The role of Research Ethics

Committees to establish

integrity awareness in a

University research context

National Science and Technology Forum, Discussion Forum on “Ethics and

Professional Integrity”, Emperors Palace, Gauteng, South Africa, 19 March 2015

Dr Willem A Hoffmann

Chair: TUT Research Ethics Committee

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RESEARCH

ETHICS

COMMITTEES

Independent

Ethics Review

Ethics

Monitoring

Ethics

Reporting

TUT ETHICS POLICY

“… to independently evaluate,

approve & monitor research that

involves humans, animals and the

environment within a framework

of generally accepted research

ethics guidelines”

Policy on Research Ethics, Revised Policy document (Nov 2009)

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RESEARCH

ETHICS

COMMITTEES

Ethics

Monitoring

Ethics

Education

Ethics

Advice

Independent

Ethics Review

Guideline

Development

Ethics

Reporting

RESEARCH

ETHICS

COMMITTEES

Ethics

Monitoring Ethics

Advice

Independent

Ethics Review

Guideline

Development

Ethics

Reporting Ethics

Education

ANCIENT CURRICULA

Classical Academy Subjects:

• Mathematics

• Literature

• History

• Music

• Gymnastics

• Philosophy (Ethics)

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UNIVERSAL DECLARATION ON

BIOETHICS & HUMAN RIGHTS (2005)

“… ethics committees should …

foster debate, education and public

awareness of … (bio)ethics” [Article

19(d)]

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Undergraduate

Students

Ethics

Educators

ETHICS

EDUCATION

Postgraduate

Students

Postgraduate

Supervisors

UNDERGRADUATE STUDENTS

Academic Fields: Health Sciences, Arts, Social Sciences,

Management Sciences, ICT,

Engineering, Law Curriculum Development:

Professional Integrity & Codes

“Promotional” Material:

Posters (Plagiarism)

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(18 March 2015)

POSTGRADUATE STUDENTS

Research Ethics Principles: Focus

on awareness, knowledge, critical

reflection, application, integrity &

moral accountability

International & National Guidelines

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POSTGRADUATE SUPERVISORS

Supervisor Training:

1) In-depth understanding of

research ethics principles;

2) To provide guidance on project

ethics to postgraduate students;

3) To be role models of integrity

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(6 May 2013)

ETHICS EDUCATORS

Lecturer/Educator Development:

Knowledge; reasoning skills;

presentation skills; assessment skills;

learners’ moral development

REC Members: Proven ethics

educator skills

Ethics Education:

Specialist field

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Socratic

Dialogue

Authentic

Role models

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ETHICS EDUCATION?

“… ethics cannot be taught but

rather, can be learnt through

observational and educational

learning, and through experiential

participation” (Ssebunnya, 2013:49)

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RECOMMENDATIONS

1) Tertiary curricula: Development

of “ethics” as fundamental

concept in all curricula

2) Ethics education scholarship:

Recognition as a specialist area

(2018 IAEE conference)

3) REC Members: Involve in direct

training of postgrad supervisors

and educators http://greengrowthconsulting.files.wordpress.com/2013/04/understanding.jpg (12 Sep 2013)

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Dr WA Hoffmann

E-mail: HoffmannWA@tut.ac.za

Tel (W): (012) 382-6246/65

The UNESCO Universal Declaration on Bioethics and Human

Rights: Background, principles and application, (Eds.) Ten Have,

H.A.M.J. & Jean, M.S., (2009), UNESCO: Paris, pp.370

UNESCO. (2008). Bioethics Core Curriculum, Section 1: Syllabus

Ethics Education Programme. UNESCO, Sector for Social and

Human Sciences, Division of Ethics of Science and Technology,

Paris, 68pp.

UNESCO. (2011). Bioethics Core Curriculum, Section 2: Study

Materials, Ethics Education Programme. UNESCO, Sector for

Social and Human Sciences, Division of Ethics of Science and

Technology, Paris, 92pp.

SSEBUNNYA, G.M. (2013). Beyond the hidden curriculum: The

challenging search for authentic values in medical ethics

education. South African Journal of Bioethics & Law, 6(2):48-51.

REFERENCES