education 4.0 paradigm. The main themes and issues discussed in this article, carried out through learning strategies for students based on the scientific method, are the following: (i) Recommendations for choosing a research topic, (ii) Guidelines for problem identification and question research, (iii) Suggestions for choosing a thesis advisor, (iv) Instructions for finding suitable sources of information, (v) Structure of the table of contents for writing the thesis manuscript, and (vi) Indications for preparing an oral defense of thesis research. This article highlights recommendations and precautions directed towards professors and students with the use of the chatbot-type artificial intelligence (AI) tool called ChatGPT for the formulation of the thesis under a responsible conduct approach in research. This article concludes that the application of tutoring/guidance strategies between professors and students requires an adequate ethical use of information and communication technologies (ICTs) during the development of a research thesis to generate a comprehensive educational environment that encourages research and develops a sustainable learning process in the context of the University Education 4.0 paradigm.

How to Bridge the Gap between AI Ethical Guidelines and Responsible Ethical Conduct

How to Bridge the Gap between AI Ethical Guidelines and Responsible Ethical Conduct

The Janus Effect of Generative AI: Charting the Path for Responsible Conduct of Scholarly Activities in Information Systems

Funding: A. Susarla was funded by an R01 grant from the National Library of Medicine, through [Grant R01LM013443].

On Being a Scientist: A Guide to Responsible Conduct in Research: Third Edition.

Kathleen Ahern Gould, PhD, RN, Editor-in-Chief, Dimensions of Critical Care Nursing. Kathleen Ahern Gould, PhD, RN, https://orcid.org/0000-0002-2874-0794 The author has disclosed that he/she has no significant relationships with, or financial interest in any commercial companies pertaining to this article. Address correspondence and reprint requests to: Kathleen Ahern Gould, PhD, RN, Dimensions of Critical Care Nursing, 247 Washington St, Duxbury, MA 02332 ([email protected]).

Examining the Dissertation in Practice Relative to RCR Responsible Conduct of Research

This essay focuses on the components and uses of the Dissertation in Practice (DiP) relative to the Carnegie Project on the Education Doctorate (CPED) and the alignment of the DiP description and process to the U. S. Office of Research Integrity Responsible Conduct of Research (RCR) conditions and requirements. The essay provides a cursory view of the multiple uses of applied research, a common framing of the DiP, and the essay examines the purpose and components of the DiP relative to the specific RCR criteria and specifications. Information provided explores the alignment of the DiP to RCR through discussions of the commonalities and diverse characteristics of the DiP and RCR to discern if these two important considerations regarding the framing of the Education Doctorate are a mismatch or an alignment. The potential for aligning the DiP with RCR may contribute substantially to propelling the DiP to the highest standard for inclusion within the listing of scholarly research.