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• Ethical Considerations in Research | Types & Examples

Ethical Considerations in Research | Types & Examples

Published on October 18, 2021 by Pritha Bhandari . Revised on June 22, 2023.

Ethical considerations in research are a set of principles that guide your research designs and practices. Scientists and researchers must always adhere to a certain code of conduct when collecting data from people.

The goals of human research often include understanding real-life phenomena, studying effective treatments, investigating behaviors, and improving lives in other ways. What you decide to research and how you conduct that research involve key ethical considerations.

These considerations work to

• protect the rights of research participants
• enhance research validity
• maintain scientific or academic integrity

Table of contents

Why do research ethics matter, getting ethical approval for your study, types of ethical issues, voluntary participation, informed consent, confidentiality, potential for harm, results communication, examples of ethical failures, other interesting articles, frequently asked questions about research ethics.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe for research subjects.

You’ll balance pursuing important research objectives with using ethical research methods and procedures. It’s always necessary to prevent permanent or excessive harm to participants, whether inadvertent or not.

Defying research ethics will also lower the credibility of your research because it’s hard for others to trust your data if your methods are morally questionable.

Even if a research idea is valuable to society, it doesn’t justify violating the human rights or dignity of your study participants.

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Before you start any study involving data collection with people, you’ll submit your research proposal to an institutional review board (IRB) .

An IRB is a committee that checks whether your research aims and research design are ethically acceptable and follow your institution’s code of conduct. They check that your research materials and procedures are up to code.

If successful, you’ll receive IRB approval, and you can begin collecting data according to the approved procedures. If you want to make any changes to your procedures or materials, you’ll need to submit a modification application to the IRB for approval.

If unsuccessful, you may be asked to re-submit with modifications or your research proposal may receive a rejection. To get IRB approval, it’s important to explicitly note how you’ll tackle each of the ethical issues that may arise in your study.

There are several ethical issues you should always pay attention to in your research design, and these issues can overlap with each other.

You’ll usually outline ways you’ll deal with each issue in your research proposal if you plan to collect data from participants.

Voluntary participation means that all research subjects are free to choose to participate without any pressure or coercion.

All participants are able to withdraw from, or leave, the study at any point without feeling an obligation to continue. Your participants don’t need to provide a reason for leaving the study.

It’s important to make it clear to participants that there are no negative consequences or repercussions to their refusal to participate. After all, they’re taking the time to help you in the research process , so you should respect their decisions without trying to change their minds.

Voluntary participation is an ethical principle protected by international law and many scientific codes of conduct.

Take special care to ensure there’s no pressure on participants when you’re working with vulnerable groups of people who may find it hard to stop the study even when they want to.

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Informed consent refers to a situation in which all potential participants receive and understand all the information they need to decide whether they want to participate. This includes information about the study’s benefits, risks, funding, and institutional approval.

You make sure to provide all potential participants with all the relevant information about

• what the study is about
• the risks and benefits of taking part
• how long the study will take
• your supervisor’s contact information and the institution’s approval number

Usually, you’ll provide participants with a text for them to read and ask them if they have any questions. If they agree to participate, they can sign or initial the consent form. Note that this may not be sufficient for informed consent when you work with particularly vulnerable groups of people.

If you’re collecting data from people with low literacy, make sure to verbally explain the consent form to them before they agree to participate.

For participants with very limited English proficiency, you should always translate the study materials or work with an interpreter so they have all the information in their first language.

In research with children, you’ll often need informed permission for their participation from their parents or guardians. Although children cannot give informed consent, it’s best to also ask for their assent (agreement) to participate, depending on their age and maturity level.

Anonymity means that you don’t know who the participants are and you can’t link any individual participant to their data.

You can only guarantee anonymity by not collecting any personally identifying information—for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, and videos.

In many cases, it may be impossible to truly anonymize data collection . For example, data collected in person or by phone cannot be considered fully anonymous because some personal identifiers (demographic information or phone numbers) are impossible to hide.

You’ll also need to collect some identifying information if you give your participants the option to withdraw their data at a later stage.

Data pseudonymization is an alternative method where you replace identifying information about participants with pseudonymous, or fake, identifiers. The data can still be linked to participants but it’s harder to do so because you separate personal information from the study data.

Confidentiality means that you know who the participants are, but you remove all identifying information from your report.

All participants have a right to privacy, so you should protect their personal data for as long as you store or use it. Even when you can’t collect data anonymously, you should secure confidentiality whenever you can.

Some research designs aren’t conducive to confidentiality, but it’s important to make all attempts and inform participants of the risks involved.

As a researcher, you have to consider all possible sources of harm to participants. Harm can come in many different forms.

• Psychological harm: Sensitive questions or tasks may trigger negative emotions such as shame or anxiety.
• Social harm: Participation can involve social risks, public embarrassment, or stigma.
• Physical harm: Pain or injury can result from the study procedures.
• Legal harm: Reporting sensitive data could lead to legal risks or a breach of privacy.

It’s best to consider every possible source of harm in your study as well as concrete ways to mitigate them. Involve your supervisor to discuss steps for harm reduction.

Make sure to disclose all possible risks of harm to participants before the study to get informed consent. If there is a risk of harm, prepare to provide participants with resources or counseling or medical services if needed.

Some of these questions may bring up negative emotions, so you inform participants about the sensitive nature of the survey and assure them that their responses will be confidential.

The way you communicate your research results can sometimes involve ethical issues. Good science communication is honest, reliable, and credible. It’s best to make your results as transparent as possible.

Take steps to actively avoid plagiarism and research misconduct wherever possible.

Plagiarism means submitting others’ works as your own. Although it can be unintentional, copying someone else’s work without proper credit amounts to stealing. It’s an ethical problem in research communication because you may benefit by harming other researchers.

Self-plagiarism is when you republish or re-submit parts of your own papers or reports without properly citing your original work.

This is problematic because you may benefit from presenting your ideas as new and original even though they’ve already been published elsewhere in the past. You may also be infringing on your previous publisher’s copyright, violating an ethical code, or wasting time and resources by doing so.

In extreme cases of self-plagiarism, entire datasets or papers are sometimes duplicated. These are major ethical violations because they can skew research findings if taken as original data.

You notice that two published studies have similar characteristics even though they are from different years. Their sample sizes, locations, treatments, and results are highly similar, and the studies share one author in common.

Research misconduct

Research misconduct means making up or falsifying data, manipulating data analyses, or misrepresenting results in research reports. It’s a form of academic fraud.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement about data analyses.

Research misconduct is a serious ethical issue because it can undermine academic integrity and institutional credibility. It leads to a waste of funding and resources that could have been used for alternative research.

Later investigations revealed that they fabricated and manipulated their data to show a nonexistent link between vaccines and autism. Wakefield also neglected to disclose important conflicts of interest, and his medical license was taken away.

This fraudulent work sparked vaccine hesitancy among parents and caregivers. The rate of MMR vaccinations in children fell sharply, and measles outbreaks became more common due to a lack of herd immunity.

Research scandals with ethical failures are littered throughout history, but some took place not that long ago.

Some scientists in positions of power have historically mistreated or even abused research participants to investigate research problems at any cost. These participants were prisoners, under their care, or otherwise trusted them to treat them with dignity.

To demonstrate the importance of research ethics, we’ll briefly review two research studies that violated human rights in modern history.

These experiments were inhumane and resulted in trauma, permanent disabilities, or death in many cases.

After some Nazi doctors were put on trial for their crimes, the Nuremberg Code of research ethics for human experimentation was developed in 1947 to establish a new standard for human experimentation in medical research.

In reality, the actual goal was to study the effects of the disease when left untreated, and the researchers never informed participants about their diagnoses or the research aims.

Although participants experienced severe health problems, including blindness and other complications, the researchers only pretended to provide medical care.

When treatment became possible in 1943, 11 years after the study began, none of the participants were offered it, despite their health conditions and high risk of death.

Ethical failures like these resulted in severe harm to participants, wasted resources, and lower trust in science and scientists. This is why all research institutions have strict ethical guidelines for performing research.

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Measures of central tendency
• Chi square tests
• Confidence interval
• Quartiles & Quantiles
• Cluster sampling
• Stratified sampling
• Thematic analysis
• Cohort study
• Peer review
• Ethnography

Research bias

• Implicit bias
• Cognitive bias
• Conformity bias
• Hawthorne effect
• Availability heuristic
• Attrition bias
• Social desirability bias

Ethical considerations in research are a set of principles that guide your research designs and practices. These principles include voluntary participation, informed consent, anonymity, confidentiality, potential for harm, and results communication.

Scientists and researchers must always adhere to a certain code of conduct when collecting data from others .

These considerations protect the rights of research participants, enhance research validity , and maintain scientific integrity.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe.

Anonymity means you don’t know who the participants are, while confidentiality means you know who they are but remove identifying information from your research report. Both are important ethical considerations .

You can only guarantee anonymity by not collecting any personally identifying information—for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, or videos.

You can keep data confidential by using aggregate information in your research report, so that you only refer to groups of participants rather than individuals.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement but a serious ethical failure.

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Responsible Thesis-Writing Process

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Scientific ethics and research ethics

Research misconduct.

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Scientific ethics is defined as commitment to the ideals of science: integrity, openness and critical inquiry. Every member of the scientific community, from the student beginning their Bachelor’s thesis to the world famous academic, follows the same rules and guidelines of ethical scientific practice.

The ethics of science is not new, and it is not based on vague, obscure principles. The demands of scientific ethics are these common values: truth, credibility and integrity. As in human society, so in the ethics of science, it is forbidden to steal, lie or cheat.

Ethical ideals have very little meaning unless they are cherished and promoted. Their implementation must be safeguarded, and any infraction must be investigated. In Finland, the Finnish National Board on Research Integrity (TENK) has drawn up a guide for research ethics called Responsible conduct of research and procedures for handling allegations of misconduct in Finland (2012). This guide was created in collaboration with the scientific community, including feedback and comments from several universities.

Research ethics is not primarily about avoiding ethical infractions. Rather, research ethics promotes commitment to procedures and practices that enable a high level of reliability and quality in research.

The Finnish Advisory Board on Research Integrity has divided morally significant violations of the responsible conduct of research into two groups: disregard for the responsible conduct of research and research misconduct. Both violations decrease the reliability of results and may invalidate the research itself. However, violations may vary as regards their degree of severity. The researcher who disregards or is negligent of the principles of responsible research conduct may not have understood that their shortcomings are not only damaging to the quality of their work but are also morally questionable practices. In contrast, research misconduct is an intentional choice, and not accidental or due to negligence.

Violations of research ethics in all disciplines

• Plagiarism, misappropriation of research ideas, - materials, or results
• Falsification i.e. modifying or distorting research results
• Concealing significant results, especially risks
• Appropriation of the research to one or only some researchers when others have made significant contributions
• Unequal treatment of members of a research group, e.g., in dividing tasks or hiring
• Sexual harassment and racism
• Morally questionable research subjects, such as eugenics.

Literature review

• Plagiarism or improper citation of sources
• Disregard of proper citation practices
• Quotations taken out of context, misrepresentation of the source text
• Falsified sources

Research interviews

• Asking leading questions, manipulation or other forms of mistreatment of the interview subjects
• Misleading the interview subjects about the purpose of the interview
• Distorting the interview responses
• Violating the anonymity or confidentiality of the interview subjects
• Using or publishing the interviews, recordings or images without the express permission of the parties involved

Medical and biological research

• Mistreatment of lab animals
• Painful experiments
• Unnecessary experiments

Technological and scientific research

• Negligent or unprotected tests; experiments carried out without simulations or training, which pose a threat to those conducting the experiment or to outsiders. (Unacceptable risk: dangerous to all)
• Experiments which pose a risk to the researcher’s health and safety (e.g., exposure to toxins or radiation, test flights) (High risk: dangerous for researchers or experiment participants).
• Unnecessary creation of dangerous products, substance compounds or devices
• Releasing inadequately tested products, such as pharmaceutical drugs, to the market
• Potentially dangerous or risky applications of research results (e.g., nuclear power, weapons technology)

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Ethical Issues in Research: Perceptions of Researchers, Research Ethics Board Members and Research Ethics Experts

Marie-josée drolet.

1 Department of Occupational Therapy (OT), Université du Québec à Trois-Rivières (UQTR), Trois-Rivières (Québec), Canada

Eugénie Rose-Derouin

2 Bachelor OT program, Université du Québec à Trois-Rivières (UQTR), Trois-Rivières (Québec), Canada

Julie-Claude Leblanc

Mélanie ruest, bryn williams-jones.

3 Department of Social and Preventive Medicine, School of Public Health, Université de Montréal, Montréal (Québec), Canada

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical issues experienced by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community.

Introduction

Research includes a set of activities in which researchers use various structured methods to contribute to the development of knowledge, whether this knowledge is theoretical, fundamental, or applied (Drolet & Ruest, accepted ). University research is carried out in a highly competitive environment that is characterized by ever-increasing demands (i.e., on time, productivity), insufficient access to research funds, and within a market economy that values productivity and speed often to the detriment of quality or rigour – this research context creates a perfect recipe for breaches in research ethics, like research misbehaviour or misconduct (i.e., conduct that is ethically questionable or unacceptable because it contravenes the accepted norms of responsible conduct of research or compromises the respect of core ethical values that are widely held by the research community) (Drolet & Girard, 2020 ; Sieber, 2004 ). Problematic ethics and integrity issues – e.g., conflicts of interest, falsification of data, non-respect of participants’ rights, and plagiarism, to name but a few – have the potential to both undermine the credibility of research and lead to negative consequences for many stakeholders, including researchers, research assistants and personnel, research participants, academic institutions, and society as a whole (Drolet & Girard, 2020 ). It is thus evident that the academic community should be able to identify these different ethical issues in order to evaluate the nature of the risks that they pose (and for whom), and then work towards their prevention or management (i.e., education, enhanced policies and procedures, risk mitigation strategies).

In this article, we define an “ethical issue” as any situation that may compromise, in whole or in part, the respect of at least one moral value (Swisher et al., 2005 ) that is considered socially legitimate and should thus be respected. In general, ethical issues occur at three key moments or stages of the research process: (1) research design (i.e., conception, project planning), (2) research conduct (i.e., data collection, data analysis) and (3) knowledge translation or communication (e.g., publications of results, conferences, press releases) (Drolet & Ruest, accepted ). According to Sieber ( 2004 ), ethical issues in research can be classified into five categories, related to: (a) communication with participants and the community, (b) acquisition and use of research data, (c) external influence on research, (d) risks and benefits of the research, and (e) selection and use of research theories and methods. Many of these issues are related to breaches of research ethics norms, misbehaviour or research misconduct. Bruhn et al., ( 2002 ) developed a typology of misbehaviour and misconduct in academia that can be used to judge the seriousness of different cases. This typology takes into consideration two axes of reflection: (a) the origin of the situation (i.e., is it the researcher’s own fault or due to the organizational context?), and (b) the scope and severity (i.e., is this the first instance or a recurrent behaviour? What is the nature of the situation? What are the consequences, for whom, for how many people, and for which organizations?).

A previous detailed review of the international literature on ethical issues in research revealed several interesting findings (Beauchemin et al., 2021 ). Indeed, the current literature is dominated by descriptive ethics, i.e., the sharing by researchers from various disciplines of the ethical issues they have personally experienced. While such anecdotal documentation is relevant, it is insufficient because it does not provide a global view of the situation. Among the reviewed literature, empirical studies were in the minority (Table  1 ) – only about one fifth of the sample (n = 19) presented empirical research findings on ethical issues in research. The first of these studies was conducted almost 50 years ago (Hunt et al., 1984 ), with the remainder conducted in the 1990s. Eight studies were conducted in the United States (n = 8), five in Canada (n = 5), three in England (n = 3), two in Sweden (n = 2) and one in Ghana (n = 1).

Summary of Empirical Studies on Ethical Issues in Research by the year of publication

Further, the majority of studies in our sample (n = 12) collected the perceptions of a homogeneous group of participants, usually researchers (n = 14) and sometimes health professionals (n = 6). A minority of studies (n = 7) triangulated the perceptions of diverse research stakeholders (i.e., researchers and research participants, or students). To our knowledge, only one study has examined perceptions of ethical issues in research by research ethics board members (REB; Institutional Review Boards [IRB] in the USA), and none to date have documented the perceptions of research ethics experts. Finally, nine studies (n = 9) adopted a qualitative design, seven studies (n = 7) a quantitative design, and three (n = 3) a mixed-methods design.

More studies using empirical research methods are needed to better identify broader trends, to enrich discussions on the values that should govern responsible conduct of research in the academic community, and to evaluate the means by which these values can be supported in practice (Bahn, 2012 ; Beauchemin et al., 2021 ; Bruhn et al., 2002 ; Henderson et al., 2013 ; Resnik & Elliot, 2016; Sieber 2004 ). To this end, we conducted an empirical qualitative study to document the perceptions and experiences of a heterogeneous group of Canadian researchers, REB members, and research ethics experts, to answer the following broad question: What are the ethical issues in research?

Research Methods

Research design.

A qualitative research approach involving individual semi-structured interviews was used to systematically document ethical issues (De Poy & Gitlin, 2010 ; Hammell et al., 2000 ). Specifically, a descriptive phenomenological approach inspired by the philosophy of Husserl was used (Husserl, 1970 , 1999 ), as it is recommended for documenting the perceptions of ethical issues raised by various practices (Hunt & Carnavale, 2011 ).

Ethical considerations

The principal investigator obtained ethics approval for this project from the Research Ethics Board of the Université du Québec à Trois-Rivières (UQTR). All members of the research team signed a confidentiality agreement, and research participants signed the consent form after reading an information letter explaining the nature of the research project.

Sampling and recruitment

As indicated above, three types of participants were sought: (1) researchers from different academic disciplines conducting research (i.e., theoretical, fundamental or empirical) in Canadian universities; (2) REB members working in Canadian organizations responsible for the ethical review, oversight or regulation of research; and (3) research ethics experts, i.e., academics or ethicists who teach research ethics, conduct research in research ethics, or are scholars who have acquired a specialization in research ethics. To be included in the study, participants had to work in Canada, speak and understand English or French, and be willing to participate in the study. Following Thomas and Polio’s (2002) recommendation to recruit between six and twelve participants (for a homogeneous sample) to ensure data saturation, for our heterogeneous sample, we aimed to recruit approximately twelve participants in order to obtain data saturation. Having used this method several times in related projects in professional ethics, data saturation is usually achieved with 10 to 15 participants (Drolet & Goulet, 2018 ; Drolet & Girard, 2020 ; Drolet et al., 2020 ). From experience, larger samples only serve to increase the degree of data saturation, especially in heterogeneous samples (Drolet et al., 2017 , 2019 ; Drolet & Maclure, 2016 ).

Purposive sampling facilitated the identification of participants relevant to documenting the phenomenon in question (Fortin, 2010 ). To ensure a rich and most complete representation of perceptions, we sought participants with varied and complementary characteristics with regards to the social roles they occupy in research practice (Drolet & Girard, 2020 ). A triangulation of sources was used for the recruitment (Bogdan & Biklen, 2006 ). The websites of Canadian universities and Canadian health institution REBs, as well as those of major Canadian granting agencies (i.e., the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada, and the Social Sciences and Humanities Research Council of Canada, Fonds de recherche du Quebec), were searched to identify individuals who might be interested in participating in the study. Further, people known by the research team for their knowledge and sensitivity to ethical issues in research were asked to participate. Research participants were also asked to suggest other individuals who met the study criteria.

Data Collection

Two tools were used for data collecton: (a) a socio-demographic questionnaire, and (b) a semi-structured individual interview guide. English and French versions of these two documents were used and made available, depending on participant preferences. In addition, although the interview guide contained the same questions, they were adapted to participants’ specific roles (i.e., researcher, REB member, research ethics expert). When contacted by email by the research assistant, participants were asked to confirm under which role they wished to participate (because some participants might have multiple, overlapping responsibilities) and they were sent the appropriate interview guide.

The interview guides each had two parts: an introduction and a section on ethical issues. The introduction consisted of general questions to put the participant at ease (i.e., “Tell me what a typical day at work is like for you”). The section on ethical issues was designed to capture the participant’s perceptions through questions such as: “Tell me three stories you have experienced at work that involve an ethical issue?” and “Do you feel that your organization is doing enough to address, manage, and resolve ethical issues in your work?”. Although some interviews were conducted in person, the majority were conducted by videoconference to promote accessibility and because of the COVID-19 pandemic. Interviews were digitally recorded so that the verbatim could be transcribed in full, and varied between 40 and 120 min in duration, with an average of 90 min. Research assistants conducted the interviews and transcribed the verbatim.

Data Analysis

The socio-demographic questionnaires were subjected to simple descriptive statistical analyses (i.e., means and totals), and the semi-structured interviews were subjected to qualitative analysis. The steps proposed by Giorgi ( 1997 ) for a Husserlian phenomenological reduction of the data were used. After collecting, recording, and transcribing the interviews, all verbatim were analyzed by at least two analysts: a research assistant (2nd author of this article) and the principal investigator (1st author) or a postdoctoral fellow (3rd author). The repeated reading of the verbatim allowed the first analyst to write a synopsis, i.e., an initial extraction of units of meaning. The second analyst then read the synopses, which were commented and improved if necessary. Agreement between analysts allowed the final drafting of the interview synopses, which were then analyzed by three analysts to generate and organize the units of meaning that emerged from the qualitative data.

Participants

Sixteen individuals (n = 16) participated in the study, of whom nine (9) identified as female and seven (7) as male (Table  2 ). Participants ranged in age from 22 to 72 years, with a mean age of 47.5 years. Participants had between one (1) and 26 years of experience in the research setting, with an average of 14.3 years of experience. Participants held a variety of roles, including: REB members (n = 11), researchers (n = 10), research ethics experts (n = 4), and research assistant (n = 1). As mentioned previously, seven (7) participants held more than one role, i.e., REB member, research ethics expert, and researcher. The majority (87.5%) of participants were working in Quebec, with the remaining working in other Canadian provinces. Although all participants considered themselves to be francophone, one quarter (n = 4) identified themselves as belonging to a cultural minority group.

Description of Participants

With respect to their academic background, most participants (n = 9) had a PhD, three (3) had a post-doctorate, two (2) had a master’s degree, and two (2) had a bachelor’s degree. Participants came from a variety of disciplines: nine (9) had a specialty in the humanities or social sciences, four (4) in the health sciences and three (3) in the natural sciences. In terms of their knowledge of ethics, five (5) participants reported having taken one university course entirely dedicated to ethics, four (4) reported having taken several university courses entirely dedicated to ethics, three (3) had a university degree dedicated to ethics, while two (2) only had a few hours or days of training in ethics and two (2) reported having no knowledge of ethics.

Ethical issues

As Fig.  1 illustrates, ten units of meaning emerge from the data analysis, namely: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. To illustrate the results, excerpts from verbatim interviews are presented in the following sub-sections. Most of the excerpts have been translated into English as the majority of interviews were conducted with French-speaking participants.

Ethical issues in research according to the participants

Research Integrity

The research environment is highly competitive and performance-based. Several participants, in particular researchers and research ethics experts, felt that this environment can lead both researchers and research teams to engage in unethical behaviour that reflects a lack of research integrity. For example, as some participants indicated, competition for grants and scientific publications is sometimes so intense that researchers falsify research results or plagiarize from colleagues to achieve their goals.

Some people will lie or exaggerate their research findings in order to get funding. Then, you see it afterwards, you realize: “ah well, it didn’t work, but they exaggerated what they found and what they did” (participant 14). Another problem in research is the identification of authors when there is a publication. Very often, there are authors who don’t even know what the publication is about and that their name is on it. (…) The time that it surprised me the most was just a few months ago when I saw someone I knew who applied for a teaching position. He got it I was super happy for him. Then I looked at his publications and … there was one that caught my attention much more than the others, because I was in it and I didn’t know what that publication was. I was the second author of a publication that I had never read (participant 14). I saw a colleague who had plagiarized another colleague. [When the colleague] found out about it, he complained. So, plagiarism is a serious [ethical breach]. I would also say that there is a certain amount of competition in the university faculties, especially for grants (…). There are people who want to win at all costs or get as much as possible. They are not necessarily going to consider their colleagues. They don’t have much of a collegial spirit (participant 10).

These examples of research misbehaviour or misconduct are sometimes due to or associated with situations of conflicts of interest, which may be poorly managed by certain researchers or research teams, as noted by many participants.

Conflict of interest

The actors and institutions involved in research have diverse interests, like all humans and institutions. As noted in Chap. 7 of the Canadian Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS2, 2018),

“researchers and research students hold trust relationships, either directly or indirectly, with participants, research sponsors, institutions, their professional bodies and society. These trust relationships can be put at risk by conflicts of interest that may compromise independence, objectivity or ethical duties of loyalty. Although the potential for such conflicts has always existed, pressures on researchers (i.e., to delay or withhold dissemination of research outcomes or to use inappropriate recruitment strategies) heighten concerns that conflicts of interest may affect ethical behaviour” (p. 92).

The sources of these conflicts are varied and can include interpersonal conflicts, financial partnerships, third-party pressures, academic or economic interests, a researcher holding multiple roles within an institution, or any other incentive that may compromise a researcher’s independence, integrity, and neutrality (TCPS2, 2018). While it is not possible to eliminate all conflicts of interest, it is important to manage them properly and to avoid temptations to behave unethically.

Ethical temptations correspond to situations in which people are tempted to prioritize their own interests to the detriment of the ethical goods that should, in their own context, govern their actions (Swisher et al., 2005 ). In the case of researchers, this refers to situations that undermine independence, integrity, neutrality, or even the set of principles that govern research ethics (TCPS2, 2018) or the responsible conduct of research. According to study participants, these types of ethical issues frequently occur in research. Many participants, especially researchers and REB members, reported that conflicts of interest can arise when members of an organization make decisions to obtain large financial rewards or to increase their academic profile, often at the expense of the interests of members of their research team, research participants, or even the populations affected by their research.

A company that puts money into making its drug work wants its drug to work. So, homeopathy is a good example, because there are not really any consequences of homeopathy, there are not very many side effects, because there are no effects at all. So, it’s not dangerous, but it’s not a good treatment either. But some people will want to make it work. And that’s a big issue when you’re sitting at a table and there are eight researchers, and there are two or three who are like that, and then there are four others who are neutral, and I say to myself, this is not science. I think that this is a very big ethical issue (participant 14). There are also times in some research where there will be more links with pharmaceutical companies. Obviously, there are then large amounts of money that will be very interesting for the health-care institutions because they still receive money for clinical trials. They’re still getting some compensation because its time consuming for the people involved and all that. The pharmaceutical companies have money, so they will compensate, and that is sometimes interesting for the institutions, and since we are a bit caught up in this, in the sense that we have no choice but to accept it. (…) It may not be the best research in the world, there may be a lot of side effects due to the drugs, but it’s good to accept it, we’re going to be part of the clinical trial (participant 3). It is integrity, what we believe should be done or said. Often by the pressure of the environment, integrity is in tension with the pressures of the environment, so it takes resistance, it takes courage in research. (…) There were all the debates there about the problems of research that was funded and then the companies kept control over what was written. That was really troubling for a lot of researchers (participant 5).

Further, these situations sometimes have negative consequences for research participants as reported by some participants.

Respect for research participants

Many research projects, whether they are psychosocial or biomedical in nature, involve human participants. Relationships between the members of research teams and their research participants raise ethical issues that can be complex. Research projects must always be designed to respect the rights and interests of research participants, and not just those of researchers. However, participants in our study – i.e., REB members, researchers, and research ethics experts – noted that some research teams seem to put their own interests ahead of those of research participants. They also emphasized the importance of ensuring the respect, well-being, and safety of research participants. The ethical issues related to this unit of meaning are: respect for free, informed and ongoing consent of research participants; respect for and the well-being of participants; data protection and confidentiality; over-solicitation of participants; ownership of the data collected on participants; the sometimes high cost of scientific innovations and their accessibility; balance between the social benefits of research and the risks to participants (particularly in terms of safety); balance between collective well-being (development of knowledge) and the individual rights of participants; exploitation of participants; paternalism when working with populations in vulnerable situations; and the social acceptability of certain types of research. The following excerpts present some of these issues.

Where it disturbs me ethically is in the medical field – because it’s more in the medical field that we’re going to see this – when consent forms are presented to patients to solicit them as participants, and then [these forms] have an average of 40 pages. That annoys me. When they say that it has to be easy to understand and all that, adapted to the language, and then the hyper-technical language plus there are 40 pages to read, I don’t understand how you’re going to get informed consent after reading 40 pages. (…) For me, it doesn’t work. I read them to evaluate them and I have a certain level of education and experience in ethics, and there are times when I don’t understand anything (participant 2). There is a lot of pressure from researchers who want to recruit research participants (…). The idea that when you enter a health care institution, you become a potential research participant, when you say “yes to a research, you check yes to all research”, then everyone can ask you. I think that researchers really have this fantasy of saying to themselves: “as soon as people walk through the door of our institution, they become potential participants with whom we can communicate and get them involved in all projects”. There’s a kind of idea that, yes, it can be done, but it has to be somewhat supervised to avoid over-solicitation (…). Researchers are very interested in facilitating recruitment and making it more fluid, but perhaps to the detriment of confidentiality, privacy, and respect; sometimes that’s what it is, to think about what type of data you’re going to have in your bank of potential participants? Is it just name and phone number or are you getting into more sensitive information? (participant 9).

In addition, one participant reported that their university does not provide the resources required to respect the confidentiality of research participants.

The issue is as follows: researchers, of course, commit to protecting data with passwords and all that, but we realize that in practice, it is more difficult. It is not always as protected as one might think, because professor-researchers will run out of space. Will the universities make rooms available to researchers, places where they can store these things, especially when they have paper documentation, and is there indeed a guarantee of confidentiality? Some researchers have told me: “Listen; there are even filing cabinets in the corridors”. So, that certainly poses a concrete challenge. How do we go about challenging the administrative authorities? Tell them it’s all very well to have an ethics committee, but you have to help us, you also have to make sure that the necessary infrastructures are in place so that what we are proposing is really put into practice (participant 4).

If the relationships with research participants are likely to raise ethical issues, so too are the relationships with students, notably research assistants. On this topic, several participants discussed the lack of supervision or recognition offered to research assistants by researchers as well as the power imbalances between members of the research team.

Lack of Supervision and Power Imbalances

Many research teams are composed not only of researchers, but also of students who work as research assistants. The relationship between research assistants and other members of research teams can sometimes be problematic and raise ethical issues, particularly because of the inevitable power asymmetries. In the context of this study, several participants – including a research assistant, REB members, and researchers – discussed the lack of supervision or recognition of the work carried out by students, psychological pressure, and the more or less well-founded promises that are sometimes made to students. Participants also mentioned the exploitation of students by certain research teams, which manifest when students are inadequately paid, i.e., not reflective of the number of hours actually worked, not a fair wage, or even a wage at all.

[As a research assistant], it was more of a feeling of distress that I felt then because I didn’t know what to do. (…) I was supposed to get coaching or be supported, but I didn’t get anything in the end. It was like, “fix it by yourself”. (…) All research assistants were supposed to be supervised, but in practice they were not (participant 1). Very often, we have a master’s or doctoral student that we put on a subject and we consider that the project will be well done, while the student is learning. So, it happens that the student will do a lot of work and then we realize that the work is poorly done, and it is not necessarily the student’s fault. He wasn’t necessarily well supervised. There are directors who have 25 students, and they just don’t supervise them (participant 14). I think it’s really the power relationship. I thought to myself, how I saw my doctorate, the beginning of my research career, I really wanted to be in that laboratory, but they are the ones who are going to accept me or not, so what do I do to be accepted? I finally accept their conditions [which was to work for free]. If these are the conditions that are required to enter this lab, I want to go there. So, what do I do, well I accepted. It doesn’t make sense, but I tell myself that I’m still privileged, because I don’t have so many financial worries, one more reason to work for free, even though it doesn’t make sense (participant 1). In research, we have research assistants. (…). The fact of using people… so that’s it, you have to take into account where they are, respect them, but at the same time they have to show that they are there for the research. In English, we say “carry” or take care of people. With research assistants, this is often a problem that I have observed: for grant machines, the person is the last to be found there. Researchers, who will take, use student data, without giving them the recognition for it (participant 5). The problem at our university is that they reserve funding for Canadian students. The doctoral clientele in my field is mostly foreign students. So, our students are poorly funded. I saw one student end up in the shelter, in a situation of poverty. It ended very badly for him because he lacked financial resources. Once you get into that dynamic, it’s very hard to get out. I was made aware of it because the director at the time had taken him under her wing and wanted to try to find a way to get him out of it. So, most of my students didn’t get funded (participant 16). There I wrote “manipulation”, but it’s kind of all promises all the time. I, for example, was promised a lot of advancement, like when I got into the lab as a graduate student, it was said that I had an interest in [this particular area of research]. I think there are a lot of graduate students who must have gone through that, but it is like, “Well, your CV has to be really good, if you want to do a lot of things and big things. If you do this, if you do this research contract, the next year you could be the coordinator of this part of the lab and supervise this person, get more contracts, be paid more. Let’s say: you’ll be invited to go to this conference, this big event”. They were always dangling something, but you have to do that first to get there. But now, when you’ve done that, you have to do this business. It’s like a bit of manipulation, I think. That was very hard to know who is telling the truth and who is not (participant 1).

These ethical issues have significant negative consequences for students. Indeed, they sometimes find themselves at the mercy of researchers, for whom they work, struggling to be recognized and included as authors of an article, for example, or to receive the salary that they are due. For their part, researchers also sometimes find themselves trapped in research structures that can negatively affect their well-being. As many participants reported, researchers work in organizations that set very high productivity standards and in highly competitive contexts, all within a general culture characterized by individualism.

Individualism and performance

Participants, especially researchers, discussed the culture of individualism and performance that characterizes the academic environment. In glorifying excellence, some universities value performance and productivity, often at the expense of psychological well-being and work-life balance (i.e., work overload and burnout). Participants noted that there are ethical silences in their organizations on this issue, and that the culture of individualism and performance is not challenged for fear of retribution or simply to survive, i.e., to perform as expected. Participants felt that this culture can have a significant negative impact on the quality of the research conducted, as research teams try to maximize the quantity of their work (instead of quality) in a highly competitive context, which is then exacerbated by a lack of resources and support, and where everything must be done too quickly.

The work-life balance with the professional ethics related to work in a context where you have too much and you have to do a lot, it is difficult to balance all that and there is a lot of pressure to perform. If you don’t produce enough, that’s it; after that, you can’t get any more funds, so that puts pressure on you to do more and more and more (participant 3). There is a culture, I don’t know where it comes from, and that is extremely bureaucratic. If you dare to raise something, you’re going to have many, many problems. They’re going to make you understand it. So, I don’t talk. It is better: your life will be easier. I think there are times when you have to talk (…) because there are going to be irreparable consequences. (…) I’m not talking about a climate of terror, because that’s exaggerated, it’s not true, people are not afraid. But people close their office door and say nothing because it’s going to make their work impossible and they’re not going to lose their job, they’re not going to lose money, but researchers need time to be focused, so they close their office door and say nothing (participant 16).

Researchers must produce more and more, and they feel little support in terms of how to do such production, ethically, and how much exactly they are expected to produce. As this participant reports, the expectation is an unspoken rule: more is always better.

It’s sometimes the lack of a clear line on what the expectations are as a researcher, like, “ah, we don’t have any specific expectations, but produce, produce, produce, produce.” So, in that context, it’s hard to be able to put the line precisely: “have I done enough for my work?” (participant 3).

Inadequate ethical Guidance

While the productivity expectation is not clear, some participants – including researchers, research ethics experts, and REB members – also felt that the ethical expectations of some REBs were unclear. The issue of the inadequate ethical guidance of research includes the administrative mechanisms to ensure that research projects respect the principles of research ethics. According to those participants, the forms required for both researchers and REB members are increasingly long and numerous, and one participant noted that the standards to be met are sometimes outdated and disconnected from the reality of the field. Multicentre ethics review (by several REBs) was also critiqued by a participant as an inefficient method that encumbers the processes for reviewing research projects. Bureaucratization imposes an ever-increasing number of forms and ethics guidelines that actually hinder researchers’ ethical reflection on the issues at stake, leading the ethics review process to be perceived as purely bureaucratic in nature.

The ethical dimension and the ethical review of projects have become increasingly bureaucratized. (…) When I first started working (…) it was less bureaucratic, less strict then. I would say [there are now] tons of forms to fill out. Of course, we can’t do without it, it’s one of the ways of marking out ethics and ensuring that there are ethical considerations in research, but I wonder if it hasn’t become too bureaucratized, so that it’s become a kind of technical reflex to fill out these forms, and I don’t know if people really do ethical reflection as such anymore (participant 10). The fundamental structural issue, I would say, is the mismatch between the normative requirements and the real risks posed by the research, i.e., we have many, many requirements to meet; we have very long forms to fill out but the research projects we evaluate often pose few risks (participant 8). People [in vulnerable situations] were previously unable to participate because of overly strict research ethics rules that were to protect them, but in the end [these rules] did not protect them. There was a perverse effect, because in the end there was very little research done with these people and that’s why we have very few results, very little evidence [to support practices with these populations] so it didn’t improve the quality of services. (…) We all understand that we have to be careful with that, but when the research is not too risky, we say to ourselves that it would be good because for once a researcher who is interested in that population, because it is not a very popular population, it would be interesting to have results, but often we are blocked by the norms, and then we can’t accept [the project] (participant 2).

Moreover, as one participant noted, accessing ethics training can be a challenge.

There is no course on research ethics. […] Then, I find that it’s boring because you go through university and you come to do your research and you know how to do quantitative and qualitative research, but all the research ethics, where do you get this? I don’t really know (participant 13).

Yet, such training could provide relevant tools to resolve, to some extent, the ethical issues that commonly arise in research. That said, and as noted by many participants, many ethical issues in research are related to social injustices over which research actors have little influence.

Social Injustices

For many participants, notably researchers, the issues that concern social injustices are those related to power asymmetries, stigma, or issues of equity, diversity, and inclusion, i.e., social injustices related to people’s identities (Blais & Drolet, 2022 ). Participants reported experiencing or witnessing discrimination from peers, administration, or lab managers. Such oppression is sometimes cross-sectional and related to a person’s age, cultural background, gender or social status.

I have my African colleague who was quite successful when he arrived but had a backlash from colleagues in the department. I think it’s unconscious, nobody is overtly racist. But I have a young person right now who is the same, who has the same success, who got exactly the same early career award and I don’t see the same backlash. He’s just as happy with what he’s doing. It’s normal, they’re young and they have a lot of success starting out. So, I think there is discrimination. Is it because he is African? Is it because he is black? I think it’s on a subconscious level (participant 16).

Social injustices were experienced or reported by many participants, and included issues related to difficulties in obtaining grants or disseminating research results in one’s native language (i.e., even when there is official bilingualism) or being considered credible and fundable in research when one researcher is a woman.

If you do international research, there are things you can’t talk about (…). It is really a barrier to research to not be able to (…) address this question [i.e. the question of inequalities between men and women]. Women’s inequality is going to be addressed [but not within the country where the research takes place as if this inequality exists elsewhere but not here]. There are a lot of women working on inequality issues, doing work and it’s funny because I was talking to a young woman who works at Cairo University and she said to me: “Listen, I saw what you had written, you’re right. I’m willing to work on this but guarantee me a position at your university with a ticket to go”. So yes, there are still many barriers [for women in research] (participant 16).

Because of the varied contextual characteristics that intervene in their occurrence, these social injustices are also related to distributive injustices, as discussed by many participants.

Distributive Injustices

Although there are several views of distributive justice, a classical definition such as that of Aristotle ( 2012 ), describes distributive justice as consisting in distributing honours, wealth, and other social resources or benefits among the members of a community in proportion to their alleged merit. Justice, then, is about determining an equitable distribution of common goods. Contemporary theories of distributive justice are numerous and varied. Indeed, many authors (e.g., Fraser 2011 ; Mills, 2017 ; Sen, 2011 ; Young, 2011 ) have, since Rawls ( 1971 ), proposed different visions of how social burdens and benefits should be shared within a community to ensure equal respect, fairness, and distribution. In our study, what emerges from participants’ narratives is a definite concern for this type of justice. Women researchers, francophone researchers, early career researchers or researchers belonging to racialized groups all discussed inequities in the distribution of research grants and awards, and the extra work they need to do to somehow prove their worth. These inequities are related to how granting agencies determine which projects will be funded.

These situations make me work 2–3 times harder to prove myself and to show people in power that I have a place as a woman in research (participant 12). Number one: it’s conservative thinking. The older ones control what comes in. So, the younger people have to adapt or they don’t get funded (participant 14).

Whether it is discrimination against stigmatized or marginalized populations or interest in certain hot topics, granting agencies judge research projects according to criteria that are sometimes questionable, according to those participants. Faced with difficulties in obtaining funding for their projects, several strategies – some of which are unethical – are used by researchers in order to cope with these situations.

Sometimes there are subjects that everyone goes to, such as nanotechnology (…), artificial intelligence or (…) the therapeutic use of cannabis, which are very fashionable, and this is sometimes to the detriment of other research that is just as relevant, but which is (…), less sexy, less in the spirit of the time. (…) Sometimes this can lead to inequities in the funding of certain research sectors (participant 9). When we use our funds, we get them given to us, we pretty much say what we think we’re going to do with them, but things change… So, when these things change, sometimes it’s an ethical decision, but by force of circumstances I’m obliged to change the project a little bit (…). Is it ethical to make these changes or should I just let the money go because I couldn’t use it the way I said I would? (participant 3).

Moreover, these distributional injustices are not only linked to social injustices, but also epistemic injustices. Indeed, the way in which research honours and grants are distributed within the academic community depends on the epistemic authority of the researchers, which seems to vary notably according to their language of use, their age or their gender, but also to the research design used (inductive versus deductive), their decision to use (or not use) animals in research, or to conduct activist research.

Epistemic injustices

The philosopher Fricker ( 2007 ) conceptualized the notions of epistemic justice and injustice. Epistemic injustice refers to a form of social inequality that manifests itself in the access, recognition, and production of knowledge as well as the various forms of ignorance that arise (Godrie & Dos Santos, 2017 ). Addressing epistemic injustice necessitates acknowledging the iniquitous wrongs suffered by certain groups of socially stigmatized individuals who have been excluded from knowledge, thus limiting their abilities to interpret, understand, or be heard and account for their experiences. In this study, epistemic injustices were experienced or reported by some participants, notably those related to difficulties in obtaining grants or disseminating research results in one’s native language (i.e., even when there is official bilingualism) or being considered credible and fundable in research when a researcher is a woman or an early career researcher.

I have never sent a grant application to the federal government in English. I have always done it in French, even though I know that when you receive the review, you can see that reviewers didn’t understand anything because they are English-speaking. I didn’t want to get in the boat. It’s not my job to translate, because let’s be honest, I’m not as good in English as I am in French. So, I do them in my first language, which is the language I’m most used to. Then, technically at the administrative level, they are supposed to be able to do it, but they are not good in French. (…) Then, it’s a very big Canadian ethical issue, because basically there are technically two official languages, but Canada is not a bilingual country, it’s a country with two languages, either one or the other. (…) So I was not funded (participant 14).

Researchers who use inductive (or qualitative) methods observed that their projects are sometimes less well reviewed or understood, while research that adopts a hypothetical-deductive (or quantitative) or mixed methods design is better perceived, considered more credible and therefore more easily funded. Of course, regardless of whether a research project adopts an inductive, deductive or mixed-methods scientific design, or whether it deals with qualitative or quantitative data, it must respect a set of scientific criteria. A research project should achieve its objectives by using proven methods that, in the case of inductive research, are credible, reliable, and transferable or, in the case of deductive research, generalizable, objective, representative, and valid (Drolet & Ruest, accepted ). Participants discussing these issues noted that researchers who adopt a qualitative design or those who question the relevance of animal experimentation or are not militant have sometimes been unfairly devalued in their epistemic authority.

There is a mini war between quantitative versus qualitative methods, which I think is silly because science is a method. If you apply the method well, it doesn’t matter what the field is, it’s done well and it’s perfect ” (participant 14). There is also the issue of the place of animals in our lives, because for me, ethics is human ethics, but also animal ethics. Then, there is a great evolution in society on the role of the animal… with the new law that came out in Quebec on the fact that animals are sensitive beings. Then, with the rise of the vegan movement, [we must ask ourselves]: “Do animals still have a place in research?” That’s a big question and it also means that there are practices that need to evolve, but sometimes there’s a disconnection between what’s expected by research ethics boards versus what’s expected in the field (participant 15). In research today, we have more and more research that is militant from an ideological point of view. And so, we have researchers, because they defend values that seem important to them, we’ll talk for example about the fight for equality and social justice. They have pressure to defend a form of moral truth and have the impression that everyone thinks like them or should do so, because they are defending a moral truth. This is something that we see more and more, namely the lack of distance between ideology and science (participant 8).

The combination or intersectionality of these inequities, which seems to be characterized by a lack of ethical support and guidance, is experienced in the highly competitive and individualistic context of research; it provides therefore the perfect recipe for researchers to experience ethical distress.

Ethical distress

The concept of “ethical distress” refers to situations in which people know what they should do to act ethically, but encounter barriers, generally of an organizational or systemic nature, limiting their power to act according to their moral or ethical values (Drolet & Ruest, 2021 ; Jameton, 1984 ; Swisher et al., 2005 ). People then run the risk of finding themselves in a situation where they do not act as their ethical conscience dictates, which in the long term has the potential for exhaustion and distress. The examples reported by participants in this study point to the fact that researchers in particular may be experiencing significant ethical distress. This distress takes place in a context of extreme competition, constant injunctions to perform, and where administrative demands are increasingly numerous and complex to complete, while paradoxically, they lack the time to accomplish all their tasks and responsibilities. Added to these demands are a lack of resources (human, ethical, and financial), a lack of support and recognition, and interpersonal conflicts.

We are in an environment, an elite one, you are part of it, you know what it is: “publish or perish” is the motto. Grants, there is a high level of performance required, to do a lot, to publish, to supervise students, to supervise them well, so yes, it is clear that we are in an environment that is conducive to distress. (…). Overwork, definitely, can lead to distress and eventually to exhaustion. When you know that you should take the time to read the projects before sharing them, but you don’t have the time to do that because you have eight that came in the same day, and then you have others waiting… Then someone rings a bell and says: “ah but there, the protocol is a bit incomplete”. Oh yes, look at that, you’re right. You make up for it, but at the same time it’s a bit because we’re in a hurry, we don’t necessarily have the resources or are able to take the time to do things well from the start, we have to make up for it later. So yes, it can cause distress (participant 9). My organization wanted me to apply in English, and I said no, and everyone in the administration wanted me to apply in English, and I always said no. Some people said: “Listen, I give you the choice”, then some people said: “Listen, I agree with you, but if you’re not [submitting] in English, you won’t be funded”. Then the fact that I am young too, because very often they will look at the CV, they will not look at the project: “ah, his CV is not impressive, we will not finance him”. This is complete nonsense. The person is capable of doing the project, the project is fabulous: we fund the project. So, that happened, organizational barriers: that happened a lot. I was not eligible for Quebec research funds (…). I had big organizational barriers unfortunately (participant 14). At the time of my promotion, some colleagues were not happy with the type of research I was conducting. I learned – you learn this over time when you become friends with people after you enter the university – that someone was against me. He had another candidate in mind, and he was angry about the selection. I was under pressure for the first three years until my contract was renewed. I almost quit at one point, but another colleague told me, “No, stay, nothing will happen”. Nothing happened, but these issues kept me awake at night (participant 16).

This difficult context for many researchers affects not only the conduct of their own research, but also their participation in research. We faced this problem in our study, despite the use of multiple recruitment methods, including more than 200 emails – of which 191 were individual solicitations – sent to potential participants by the two research assistants. REB members and organizations overseeing or supporting research (n = 17) were also approached to see if some of their employees would consider participating. While it was relatively easy to recruit REB members and research ethics experts, our team received a high number of non-responses to emails (n = 175) and some refusals (n = 5), especially by researchers. The reasons given by those who replied were threefold: (a) fear of being easily identified should they take part in the research, (b) being overloaded and lacking time, and (c) the intrusive aspect of certain questions (i.e., “Have you experienced a burnout episode? If so, have you been followed up medically or psychologically?”). In light of these difficulties and concerns, some questions in the socio-demographic questionnaire were removed or modified. Talking about burnout in research remains a taboo for many researchers, which paradoxically can only contribute to the unresolved problem of unhealthy research environments.

Returning to the research question and objective

The question that prompted this research was: What are the ethical issues in research? The purpose of the study was to describe these issues from the perspective of researchers (from different disciplines), research ethics board (REB) members, and research ethics experts. The previous section provided a detailed portrait of the ethical issues experienced by different research stakeholders: these issues are numerous, diverse and were recounted by a range of stakeholders.

The results of the study are generally consistent with the literature. For example, as in our study, the literature discusses the lack of research integrity on the part of some researchers (Al-Hidabi et al., 2018 ; Swazey et al., 1993 ), the numerous conflicts of interest experienced in research (Williams-Jones et al., 2013 ), the issues of recruiting and obtaining the free and informed consent of research participants (Provencher et al., 2014 ; Keogh & Daly, 2009 ), the sometimes difficult relations between researchers and REBs (Drolet & Girard, 2020 ), the epistemological issues experienced in research (Drolet & Ruest, accepted; Sieber 2004 ), as well as the harmful academic context in which researchers evolve, insofar as this is linked to a culture of performance, an overload of work in a context of accountability (Berg & Seeber, 2016 ; FQPPU; 2019 ) that is conducive to ethical distress and even burnout.

If the results of the study are generally in line with those of previous publications on the subject, our findings also bring new elements to the discussion while complementing those already documented. In particular, our results highlight the role of systemic injustices – be they social, distributive or epistemic – within the environments in which research is carried out, at least in Canada. To summarize, the results of our study point to the fact that the relationships between researchers and research participants are likely still to raise worrying ethical issues, despite widely accepted research ethics norms and institutionalized review processes. Further, the context in which research is carried out is not only conducive to breaches of ethical norms and instances of misbehaviour or misconduct, but also likely to be significantly detrimental to the health and well-being of researchers, as well as research assistants. Another element that our research also highlighted is the instrumentalization and even exploitation of students and research assistants, which is another important and worrying social injustice given the inevitable power imbalances between students and researchers.

Moreover, in a context in which ethical issues are often discussed from a micro perspective, our study helps shed light on both the micro- and macro-level ethical dimensions of research (Bronfenbrenner, 1979 ; Glaser 1994 ). However, given that ethical issues in research are not only diverse, but also and above all complex, a broader perspective that encompasses the interplay between the micro and macro dimensions can enable a better understanding of these issues and thereby support the identification of the multiple factors that may be at their origin. Triangulating the perspectives of researchers with those of REB members and research ethics experts enabled us to bring these elements to light, and thus to step back from and critique the way that research is currently conducted. To this end, attention to socio-political elements such as the performance culture in academia or how research funds are distributed, and according to what explicit and implicit criteria, can contribute to identifying the sources of the ethical issues described above.

Contemporary culture characterized by the social acceleration

The German sociologist and philosopher Rosa (2010) argues that late modernity – that is, the period between the 1980s and today – is characterized by a phenomenon of social acceleration that causes various forms of alienation in our relationship to time, space, actions, things, others and ourselves. Rosa distinguishes three types of acceleration: technical acceleration , the acceleration of social changes and the acceleration of the rhythm of life . According to Rosa, social acceleration is the main problem of late modernity, in that the invisible social norm of doing more and faster to supposedly save time operates unchallenged at all levels of individual and collective life, as well as organizational and social life. Although we all, researchers and non-researchers alike, perceive this unspoken pressure to be ever more productive, the process of social acceleration as a new invisible social norm is our blind spot, a kind of tyrant over which we have little control. This conceptualization of the contemporary culture can help us to understand the context in which research is conducted (like other professional practices). To this end, Berg & Seeber ( 2016 ) invite faculty researchers to slow down in order to better reflect and, in the process, take care of their health and their relationships with their colleagues and students. Many women professors encourage their fellow researchers, especially young women researchers, to learn to “say No” in order to protect their mental and physical health and to remain in their academic careers (Allaire & Descheneux, 2022 ). These authors also remind us of the relevance of Kahneman’s ( 2012 ) work which demonstrates that it takes time to think analytically, thoroughly, and logically. Conversely, thinking quickly exposes humans to cognitive and implicit biases that then lead to errors in thinking (e.g., in the analysis of one’s own research data or in the evaluation of grant applications or student curriculum vitae). The phenomenon of social acceleration, which pushes the researcher to think faster and faster, is likely to lead to unethical bad science that can potentially harm humankind. In sum, Rosa’s invitation to contemporary critical theorists to seriously consider the problem of social acceleration is particularly insightful to better understand the ethical issues of research. It provides a lens through which to view the toxic context in which research is conducted today, and one that was shared by the participants in our study.

Clark & Sousa ( 2022 ) note, it is important that other criteria than the volume of researchers’ contributions be valued in research, notably quality. Ultimately, it is the value of the knowledge produced and its influence on the concrete lives of humans and other living beings that matters, not the quantity of publications. An interesting articulation of this view in research governance is seen in a change in practice by Australia’s national health research funder: they now restrict researchers to listing on their curriculum vitae only the top ten publications from the past ten years (rather than all of their publications), in order to evaluate the quality of contributions rather than their quantity. To create environments conducive to the development of quality research, it is important to challenge the phenomenon of social acceleration, which insidiously imposes a quantitative normativity that is both alienating and detrimental to the quality and ethical conduct of research. Based on our experience, we observe that the social norm of acceleration actively disfavours the conduct of empirical research on ethics in research. The fact is that researchers are so busy that it is almost impossible for them to find time to participate in such studies. Further, operating in highly competitive environments, while trying to respect the values and ethical principles of research, creates ethical paradoxes for members of the research community. According to Malherbe ( 1999 ), an ethical paradox is a situation where an individual is confronted by contradictory injunctions (i.e., do more, faster, and better). And eventually, ethical paradoxes lead individuals to situations of distress and burnout, or even to ethical failures (i.e., misbehaviour or misconduct) in the face of the impossibility of responding to contradictory injunctions.

Strengths and Limitations of the study

The triangulation of perceptions and experiences of different actors involved in research is a strength of our study. While there are many studies on the experiences of researchers, rarely are members of REBs and experts in research ethics given the space to discuss their views of what are ethical issues. Giving each of these stakeholders a voice and comparing their different points of view helped shed a different and complementary light on the ethical issues that occur in research. That said, it would have been helpful to also give more space to issues experienced by students or research assistants, as the relationships between researchers and research assistants are at times very worrying, as noted by a participant, and much work still needs to be done to eliminate the exploitative situations that seem to prevail in certain research settings. In addition, no Indigenous or gender diverse researchers participated in the study. Given the ethical issues and systemic injustices that many people from these groups face in Canada (Drolet & Goulet, 2018 ; Nicole & Drolet, in press ), research that gives voice to these researchers would be relevant and contribute to knowledge development, and hopefully also to change in research culture.

Further, although most of the ethical issues discussed in this article may be transferable to the realities experienced by researchers in other countries, the epistemic injustice reported by Francophone researchers who persist in doing research in French in Canada – which is an officially bilingual country but in practice is predominantly English – is likely specific to the Canadian reality. In addition, and as mentioned above, recruitment proved exceedingly difficult, particularly amongst researchers. Despite this difficulty, we obtained data saturation for all but two themes – i.e., exploitation of students and ethical issues of research that uses animals. It follows that further empirical research is needed to improve our understanding of these specific issues, as they may diverge to some extent from those documented here and will likely vary across countries and academic research contexts.

Conclusions

This study, which gave voice to researchers, REB members, and ethics experts, reveals that the ethical issues in research are related to several problematic elements as power imbalances and authority relations. Researchers and research assistants are subject to external pressures that give rise to integrity issues, among others ethical issues. Moreover, the current context of social acceleration influences the definition of the performance indicators valued in academic institutions and has led their members to face several ethical issues, including social, distributive, and epistemic injustices, at different steps of the research process. In this study, ten categories of ethical issues were identified, described and illustrated: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. The triangulation of the perspectives of different members (i.e., researchers from different disciplines, REB members, research ethics experts, and one research assistant) involved in the research process made it possible to lift the veil on some of these ethical issues. Further, it enabled the identification of additional ethical issues, especially systemic injustices experienced in research. To our knowledge, this is the first time that these injustices (social, distributive, and epistemic injustices) have been clearly identified.

Finally, this study brought to the fore several problematic elements that are important to address if the research community is to develop and implement the solutions needed to resolve the diverse and transversal ethical issues that arise in research institutions. A good starting point is the rejection of the corollary norms of “publish or perish” and “do more, faster, and better” and their replacement with “publish quality instead of quantity”, which necessarily entails “do less, slower, and better”. It is also important to pay more attention to the systemic injustices within which researchers work, because these have the potential to significantly harm the academic careers of many researchers, including women researchers, early career researchers, and those belonging to racialized groups as well as the health, well-being, and respect of students and research participants.

Acknowledgements

The team warmly thanks the participants who took part in the research and who made this study possible. Marie-Josée Drolet thanks the five research assistants who participated in the data collection and analysis: Julie-Claude Leblanc, Élie Beauchemin, Pénéloppe Bernier, Louis-Pierre Côté, and Eugénie Rose-Derouin, all students at the Université du Québec à Trois-Rivières (UQTR), two of whom were active in the writing of this article. MJ Drolet and Bryn Williams-Jones also acknowledge the financial contribution of the Social Sciences and Humanities Research Council of Canada (SSHRC), which supported this research through a grant. We would also like to thank the reviewers of this article who helped us improve it, especially by clarifying and refining our ideas.

Competing Interests and Funding

As noted in the Acknowledgements, this research was supported financially by the Social Sciences and Humanities Research Council of Canada (SSHRC).

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Research Ethics

York University is committed to the highest standards of integrity in research. All projects involving the use of  Human Subjects ,  Animals  and  Biohazardous Materials  are subject to review by the appropriate University committee. York University has formulated policies for the conduct of research involving all three of these areas. It is the policy of the University that researchers conducting research involving human subjects , animals and/or biohazardous agents must obtain approval of their research from the relevant ethics committee  prior to  commencing research activities.

The Faculty of Graduate Studies is governed by the Senate Policy on Research Involving Human Participants . The Senate Policy states that all University-based research involving human participants, whether funded or non-funded, faculty or student, scholarly, commercial or consultative, is subject to the ethics review process.

Graduate students undertaking research for graduate courses, major research papers, theses, or dissertations involving human participants are required to follow the appropriate procedures and obtain ethics approval  before conducting research activities . Students also  must maintain active registration status  while conducting the approved research. The information below outlines the ethics protocols and procedures for each category of research.

• Theses, Dissertations and Pilot Projects
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Please carefully review the procedures that are relevant to your project, and ensure that you complete and submit all of the required documents along with your research proposal to your graduate program. Incomplete or illegible protocols will be returned to the student, which will delay the process. If you have further questions about research ethics review processes, consult  Decision Chart- Full Board and Delegated Ethics Review Processes .

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The  Graduate Student Risk Assessment Guidelines  of the Faculty of Graduate Studies (FGS) serve to assist graduate students in identifying appropriate health and safety considerations and preventative efforts prior to departing for field activities. In concert with the  Graduate Student Risk Assessment Form, Undertaking, Release and Checklist , graduate students should review these guidelines with their faculty supervisor. Assessing risk is a critical step in determining necessary hazard controls and other mitigation required for specific research activities.

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Theses, Dissertations and Pilot Projects Involving Human Participants

Graduate students conducting research for the purposes of completing a graduate thesis or dissertation are subject to review by a delegated ethics review committee comprised of the Associate Dean(s), Research, Faculty of Graduate Studies and the Chair/Vice-Chair HPRC. Where delegated reviewers decide that a protocol should not be approved, the protocol will be referred to the HPRC for full board review.

All graduate student researchers must complete the TCPS tutorial to establish that they have completed the necessary education component and attach their certificate of completion to their protocols. Protocols will not be accepted for review unless a valid TCPS tutorial certificate is attached.

When is Ethics Review Required

All research involving human participants is considered research subject to review. The Principal Investigator (researcher) of any research project involving human participants:

• MUST have a protocol that describes how the researcher(s) will interact with the human participants; and
• MUST have that protocol reviewed and approved by the appropriate Research Ethics Committee before the  research commences; and
• MUST obtain informed consent from ALL research participants. For minor-age participants (Those under the age of 16 for minimal-risk research), both parental consent and participant assent are required.

NOTE:   Failure to obtain ethics approval prior to the commencement of Research Activities is considered both a breach of Senate Policy as well as research misconduct.  All such instances of non-compliance will be addressed by the appropriate institutional office. NOTE: Graduate students must be registered as active in a graduate program while conducting approved research with human participants, animals, and/or biological agents. Graduate students on leave or who have withdrawn from their graduate program with an approved research protocol on record may not conduct/continue to conduct any research with human participants, animals, and/or biological agents, until such time that their student registration status becomes active. 

With an ‘inactive’ registration status, please note that your approved protocol will be marked as suspended by the Office of Research Ethics. When you are ready to return to your studies, students must petition to reinstate, and must contact the Office of Research Ethics at [email protected] , citing their protocol number, and inquire as to whether they need to reapply (if leave has been longer than a year) or if the pause can be lifted.

Graduate students are not permitted to conduct any research with human participants, animals and/or biological agents without an approved proposal by their programs and FGS and an approved ethics protocol.

Research Ethics Review and Approval: Forms and Processes

• If the research is minimum risk*: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Form TD2: Research Ethics Protocol Form for Graduate Student Thesis, Dissertation, or Pilot Project –  Informed consent  and other relevant documents described in TD2 checklist –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)
• If the research involves Aboriginal/Indigenous Peoples; clinical trials; or research that is more than minimum risk: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Human Participant Research Committee (HPRC) form –  Informed consent  and other relevant documents described in HPRC form –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)
• If the research is conducted as part of or a subset of a faculty member’s approved research project: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Form TD4: Statement of Relationship Between Proposal and an Existing HPRC-Approved Project – HPRC Approval Certificate for faculty’s research project –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)
• If the research that is based on secondary data analysis: –  Form TD1: Thesis/Dissertation Research Proposal – Thesis/Dissertation Proposal –  Form TD2: Research Ethics Protocol Form for Graduate Student Thesis, Dissertation, or Pilot Project –  Informed consent  and other relevant documents described in TD2 checklist (if applicable) –  TCPS Tutorial Certificate (*Must complete the CORE 2022 certificate released in 2022)

*For the purposes of Research Ethics Review, “minimal risk” research is defined by the TCPS as research in which the probability and magnitude of possible harms implied by participation in the research is no greater than those encountered by participants in those aspects of their everyday life that relate to the research.

*If your research involves an in-person method, please review required documents and steps .

NOTE: If the proposed research poses an elevated risk to yourself as the researcher requiring further health and safety considerations, you must consult the Graduate Student Risk Assessment Guidelines and complete the Graduate Student Risk Assessment Form .

• A pilot project is defined as preliminary research that is necessary in order to be able to write the thesis or dissertation proposal. Pilot projects must still include a description of research procedures and sample research instruments (e.g., survey or interview questions). Please submit TD2 form and informed consent documents .
• Secondary Data Analysis is described as the analysis of data involving human participants collected for a purpose other than that for which it was originally collected in order to pursue a research interest which is distinct from that of the original work.
• The HPRC uses the definition of minimal risk as outlined in the SSHRC/NSERC/CIHR Tri-Council Policy Statement: “Ethical Conduct for Research involving Humans” (December 2014): “‘minimal risk’ research is defined as research in which the probability and magnitude of possible harms implied by participation in the research is no greater than those encountered by participants in those aspects of their everyday life that relate to the research” (Article 2.8B). An expanded version of this definition is available from the Office of Research Ethics upon request.
• your research will be conducted on Aboriginal land (Canada; international);
• recruitment criteria will include Aboriginal identity as either a factor for the entire study or for a subgroup of the study;
• your research will seek input from participants regarding an Aboriginal community’s cultural heritage, artefacts or traditional knowledge;
• aboriginal identity or membership in an aboriginal community will be used as a variable for the purpose of analysis of the research data; or
• interpretation of research results will refer to Aboriginal communities, peoples, language, history or culture. Note: Literary criticism and/or history (excluding oral history) and/or primarily textual activities are not applicable.
• To access the HPRC form, please visit HPRC form

All research involving human participants for graduate courses and Graduate Major Research Papers (MRPs) that is non-funded, minimal-risk, does not involve Aboriginal peoples or a clinical trial must be reviewed by the relevant unit level Delegated Ethics Review Committee. Research subject to review includes, but is not limited to: surveys, questionnaires, interviews, participant observation and secondary data analysis.

NOTE:  Research conducted for a course or Major Research Paper (MRP) that is more than minimal risk and /or involves Aboriginal/Indigenous peoples and/or involves clinical trials  must be  reviewed by the Human Participants Review Committee (HPRC). For these types of research, students are required to complete the  HPRC form  and submit it to the HPRC for review.  Please contact the Office of Research Ethics for more information ( [email protected] )

For more information on ethics review requirements for graduate and undergraduate course-related research and MRPs, please go to,  “Ethics Review Requirements"  for Course-Related Research by Students.

When Is Ethics Review Required?

All research involving human participants is considered  research subject to review . The Principal Investigator (researcher) of any research project involving human participants:

• MUST obtain informed consent from ALL research participants. For minor age participants (those under the age of 16 for minimal risk research), both parental consent and participant assent is required.

NOTE:   Failure to obtain ethics approval prior to the commencement of Research Activities is considered both a breach of Senate Policy as well as research misconduct.  All such instances of non-compliance will be addressed by the appropriate institutional office.

What Forms Do I Use and Where Do I Submit Them?

A. If you are a Graduate or Undergraduate Course Instructor:

If the students in your graduate or undergraduate course are conducting research involving human participants as part of a course assignment, the research is minimal risk and does NOT involve Aboriginal/Indigenous peoples, and all students in the class are conducting the same or similar research, then proceed as follows:

• Complete the  Generic Protocol: Course Related Research Involving Human Participants 
• Review the “ Course Director Responsibilities ” document
• Submit the completed Protocol Package ( Protocol form, Consent document(s) and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to the relevant  Unit level Delegated E thics Review Committee

B. If you are an Undergraduate Student:

If you are conducting research involving human participants , as part of an undergraduate course assignment, or as an individual project (either for the class or for an undergraduate thesis), then proceed as follows:

• Complete the  Individualized Protocol: Course Related Research Involving Human Participants ;
• Review the “ Student Researcher Responsibilities ” document
• Submit the completed Protocol Package ( Protocol form, Consent document(s), your completed TCPS tutorial certificate and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to the relevant  Unit level Delegated Ethics Review Committee   for review and approval.

C. If you are a Graduate Student:

• If you are conducting research involving human participants , as part of a  graduate course assignment , and the research is minimal risk and does NOT involve Aboriginal/Indigenous peoples, then proceed as follows:
• Complete the Individualized Protocol: Course Related Research Involving Human Participants;
• Submit the completed Protocol Package ( Protocol form, Consent document(s), your completed TCPS tutorial certificate and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to the relevant  Unit level Delegated Ethics Review Committee .

2. If you are conducting research involving human participants, in support of a  Major Research Paper  and the research is minimal risk and does NOT involve Aboriginal/Indigenous peoples, then proceed as follows:

• Complete the  MRP Protocol: Research Involving Human Participants ;
• Review the “ Student Researcher Responsibilities ” document;
• Submit the MRP protocol package ( Protocol form, Consent document(s), your completed TCPS tutorial certificate and other relevant documents ) (such as survey tools, questionnaires, recruitment materials etc) to your Supervisory/Advisory Committee for approval and signature;
• Submit the signed MRP Protocol package the relevant  Unit level Delegated Ethics Review Committee  for review and approval.

D. Graduate Program Directors:

Annually, each Graduate Program will compile the following information for the period from June 1st to May 31 st  and submit it to the Faculty of Graduate Studies:

• A listing of all courses in which research was conducted involving human participants
• A listing of the titles of MRPs involving human participants and the names of students who undertook the MRPs
• Information about the Unit level Delegated Ethics Review Committee, including the Chair, review members and administrative contact

Further information about the Delegated Ethics Review Committees (Composition, responsibilities, reporting requirements and forms)  are available at the  Office of Research Ethics website .

For more information, please consult the following sources:

• Research Ethics Policies & Guidelines, Office of Research Ethics
• SSHRC/NSERC/CIHR Tri-Council Policy Statement Ethical Conduct for Research Involving Humans
• TCPS Tutorial
• HPRC protocol  * This form is to be used  ONLY  by those students who are conducting research involving Aboriginal/Indigenous Peoples; clinical trials; and/or research that is more than minimum risk:
• Amendment Request Form Graduate Student—Thesis or Dissertation
• Renewal Request Form Graduate Student—Thesis or Dissertation

Faculty of Graduate Studies: Research Officer by visiting our FGS Staff Directory .

Office of Research Ethics: [email protected] ORE will host virtual office hours (via Zoom) for students and faculty members who have questions about ethics applications for research involving human participants. Their virtual office hours will be every Wednesday between 12:00 PM - 1:00 PM . No appointment is necessary. Zoom: Join the Meeting Meeting ID: 966 4558 9774

Connect with FGS

Library Guides

Dissertations 4: methodology: ethics.

• Introduction & Philosophy
• Methodology

Research Ethics

In the research context, ethics can be defined as "the standards of behaviour that guide your conduct in relation to the rights of those who become the subject of your work, or are affected by it" (Saunders, Lewis and Thornhill 2015, p239).  

The University itself is guided by the fundamental principle that research involving humans and /or animals and/or the environment should involve no more than minimal risk of harm to physical and psychological wellbeing.  

Thus, ethics relates to many aspects of your research, including the conduct towards: 

The participants  of your primary research (experiments, interviews etc). You will need to explain that participation is voluntary, and they have the right to withdraw at any time. You will need the participants' informed consent. You will need to avoid harming the participants, physically as well as mentally. You will need to respect the participants’ privacy and offer the right to anonymity. You will need to manage their personal data confidentially, also according to legislation such as the Data Protection Act 2018. You will need to be truthful and accurate when using the information provided by the participants.  

The authors you have used as secondary sources. You will need to acknowledge their work and avoid plagiarism by doing the proper citing and referencing. 

The readers of your research. You will need to exercise the utmost integrity, honesty, accuracy and objectivity in the writing of your work.   

The researcher . You will need to ensure that the research will be safe for you to undertake. 

Your research may entail some risk, but risk has to be analysed and minimised through risk  assessment. Depending on the type of your research, your research proposal may need to  be approved by an Ethics Committee, which will assess your research proposal in light of the  elements mentioned above. Again, you are advised to use a research methods book for further guidance.  

Research Ethics Online Course

Introduction to Research Ethics: Working with People  

Find out how to conduct ethical research when working with people by studying this online course for university students. Course developed by the University of Leeds. 

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What Are the Ethical Considerations in Research Design?

When I began my work on the thesis I was always focused on my research. However, once I began to make my way through research, I realized that research ethics is a core aspect of the research work and the foundation of research design.

Research ethics play a crucial role in ensuring the responsible conduct of research. Here are some key reasons why research ethics matter:

Let us look into some of the major ethical considerations in research design.

Ethical Issues in Research

There are many organizations, like the Committee on Publication Ethics , dedicated to promoting ethics in scientific research. These organizations agree that ethics is not an afterthought or side note to the research study. It is an integral aspect of research that needs to remain at the forefront of our work.

The research design must address specific research questions. Hence, the conclusions of the study must correlate to the questions posed and the results. Also, research ethics demands that the methods used must relate specifically to the research questions.

Voluntary Participation and Consent

An individual should at no point feel any coercion to participate in a study. This includes any type of persuasion or deception in attempting to gain an individual’s trust.

Informed consent states that an individual must give their explicit consent to participate in the study. You can think of consent form as an agreement of trust between the researcher and the participants.

Sampling is the first step in research design . You will need to explain why you want a particular group of participants. You will have to explain why you left out certain people or groups. In addition, if your sample includes children or special needs individuals, you will have additional requirements to address like parental permission.

Confidentiality

The third ethics principle of the Economic and Social Research Council (ESRC) states that: “The confidentiality of the information supplied by research subjects and the anonymity of respondents must be respected.” However, sometimes confidentiality is limited. For example, if a participant is at risk of harm, we must protect them. This might require releasing confidential information.

Risk of Harm

We should do everything in our power to protect study participants. For this, we should focus on the risk to benefit ratio. If possible risks outweigh the benefits, then we should abandon or redesign the study. Risk of harm also requires us to measure the risk to benefit ratio as the study progresses.

Research Methods

We know there are numerous research methods. However, when it comes to ethical considerations, some key questions can help us find the right approach for our studies.

i. Which methods most effectively fit the aims of your research?

ii. What are the strengths and restrictions of a particular method?

iii. Are there potential risks when using a particular research method?

For more guidance, you can refer to the ESRC Framework for Research Ethics .

Ethical issues in research can arise at various stages of the research process and involve different aspects of the study. Here are some common examples of ethical issues in research:

Institutional Review Boards

The importance of ethics in research cannot be understated. Following ethical guidelines will ensure your study’s validity and promote its contribution to scientific study. On a personal level, you will strengthen your research and increase your opportunities to gain funding.

To address the need for ethical considerations, most institutions have their own Institutional Review Board (IRB). An IRB secures the safety of human participants and prevents violation of human rights. It reviews the research aims and methodologies to ensure ethical practices are followed. If a research design does not follow the set ethical guidelines, then the  researcher will have to amend their study.

Applying for Ethical Approval

Applications for ethical approval will differ across institutions. Regardless, they focus on the benefits of your research and the risk to benefit ratio concerning participants. Therefore, you need to effectively address both in order to get ethical clearence.

Participants

It is vital that you make it clear that individuals are provided with sufficient information in order to make an informed decision on their participation. In addition, you need to demonstrate that the ethical issues of consent, risk of harm, and confidentiality are clearly defined.

Benefits of the Study

You need to prove to the panel that your work is essential and will yield results that contribute to the scientific community. For this, you should demonstrate the following:

i. The conduct of research guarantees the quality and integrity of results.

ii. The research will be properly distributed.

iii. The aims of the research are clear and the methodology is appropriate.

Integrity and transparency are vital in the research. Ethics committees expect you to share any actual or potential conflicts of interest that could affect your work. In addition, you have to be honest and transparent throughout the approval process and the research process.

The Dangers of Unethical Practices

There is a reason to  follow ethical guidelines. Without these guidelines, our research will suffer. Moreover, more importantly, people could suffer.

The following are just two examples of infamous cases of unethical research practices that demonstrate the importance of adhering to ethical standards:

• The Stanford Prison Experiment (1971) aimed to investigate the psychological effects of power using the relationship between prisoners and prison officers. Those assigned the role of “prison officers” embraced measures that exposed “prisoners” to psychological and physical harm. In this case, there was voluntary participation. However, there was disregard for  welfare of the participants.
• Recently, Chinese scientist He Jiankui announced his work on genetically edited babies . Over 100 Chinese scientists denounced this research, calling it “crazy” and “shocking and unacceptable.” This research shows a troubling attitude of “do first, debate later” and a disregard for the ethical concerns of manipulating the human body Wang Yuedan, a professor of immunology at Peking University, calls this “an ethics disaster for the world” and demands strict punishments for this type of ethics violation.

What are your experiences with research ethics? How have you developed an ethical approach to research design? Please share your thoughts with us in the comments section below.

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Ethical considerations in research: Best practices and examples

To conduct responsible research, you’ve got to think about ethics. They protect participants’ rights and their well-being - and they ensure your findings are valid and reliable. This isn’t just a box for you to tick. It’s a crucial consideration that can make all the difference to the outcome of your research.

In this article, we'll explore the meaning and importance of research ethics in today's research landscape. You'll learn best practices to conduct ethical and impactful research.

Examples of ethical considerations in research

As a researcher, you're responsible for ethical research alongside your organization. Fulfilling ethical guidelines is critical. Organizations must ensure employees follow best practices to protect participants' rights and well-being.

Keep these things in mind when it comes to ethical considerations in research:

Voluntary participation

Voluntary participation is key. Nobody should feel like they're being forced to participate or pressured into doing anything they don't want to. That means giving people a choice and the ability to opt out at any time, even if they've already agreed to take part in the study.

Informed consent

Informed consent isn't just an ethical consideration. It's a legal requirement as well. Participants must fully understand what they're agreeing to, including potential risks and benefits.

The best way to go about this is by using a consent form. Make sure you include:

• A brief description of the study and research methods.
• The potential benefits and risks of participating.
• The length of the study.
• Contact information for the researcher and/or sponsor.
• Reiteration of the participant’s right to withdraw from the research project at any time without penalty.

Anonymity means that participants aren't identifiable in any way. This includes:

• Email address
• Photographs
• Video footage

You need a way to anonymize research data so that it can't be traced back to individual participants. This may involve creating a new digital ID for participants that can’t be linked back to their original identity using numerical codes.

Confidentiality

Information gathered during a study must be kept confidential. Confidentiality helps to protect the privacy of research participants. It also ensures that their information isn't disclosed to unauthorized individuals.

Some ways to ensure confidentiality include:

• Using a secure server to store data.
• Removing identifying information from databases that contain sensitive data.
• Using a third-party company to process and manage research participant data.
• Not keeping participant records for longer than necessary.
• Avoiding discussion of research findings in public forums.

Potential for harm

​​The potential for harm is a crucial factor in deciding whether a research study should proceed. It can manifest in various forms, such as:

• Psychological harm
• Social harm
• Physical harm

Conduct an ethical review to identify possible harms. Be prepared to explain how you’ll minimize these harms and what support is available in case they do happen.

Fair payment

One of the most crucial aspects of setting up a research study is deciding on fair compensation for your participants. Underpayment is a common ethical issue that shouldn't be overlooked. Properly rewarding participants' time is critical for boosting engagement and obtaining high-quality data. While Prolific requires a minimum payment of £6.00 / $8.00 per hour, there are other factors you need to consider when deciding on a fair payment.

First, check your institution's reimbursement guidelines to see if they already have a minimum or maximum hourly rate. You can also use the national minimum wage as a reference point.

Next, think about the amount of work you're asking participants to do. The level of effort required for a task, such as producing a video recording versus a short survey, should correspond with the reward offered.

You also need to consider the population you're targeting. To attract research subjects with specific characteristics or high-paying jobs, you may need to offer more as an incentive.

We recommend a minimum payment of £9.00 / $12.00 per hour, but we understand that payment rates can vary depending on a range of factors. Whatever payment you choose should reflect the amount of effort participants are required to put in and be fair to everyone involved.

Ethical research made easy with Prolific

At Prolific, we believe in making ethical research easy and accessible. The findings from the Fairwork Cloudwork report speak for themselves. Prolific was given the top score out of all competitors for minimum standards of fair work.

With over 25,000 researchers in our community, we're leading the way in revolutionizing the research industry. If you're interested in learning more about how we can support your research journey, sign up to get started now.

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Home » Ethical Considerations – Types, Examples and Writing Guide

Ethical Considerations – Types, Examples and Writing Guide

Table of Contents

Ethical Considerations

Ethical considerations in research refer to the principles and guidelines that researchers must follow to ensure that their studies are conducted in an ethical and responsible manner. These considerations are designed to protect the rights, safety, and well-being of research participants, as well as the integrity and credibility of the research itself

Some of the key ethical considerations in research include:

• Informed consent: Researchers must obtain informed consent from study participants, which means they must inform participants about the study’s purpose, procedures, risks, benefits, and their right to withdraw at any time.
• Privacy and confidentiality : Researchers must ensure that participants’ privacy and confidentiality are protected. This means that personal information should be kept confidential and not shared without the participant’s consent.
• Harm reduction : Researchers must ensure that the study does not harm the participants physically or psychologically. They must take steps to minimize the risks associated with the study.
• Fairness and equity : Researchers must ensure that the study does not discriminate against any particular group or individual. They should treat all participants equally and fairly.
• Use of deception: Researchers must use deception only if it is necessary to achieve the study’s objectives. They must inform participants of the deception as soon as possible.
• Use of vulnerable populations : Researchers must be especially cautious when working with vulnerable populations, such as children, pregnant women, prisoners, and individuals with cognitive or intellectual disabilities.
• Conflict of interest : Researchers must disclose any potential conflicts of interest that may affect the study’s integrity. This includes financial or personal relationships that could influence the study’s results.
• Data manipulation: Researchers must not manipulate data to support a particular hypothesis or agenda. They should report the results of the study objectively, even if the findings are not consistent with their expectations.
• Intellectual property: Researchers must respect intellectual property rights and give credit to previous studies and research.
• Cultural sensitivity : Researchers must be sensitive to the cultural norms and beliefs of the participants. They should avoid imposing their values and beliefs on the participants and should be respectful of their cultural practices.

Types of Ethical Considerations

Types of Ethical Considerations are as follows:

Research Ethics:

This includes ethical principles and guidelines that govern research involving human or animal subjects, ensuring that the research is conducted in an ethical and responsible manner.

Business Ethics :

This refers to ethical principles and standards that guide business practices and decision-making, such as transparency, honesty, fairness, and social responsibility.

Medical Ethics :

This refers to ethical principles and standards that govern the practice of medicine, including the duty to protect patient autonomy, informed consent, confidentiality, and non-maleficence.

Environmental Ethics :

This involves ethical principles and values that guide our interactions with the natural world, including the obligation to protect the environment, minimize harm, and promote sustainability.

Legal Ethics

This involves ethical principles and standards that guide the conduct of legal professionals, including issues such as confidentiality, conflicts of interest, and professional competence.

Social Ethics

This involves ethical principles and values that guide our interactions with other individuals and society as a whole, including issues such as justice, fairness, and human rights.

Information Ethics

This involves ethical principles and values that govern the use and dissemination of information, including issues such as privacy, accuracy, and intellectual property.

Cultural Ethics

This involves ethical principles and values that govern the relationship between different cultures and communities, including issues such as respect for diversity, cultural sensitivity, and inclusivity.

Technological Ethics

This refers to ethical principles and guidelines that govern the development, use, and impact of technology, including issues such as privacy, security, and social responsibility.

Journalism Ethics

This involves ethical principles and standards that guide the practice of journalism, including issues such as accuracy, fairness, and the public interest.

Educational Ethics

This refers to ethical principles and standards that guide the practice of education, including issues such as academic integrity, fairness, and respect for diversity.

Political Ethics

This involves ethical principles and values that guide political decision-making and behavior, including issues such as accountability, transparency, and the protection of civil liberties.

Professional Ethics

This refers to ethical principles and standards that guide the conduct of professionals in various fields, including issues such as honesty, integrity, and competence.

Personal Ethics

This involves ethical principles and values that guide individual behavior and decision-making, including issues such as personal responsibility, honesty, and respect for others.

Global Ethics

This involves ethical principles and values that guide our interactions with other nations and the global community, including issues such as human rights, environmental protection, and social justice.

Applications of Ethical Considerations

Ethical considerations are important in many areas of society, including medicine, business, law, and technology. Here are some specific applications of ethical considerations:

• Medical research : Ethical considerations are crucial in medical research, particularly when human subjects are involved. Researchers must ensure that their studies are conducted in a way that does not harm participants and that participants give informed consent before participating.
• Business practices: Ethical considerations are also important in business, where companies must make decisions that are socially responsible and avoid activities that are harmful to society. For example, companies must ensure that their products are safe for consumers and that they do not engage in exploitative labor practices.
• Environmental protection: Ethical considerations play a crucial role in environmental protection, as companies and governments must weigh the benefits of economic development against the potential harm to the environment. Decisions about land use, resource allocation, and pollution must be made in an ethical manner that takes into account the long-term consequences for the planet and future generations.
• Technology development : As technology continues to advance rapidly, ethical considerations become increasingly important in areas such as artificial intelligence, robotics, and genetic engineering. Developers must ensure that their creations do not harm humans or the environment and that they are developed in a way that is fair and equitable.
• Legal system : The legal system relies on ethical considerations to ensure that justice is served and that individuals are treated fairly. Lawyers and judges must abide by ethical standards to maintain the integrity of the legal system and to protect the rights of all individuals involved.

Examples of Ethical Considerations

Here are a few examples of ethical considerations in different contexts:

• In healthcare : A doctor must ensure that they provide the best possible care to their patients and avoid causing them harm. They must respect the autonomy of their patients, and obtain informed consent before administering any treatment or procedure. They must also ensure that they maintain patient confidentiality and avoid any conflicts of interest.
• In the workplace: An employer must ensure that they treat their employees fairly and with respect, provide them with a safe working environment, and pay them a fair wage. They must also avoid any discrimination based on race, gender, religion, or any other characteristic protected by law.
• In the media : Journalists must ensure that they report the news accurately and without bias. They must respect the privacy of individuals and avoid causing harm or distress. They must also be transparent about their sources and avoid any conflicts of interest.
• In research: Researchers must ensure that they conduct their studies ethically and with integrity. They must obtain informed consent from participants, protect their privacy, and avoid any harm or discomfort. They must also ensure that their findings are reported accurately and without bias.
• In personal relationships : People must ensure that they treat others with respect and kindness, and avoid causing harm or distress. They must respect the autonomy of others and avoid any actions that would be considered unethical, such as lying or cheating. They must also respect the confidentiality of others and maintain their privacy.

How to Write Ethical Considerations

When writing about research involving human subjects or animals, it is essential to include ethical considerations to ensure that the study is conducted in a manner that is morally responsible and in accordance with professional standards. Here are some steps to help you write ethical considerations:

• Describe the ethical principles: Start by explaining the ethical principles that will guide the research. These could include principles such as respect for persons, beneficence, and justice.
• Discuss informed consent : Informed consent is a critical ethical consideration when conducting research. Explain how you will obtain informed consent from participants, including how you will explain the purpose of the study, potential risks and benefits, and how you will protect their privacy.
• Address confidentiality : Describe how you will protect the confidentiality of the participants’ personal information and data, including any measures you will take to ensure that the data is kept secure and confidential.
• Consider potential risks and benefits : Describe any potential risks or harms to participants that could result from the study and how you will minimize those risks. Also, discuss the potential benefits of the study, both to the participants and to society.
• Discuss the use of animals : If the research involves the use of animals, address the ethical considerations related to animal welfare. Explain how you will minimize any potential harm to the animals and ensure that they are treated ethically.
• Mention the ethical approval : Finally, it’s essential to acknowledge that the research has received ethical approval from the relevant institutional review board or ethics committee. State the name of the committee, the date of approval, and any specific conditions or requirements that were imposed.

When to Write Ethical Considerations

Ethical considerations should be written whenever research involves human subjects or has the potential to impact human beings, animals, or the environment in some way. Ethical considerations are also important when research involves sensitive topics, such as mental health, sexuality, or religion.

In general, ethical considerations should be an integral part of any research project, regardless of the field or subject matter. This means that they should be considered at every stage of the research process, from the initial planning and design phase to data collection, analysis, and dissemination.

Ethical considerations should also be written in accordance with the guidelines and standards set by the relevant regulatory bodies and professional associations. These guidelines may vary depending on the discipline, so it is important to be familiar with the specific requirements of your field.

Purpose of Ethical Considerations

Ethical considerations are an essential aspect of many areas of life, including business, healthcare, research, and social interactions. The primary purposes of ethical considerations are:

• Protection of human rights: Ethical considerations help ensure that people’s rights are respected and protected. This includes respecting their autonomy, ensuring their privacy is respected, and ensuring that they are not subjected to harm or exploitation.
• Promoting fairness and justice: Ethical considerations help ensure that people are treated fairly and justly, without discrimination or bias. This includes ensuring that everyone has equal access to resources and opportunities, and that decisions are made based on merit rather than personal biases or prejudices.
• Promoting honesty and transparency : Ethical considerations help ensure that people are truthful and transparent in their actions and decisions. This includes being open and honest about conflicts of interest, disclosing potential risks, and communicating clearly with others.
• Maintaining public trust: Ethical considerations help maintain public trust in institutions and individuals. This is important for building and maintaining relationships with customers, patients, colleagues, and other stakeholders.
• Ensuring responsible conduct: Ethical considerations help ensure that people act responsibly and are accountable for their actions. This includes adhering to professional standards and codes of conduct, following laws and regulations, and avoiding behaviors that could harm others or damage the environment.

Advantages of Ethical Considerations

Here are some of the advantages of ethical considerations:

• Builds Trust : When individuals or organizations follow ethical considerations, it creates a sense of trust among stakeholders, including customers, clients, and employees. This trust can lead to stronger relationships and long-term loyalty.
• Reputation and Brand Image : Ethical considerations are often linked to a company’s brand image and reputation. By following ethical practices, a company can establish a positive image and reputation that can enhance its brand value.
• Avoids Legal Issues: Ethical considerations can help individuals and organizations avoid legal issues and penalties. By adhering to ethical principles, companies can reduce the risk of facing lawsuits, regulatory investigations, and fines.
• Increases Employee Retention and Motivation: Employees tend to be more satisfied and motivated when they work for an organization that values ethics. Companies that prioritize ethical considerations tend to have higher employee retention rates, leading to lower recruitment costs.
• Enhances Decision-making: Ethical considerations help individuals and organizations make better decisions. By considering the ethical implications of their actions, decision-makers can evaluate the potential consequences and choose the best course of action.
• Positive Impact on Society: Ethical considerations have a positive impact on society as a whole. By following ethical practices, companies can contribute to social and environmental causes, leading to a more sustainable and equitable society.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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• Cookies & Privacy
• GETTING STARTED
• Introduction
• FUNDAMENTALS
• Acknowledgements
• Research questions & hypotheses
• Concepts, constructs & variables
• Research limitations
• Getting started
• Sampling Strategy
• Research Quality
• Research Ethics
• Data Analysis

Sampling strategies and research ethics

Dissertations involve performing research on samples . The way that we choose a sample to investigate can raise a number of ethical issues that must be understood and overcome. When thinking about the impact of sampling strategies on research ethics, you need to take into account: (a) the sampling techniques that you use; (b) the sample size you select; and (c) the role of gatekeepers that influence access to your sample. Each of these aspects of sampling strategies and research ethics are discussed in turn:

Sampling techniques

When sampling, you need to decide what units (e.g., people, organisations, data) to include in your sample and which ones to exclude. Sampling techniques act as a guide to help you select these units. However, how units are selected varies considerably between probability sampling techniques and non-probability sampling techniques [see the articles, Probability sampling and Non-probability sampling to learn more about these types of sampling technique]. Moreover, there is also a lot of variation amongst non-probability sampling techniques , in particular.

Probability sampling techniques require a list of the population from which you select units for your sample . This raises potential data protection and confidentiality issues because units in the list (i.e., when people are your units) will not necessarily have given you permission to access the list with their details. Therefore, you need to check that you have the right to access the list in the first place.

When using non-probability sampling , you need to ask yourself whether you are including or excluding units for theoretical or practical reasons. In the case of purposive sampling , the choice of which units to include and exclude is theoretically-driven . In such cases, there are few ethical concerns. However, where units are included or excluded for practical reasons, such as ease of access or personal preferences (e.g., convenience sampling ), there is a danger that units will be excluded unnecessarily. For example, it is not uncommon when select units using convenience sampling that researchers? natural preferences (and even prejudices) will influence the selection process. For example, maybe the researcher would avoid approaching certain groups (e.g., socially marginalised individuals, people who speak little English, disabled people). Where this happens, it raises ethical issues because the picture being built through the research can be excessively narrow, and arguably, unethically narrow. This highlights the importance of using theory to determine the creation of samples when using non-probability sampling techniques rather than practical reasons, whenever possible.

Sample size

Whether you are using a probability sampling or non-probability sampling technique to help you create your sample, you will need to decide how large your sample should be (i.e., your sample size) . Your sample size becomes an ethical issue for two reasons: over-sized samples and under-sized samples .

Over-sized samples

A sample is over-sized when there are more units (e.g., people, organisations) in the sample than are needed to achieve you goals (i.e., to answer your research questions robustly). An over-sized sample is considered to be an ethical issue because it potentially exposes an excessive number of people (or other units ) to your research. Let's look at where this may or may not be a problem:

Not an ethical issue

Imagine that you were interested in the career choices of students at your university , and you were only asking students to complete a questionnaire taking no more than 10 minutes, all an over-sized sample would have done was waste a little of the students' time. Whilst you don't want to be wasting peoples' time, and should try and avoid doing so, this is not a major ethical issue.

A potential ethical issue

Imagine that you were interested in the effect of a carbohydrate free diet on the concentration levels of female university students in the classroom . You know that carbohydrate free diets (i.e., no breads, pasta, rice, etc.) are a new fad amongst female university students because some female students feel that it helps them loose weight (or not put weight on). However, you have read some research showing that such diets can make people feel lethargic (i.e., low on energy). Therefore, you want to know whether this is affecting students? performance; or more specifically, the concentration levels of female students in the classroom. You decide to conduct an experiment where you measure concentration levels amongst 40 female students that are not on any specific diet. First, you measure their concentration levels. Then, you ask 20 of the students to go on a carbohydrate free diet and whilst the remaining 20 continue with the normal food consumption. After a period of time (e.g., 14 days), you measure the concentration levels of all 40 students to compare any differences between the two groups (i.e., the normal group and the group on the carbohydrate free diet). You find that the carbohydrate free diet did significantly impact on the concentration levels of the 20 students. So here comes the ethical issue: What if you could have come to the same conclusion with fewer students? What if you only needed to ask 10 students to go on the carbohydrate free diet rather than 20? Would this have meant that the performance of 10 students would not have been negatively for a 14 day period as a result? The important point is that you do not want to expose individuals to distress or harm unnecessarily.

Under-sized samples

A sample is under-sized when you are unable to achieve your goals (i.e., to answer your research questions robustly) because you insufficient units in your sample. These units could be people, organisation, data, and so forth. The important point is that you fail to answer your research questions not because a potential answer did not exist, but because your sample size was too small for such an answer to be discovered (or interpreted). Let's look where this may or may not be a problem:

Let's take the example of the career choices of students at your university . If you did not collect sufficient data; that is, you did not ask enough students to complete your questionnaire, the answers you get back from your sample may not be representative of the population of all students at your university. This is bad from two perspectives, but only one is arguably a potential ethical issue: First, it is bad because your dissertation findings will be of a lower quality; they will not reflect the population of all students at the university that you are interested in, which will most likely lead to a lower mark. This is bad for you, but not necessarily unethical. However, if the findings from your research are incorrectly taken to reflect the views of all students at your university, and somehow wrongly influence policy within the university (e.g., amongst the Career Advisory Service), your dissertation research could have negatively impacted other students. This is a potential ethical issue. Despite this, we would expect that the likelihood of this happening is fairly low.

Going back to the example of the effect of a carbohydrate free diet on the concentration levels of female university students in the classroom , an under-sized sample does pose potential ethical issues. After all, with the exception of students that just want to help you out, it is likely that most students are taking part voluntarily because they want to the effect of such a diet on their potential classroom performance. Perhaps they have used the diet before or are thinking about using the diet. Alternately, perhaps they are worried about the effects of such diets, and what to further research in this area. In either case, if no conclusions can be made or the findings are not statistically significant because the sample size was too small, the effort, and potential distress and harm that these volunteers put themselves through was all in vein (i.e., completely wasted). This is where an under-sized sample can become an ethical issue.

As a researcher, even when you're an undergraduate or master's level student, you have a duty not to expose an excessive number of people to unnecessary distress or harm. This is one of the basic principles of research ethics. At the same time, you have a duty not to achieve what you set out to achieve. This is not just a duty to yourself or the sponsors of your dissertation (if you have any), but more importantly, to the people that take part in your research (i.e., your sample ). To try and minimise the potential ethical issues that come with over-sized and under-sized samples , there are instances where you can make sample size calculations to estimate the required sample size to achieve your goals.

Gatekeepers

Gatekeepers can often control access to the participants we are interested in (e.g., a manager's control over access to employees within an organisation). This has ethical implications because of the power that such gatekeepers can exercise over those individuals. For example, they may control what access is (and is not) granted to which individuals, coerce individuals into taking part in your research, and influence the nature of responses. This may affect the level of consent that a participant gives (or is believed to have given) you. Ask yourself: Do I think that participants are taking part voluntarily ? How did the route I take to access participants affect not only the voluntary nature of individuals' participation, but how will it affect the data?

Problems with gatekeepers can also affect the representativeness of the sample. Whilst qualitative research designs are more likely to use non-probability sampling techniques such as purposive sampling , even quantitative research designs that use probability sampling can suffer from issues of reliability (dependability) associated with gatekeepers. In the case of quantitative research designs using probability sampling , are gatekeepers providing an accurate list of the population without missing out potential participants (e.g., employees that may give a negative view of an organisation)? In the case of qualitative research designs using non-probability sampling , are gatekeepers coercing participants to take part and/or influencing their responses?

Data analysis techniques and research ethics

It is often during the data analysis and reporting phases of dissertation research that issues of participant confidentiality and data privacy come to the fore. Since the use of quantitative data analysis techniques and qualitative data analysis techniques each present their own ethical challenges, these are addressed separately. These two types of data analysis technique are discussed in turn:

Quantitative data analysis techniques

For the most part, the aggregation of data (i.e., the summarising of data) when using quantitative data analysis techniques helps to protect the anonymity of respondents. However, there are occasions where quantitative data analysis techniques do not protect such anonymity.

For example, imagine that your dissertation used a quantitative research design and a survey as your main research method . In the process of analysing your data, it is possible that when examining relationships between variables (i.e., questions in your survey), a person's identity and responses could be inferred. For instance, imagine that you were comparing responses amongst employees within an organisation based on specific age groups. There may only be a small group (or just one employee) within a particular age group (e.g., over 70 years old), which could enable others to identify the responses of this individual (or small group of employees) when looking at a table summarising participants to the survey questions according to their age group.

Therefore, you need to consider ways of overcoming such problems, such as (a) further aggregating data in tables and (b) setting rules that ensure a minimum number of units are present before data/information can be presented. Indeed, whilst there is a danger that a lack of data aggregation can lead to the identification of research participants, this is (a) not that likely (unless you are looking at a small organisation where everyone generally knows each other) and (b) relatively easily rectified by aggregating the data at a higher level (e.g., resorting age categories).

Qualitative data analysis techniques

The greater richness of qualitative data and the way that qualitative data is often presented creates potential ethical challenges. On the one hand, there is the desire, especially amongst researchers following a qualitative research design to present qualitative data in all its richness. Failure to do so can not only limit the descriptive and explanatory power that is one of the advantages of using qualitative research designs, but also leads to criticisms of poor research quality because other researchers cannot easily validate the claims that are being made. On the other, there is the danger that such richness exposes research participants to greater risks since it is more likely that they can be identified through such qualitative data analysis techniques.

To avoid breaching your duty of protecting participants' confidentiality, it is important to: (a) get permission to provide personally identifiable information and facts, especially quotations, before publishing the data (i.e., having your dissertation marked); (b) show participants what you are going to display and secure their permission to do so; (c) ask them to validate the conclusions you have made from their data and/or clearly distinguish your views from theirs when writing up; and (d) use different names for those individuals and/or organisations that took part in your research so that they cannot be identified.

Final thoughts

Research ethics should not be an afterthought. Instead, ethics should be built into the dissertation process. Therefore, when planning how you will tackle ethical issues and challenges in your dissertation, consider the research strategy that you have adopted and the impact this will have on these ethical issues and challenges.

Handbook of Academic Integrity pp 1–14 Cite as

Publication Ethics and Graduate Students

• Deborah C. Poff 2  
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• First Online: 08 August 2023

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This chapter provides an overview of key issues involved in publication ethics with a particular focus on the educational needs of graduate students to understand publication ethics and the relationship between ethical misconduct in research and ethical misconduct in scholarly publication. Publication ethics and its place on the continuum between research ethics and publication integrity are explored. For a number of years, universities and governments have introduced requirements for graduate students to learn research ethics and examples of violations of ethics prior to undertaking research. Such educational requirements are however generally lacking with respect to knowledge of publication ethics. Many graduate students do publish their initial scholarly research findings as part of their graduate education, and many go on to establish academic careers. It is consequently critical that graduate students also receive education about the nature and types of ethical violations of publication ethics. Also, it should be noted that even if graduate students do not intend to pursue an academic career, teaching them about both research ethics and publication ethics is a good end in itself.

• Publication misconduct
• Publication ethics
• Research ethics
• Research misconduct
• Authors and publication ethics
• Journals and publication ethics

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Poff, D.C. (2023). Publication Ethics and Graduate Students. In: Eaton, S.E. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-079-7_140-1

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A guide to ethical considerations in research

Last updated

12 March 2023

Reviewed by

Miroslav Damyanov

Whether you are conducting a survey, running focus groups , doing field research, or holding interviews, the chances are participants will be a part of the process.

Taking ethical considerations into account and following all obligations are essential when people are involved in your research. Upholding academic integrity is another crucial ethical concern in all research types. 

So, how can you protect your participants and ensure that your research is ethical? Let’s take a closer look at the ethical considerations in research and the best practices to follow.

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• The importance of ethical research

Research ethics are integral to all forms of research. They help protect participants’ rights, ensure that the research is valid and accurate, and help minimize any risk of harm during the process.

When people are involved in your research, it’s particularly important to consider whether your planned research method follows ethical practices.

You might ask questions such as:

Will our participants be protected?

Is there a risk of any harm?

Are we doing all we can to protect the personal data and information we collect?

Does our study include any bias?

How can we ensure that the results will be accurate and valid?

Will our research impact public safety?

Is there a more ethical way to complete the research?

Conducting research unethically and not protecting participants’ rights can have serious consequences. It can discredit the entire study. Human rights, dignity, and research integrity should all be front of mind when you are conducting research.

• How to conduct ethical research

Before kicking off any project, the entire team must be familiar with ethical best practices. These include the considerations below.

Voluntary participation

In an ethical study, all participants have chosen to be part of the research. They must have voluntarily opted in without any pressure or coercion to do so. They must be aware that they are part of a research study. Their information must not be used against their will. 

To ensure voluntary participation, make it clear at the outset that the person is opting into the process.

While participants may agree to be part of a study for a certain duration, they are allowed to change their minds. Participants must be free to leave or withdraw from the study at any time. They don’t need to give a reason.

Informed consent

Before kicking off any research, it’s also important to gain consent from all participants. This ensures participants are clear that they are part of a research study and understand all of the information related to it.

Gaining informed consent usually involves a written consent form—physical or digital—that participants can sign.

Best practice informed consent generally includes the following:

An explanation of what the study is

The duration of the study

The expectations of participants

Any potential risks

An explanation that participants are free to withdraw at any time

Contact information for the research supervisor

When obtaining informed consent, you should ensure that all parties truly understand what they are signing and their obligations as a participant. There should never be any coercion to sign.

Anonymity is key to ensuring that participants cannot be identified through their data. Personal information includes things like participants’ names, addresses, emails, phone numbers, characteristics, and photos.

However, making information truly anonymous can be challenging, especially if personal information is a necessary part of the research.

To maintain a degree of anonymity, avoid gathering any information you don’t need. This will minimize the risk of participants being identified.

Another useful tool is data pseudonymization, which makes it harder to directly link information to a real person. Data pseudonymization means giving participants fake names or mock information to protect their identity. You could, for example, replace participants’ names with codes.

Confidentiality

Keeping data confidential is a critical aspect of all forms of research. You should communicate to all participants that their information will be protected and then take active steps to ensure that happens.

Data protection has become a serious topic in recent years and should be taken seriously. The more information you gather, the more important it is to heavily protect that data.

There are many ways to protect data, including the following:

Restricted access: Information should only be accessible to the researchers involved in the project to limit the risk of breaches.

Password protection : Information should not be accessible without access via a password that complies with secure password guidelines.

Encrypted data: In this day and age, password protection isn’t usually sufficient. Encrypting the data can help ensure its security.

Data retention: All organizations should uphold a data retention policy whereby data gathered should only be held for a certain period of time. This minimizes the risk of breaches further down the line.

In research where participants are grouped together (such as in focus groups), ask participants not to pass on what has been discussed. This helps maintain the group’s privacy.

Data falsification

Regardless of what your study is about or whether it involves humans, it’s always unethical to falsify data or information. That means editing or changing any data that has been gathered or gathering data in ways that skew the results.

Bias in research is highly problematic and can significantly impact research integrity. Data falsification or misrepresentation can have serious consequences.

Take the case of Korean researcher Hwang Woo-suk, for example. Woo-suk, once considered a scientific leader in stem-cell research, was found guilty of fabricating experiments in the field and making ethical violations. Once discovered, he was fired from his role and sentenced to two years in prison.

All conflicts of interest should be declared at the outset to avoid any bias or risk of fabrication in the research process. Data must be collected and recorded accurately, and analysis must be completed impartially.

If conflicts do arise during the study, researchers may need to step back to maintain the study’s integrity. Outsourcing research to neutral third parties is necessary in some cases.

Potential for harm

Another consideration is the potential for harm. When completing research, it’s important to ensure that your participants will be safe throughout the study’s duration. 

Harm during research could occur in many forms.

Physical harm may occur if your participants are asked to perform a physical activity, or if they are involved in a medical study.

Psychological harm can occur if questions or activities involve triggering or sensitive topics, or if participants are asked to complete potentially embarrassing tasks.

Harm can be caused through a data breach or privacy concern.

A study can cause harm if the participants don’t feel comfortable with the study expectations or their supervisors.

Maintaining the physical and mental well-being of all participants throughout studies is an essential aspect of ethical research.

• Gaining ethical approval

Gaining ethical approval may be necessary before conducting some types of research. 

The US Department of Health and Human Services (HHS) and the US Food and Drug Administration (FDA) advise that approval is likely required for studies involving people.

To gain approval, it’s necessary to submit a proposal to an Institutional Review Board (IRB). The board will check the proposal and ensure that the research aligns with ethical practices. It will allow the project to proceed if it meets requirements.

Not gaining appropriate approval could invalidate your study, so it’s essential to pay attention to all local guidelines and laws.

• The dangers of unethical practices

Not maintaining ethical standards in research isn’t just questionable—it can be dangerous too. Many historical cases show just how widespread the ramifications can be.

The case of Korean researcher Hwang Woo-suk shows just how critical it is to obtain information ethically and accurately represent findings.

A case in 1998, which involved fraudulent data reporting, further proves this point.

The study, now debunked, was completed by Andrew Wakefield. It suggested there may be a link between the measles, mumps, and rubella (MMR) vaccine and autism in children. It was later found that the data was manipulated to show a causal link when there wasn’t one. Wakefield’s medical license was removed as a result, but the fraudulent study was still widely cited and continues to cause vaccine hesitancy among many parents.

Large organizational bodies have also been a part of unethical research. The alcohol industry, for example, was found to be highly influential in a major public health study in an attempt to prove that moderate alcohol consumption had health benefits. Five major alcohol companies pledged approximately $66 million to fund the study.

However, the World Health Organization (WHO) is clear that research shows there is no safe level of alcohol consumption. After pressure from many organizations, the study was eventually pulled due to biasing by the alcohol industry. Despite this, the idea that moderate alcohol consumption is better than abstaining may still appear in public discourse.

In more extreme cases, unethical research has led to medical studies being completed on people without their knowledge and against their will. The atrocities committed in Nazi Germany during World War II are an example.

Unethical practices in research are not just problematic or in conflict with academic integrity; they can seriously harm public health and safety.

• The ethical way to research

Considering ethical concerns and adopting best practices throughout studies is essential when conducting research.

When people are involved in studies, it’s important to consider their rights. They must not be coerced into participating, and they should be protected throughout the process.

Accurate reporting, unbiased results, and a genuine interest in answering questions rather than confirming assumptions are all essential aspects of ethical research.

Ethical research ultimately means producing true and valuable results for the benefit of everyone impacted by your study.

What are ethical considerations in research?

Ethical research involves a series of guidelines and considerations to ensure that the information gathered is valid and reliable. These guidelines ensure that:

People are not harmed during research

Participants have data protection and anonymity

Academic integrity is upheld

Not maintaining ethics in research can have serious consequences for those involved in the studies, the broader public, and policymakers.

What are the most common ethical considerations?

To maintain integrity and validity in research, all biases must be removed, data should be reported accurately, and studies must be clearly represented.

Some of the most common ethical guidelines when it comes to humans in research include avoiding harm, data protection, anonymity, informed consent, and confidentiality.

What are the ethical issues in secondary research?

Using secondary data is generally considered an ethical practice. That’s because the use of secondary data minimizes the impact on participants, reduces the need for additional funding, and maximizes the value of the data collection.

However, secondary research still has risks. For example, the risk of data breaches increases as more parties gain access to the information.

To minimize the risk, researchers should consider anonymity or data pseudonymization before the data is passed on. Furthermore, using the data should not cause any harm or distress to participants.

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• Ethical Considerations in Research | Types & Examples

Ethical Considerations in Research | Types & Examples

Published on 7 May 2022 by Pritha Bhandari .

Ethical considerations in research are a set of principles that guide your research designs and practices. Scientists and researchers must always adhere to a certain code of conduct when collecting data from people.

The goals of human research often include understanding real-life phenomena, studying effective treatments, investigating behaviours, and improving lives in other ways. What you decide to research and how you conduct that research involve key ethical considerations.

These considerations work to:

• Protect the rights of research participants
• Enhance research validity
• Maintain scientific integrity

Table of contents

Why do research ethics matter, getting ethical approval for your study, types of ethical issues, voluntary participation, informed consent, confidentiality, potential for harm, results communication, examples of ethical failures, frequently asked questions about research ethics.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe for research subjects.

You’ll balance pursuing important research aims with using ethical research methods and procedures. It’s always necessary to prevent permanent or excessive harm to participants, whether inadvertent or not.

Defying research ethics will also lower the credibility of your research because it’s hard for others to trust your data if your methods are morally questionable.

Even if a research idea is valuable to society, it doesn’t justify violating the human rights or dignity of your study participants.

Prevent plagiarism, run a free check.

Before you start any study involving data collection with people, you’ll submit your research proposal to an institutional review board (IRB) .

An IRB is a committee that checks whether your research aims and research design are ethically acceptable and follow your institution’s code of conduct. They check that your research materials and procedures are up to code.

If successful, you’ll receive IRB approval, and you can begin collecting data according to the approved procedures. If you want to make any changes to your procedures or materials, you’ll need to submit a modification application to the IRB for approval.

If unsuccessful, you may be asked to re-submit with modifications or your research proposal may receive a rejection. To get IRB approval, it’s important to explicitly note how you’ll tackle each of the ethical issues that may arise in your study.

There are several ethical issues you should always pay attention to in your research design, and these issues can overlap with each other.

You’ll usually outline ways you’ll deal with each issue in your research proposal if you plan to collect data from participants.

Voluntary participation means that all research subjects are free to choose to participate without any pressure or coercion.

All participants are able to withdraw from, or leave, the study at any point without feeling an obligation to continue. Your participants don’t need to provide a reason for leaving the study.

It’s important to make it clear to participants that there are no negative consequences or repercussions to their refusal to participate. After all, they’re taking the time to help you in the research process, so you should respect their decisions without trying to change their minds.

Voluntary participation is an ethical principle protected by international law and many scientific codes of conduct.

Take special care to ensure there’s no pressure on participants when you’re working with vulnerable groups of people who may find it hard to stop the study even when they want to.

Informed consent refers to a situation in which all potential participants receive and understand all the information they need to decide whether they want to participate. This includes information about the study’s benefits, risks, funding, and institutional approval.

• What the study is about
• The risks and benefits of taking part
• How long the study will take
• Your supervisor’s contact information and the institution’s approval number

Usually, you’ll provide participants with a text for them to read and ask them if they have any questions. If they agree to participate, they can sign or initial the consent form. Note that this may not be sufficient for informed consent when you work with particularly vulnerable groups of people.

If you’re collecting data from people with low literacy, make sure to verbally explain the consent form to them before they agree to participate.

For participants with very limited English proficiency, you should always translate the study materials or work with an interpreter so they have all the information in their first language.

In research with children, you’ll often need informed permission for their participation from their parents or guardians. Although children cannot give informed consent, it’s best to also ask for their assent (agreement) to participate, depending on their age and maturity level.

Anonymity means that you don’t know who the participants are and you can’t link any individual participant to their data.

You can only guarantee anonymity by not collecting any personally identifying information – for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, and videos.

In many cases, it may be impossible to truly anonymise data collection. For example, data collected in person or by phone cannot be considered fully anonymous because some personal identifiers (demographic information or phone numbers) are impossible to hide.

You’ll also need to collect some identifying information if you give your participants the option to withdraw their data at a later stage.

Data pseudonymisation is an alternative method where you replace identifying information about participants with pseudonymous, or fake, identifiers. The data can still be linked to participants, but it’s harder to do so because you separate personal information from the study data.

Confidentiality means that you know who the participants are, but you remove all identifying information from your report.

All participants have a right to privacy, so you should protect their personal data for as long as you store or use it. Even when you can’t collect data anonymously, you should secure confidentiality whenever you can.

Some research designs aren’t conducive to confidentiality, but it’s important to make all attempts and inform participants of the risks involved.

As a researcher, you have to consider all possible sources of harm to participants. Harm can come in many different forms.

• Psychological harm: Sensitive questions or tasks may trigger negative emotions such as shame or anxiety.
• Social harm: Participation can involve social risks, public embarrassment, or stigma.
• Physical harm: Pain or injury can result from the study procedures.
• Legal harm: Reporting sensitive data could lead to legal risks or a breach of privacy.

It’s best to consider every possible source of harm in your study, as well as concrete ways to mitigate them. Involve your supervisor to discuss steps for harm reduction.

Make sure to disclose all possible risks of harm to participants before the study to get informed consent. If there is a risk of harm, prepare to provide participants with resources, counselling, or medical services if needed.

Some of these questions may bring up negative emotions, so you inform participants about the sensitive nature of the survey and assure them that their responses will be confidential.

The way you communicate your research results can sometimes involve ethical issues. Good science communication is honest, reliable, and credible. It’s best to make your results as transparent as possible.

Take steps to actively avoid plagiarism and research misconduct wherever possible.

Plagiarism means submitting others’ works as your own. Although it can be unintentional, copying someone else’s work without proper credit amounts to stealing. It’s an ethical problem in research communication because you may benefit by harming other researchers.

Self-plagiarism is when you republish or re-submit parts of your own papers or reports without properly citing your original work.

This is problematic because you may benefit from presenting your ideas as new and original even though they’ve already been published elsewhere in the past. You may also be infringing on your previous publisher’s copyright, violating an ethical code, or wasting time and resources by doing so.

In extreme cases of self-plagiarism, entire datasets or papers are sometimes duplicated. These are major ethical violations because they can skew research findings if taken as original data.

You notice that two published studies have similar characteristics even though they are from different years. Their sample sizes, locations, treatments, and results are highly similar, and the studies share one author in common.

Research misconduct

Research misconduct means making up or falsifying data, manipulating data analyses, or misrepresenting results in research reports. It’s a form of academic fraud.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement about data analyses.

Research misconduct is a serious ethical issue because it can undermine scientific integrity and institutional credibility. It leads to a waste of funding and resources that could have been used for alternative research.

Later investigations revealed that they fabricated and manipulated their data to show a nonexistent link between vaccines and autism. Wakefield also neglected to disclose important conflicts of interest, and his medical license was taken away.

This fraudulent work sparked vaccine hesitancy among parents and caregivers. The rate of MMR vaccinations in children fell sharply, and measles outbreaks became more common due to a lack of herd immunity.

Research scandals with ethical failures are littered throughout history, but some took place not that long ago.

Some scientists in positions of power have historically mistreated or even abused research participants to investigate research problems at any cost. These participants were prisoners, under their care, or otherwise trusted them to treat them with dignity.

To demonstrate the importance of research ethics, we’ll briefly review two research studies that violated human rights in modern history.

These experiments were inhumane and resulted in trauma, permanent disabilities, or death in many cases.

After some Nazi doctors were put on trial for their crimes, the Nuremberg Code of research ethics for human experimentation was developed in 1947 to establish a new standard for human experimentation in medical research.

In reality, the actual goal was to study the effects of the disease when left untreated, and the researchers never informed participants about their diagnoses or the research aims.

Although participants experienced severe health problems, including blindness and other complications, the researchers only pretended to provide medical care.

When treatment became possible in 1943, 11 years after the study began, none of the participants were offered it, despite their health conditions and high risk of death.

Ethical failures like these resulted in severe harm to participants, wasted resources, and lower trust in science and scientists. This is why all research institutions have strict ethical guidelines for performing research.

Ethical considerations in research are a set of principles that guide your research designs and practices. These principles include voluntary participation, informed consent, anonymity, confidentiality, potential for harm, and results communication.

Scientists and researchers must always adhere to a certain code of conduct when collecting data from others .

These considerations protect the rights of research participants, enhance research validity , and maintain scientific integrity.

Research ethics matter for scientific integrity, human rights and dignity, and collaboration between science and society. These principles make sure that participation in studies is voluntary, informed, and safe.

Anonymity means you don’t know who the participants are, while confidentiality means you know who they are but remove identifying information from your research report. Both are important ethical considerations .

You can only guarantee anonymity by not collecting any personally identifying information – for example, names, phone numbers, email addresses, IP addresses, physical characteristics, photos, or videos.

You can keep data confidential by using aggregate information in your research report, so that you only refer to groups of participants rather than individuals.

These actions are committed intentionally and can have serious consequences; research misconduct is not a simple mistake or a point of disagreement but a serious ethical failure.

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Research Ethics

According to the article posted in TheScientist, Paolo Machiarini, a trachea surgeon, was one of the researchers that the authorities reported committing research misconduct. The site reported that while at the Karolinksa Institute, the said researcher conducted transplant experiments that resulted in the death of some participants. This controversial biomedical research ethical issue pushes the authorities of Sweden to implement a law about  research misconduct . This law allows the government to create an agency that will investigate  clinical researches , among other types of studies, for possible research misconduct.

What is Research Ethics?

Ethics, in general, is a philosophy that deals with what is right and wrong. This thinking applies to research projects because it ensures that researchers are maintaining a high ethical measure in all affecting factors. When conducting studies, such as qualitative research in medicine, you should consider factors such as the way you are treating animal and human subjects. Through this philosophy, individuals, such as qualitative research ethics committees can create guidelines that teach to avoid research misconduct, such as the incident that we mentioned earlier.

What is Bioethics?

Among the studies that experts conduct, biological and medical examinations are a few of the most delicate ones because it may involve animals and human value. However, to maintain high ethical standards, experts address its ethical implications and application through the field of bioethics. This field tackles the extensive inquiries that concern human affairs in which coverage includes the arguments of boundaries life, such as abortion and euthanasia, and the limited health care support allocation.

10+ Research Ethics Examples

Below is a list of examples that we collected, which you can use to study further about research ethics. You can download these documents in PDF format.

1. Research Ethics and Integrity Example

Size: 326 KB

2. Research Ethics Code and Procedures Example

Size: 502 KB

3. Research Ethics Protocal Example

Size: 374 KB

4. Framework for Research Ethics Example

Size: 305 KB

5. Human Research Ethics Example

Size: 135 KB

6. Research Ethics Policy Example

Size: 391 KB

7. Human Research Ethics Manual Example

Size: 184 KB

8. Ethical for Scientific Research Example

9. Sample List of Human Research Ethics Example

Size: 188 KB

10. Research Ethics Checklist Example

Size: 93 KB

11. Staff Research Ethics Example

Size: 13 KB

How to Avoid Ethical Problems?

In carrying out an educational or academic study in psychology and other science sectors, there are critical things that you must keep in mind. It is to ensure that you are conducting the research responsibly, which we are going to discuss in this section.

1. Firstly, Talk about Intellectual Property

Scenarios such as disagreements in getting the credits can occur if conducting a research project involves a group of contributors. With this in mind, it is practical to discuss the matters concerning intellectual property before doing anything else. Individuals such as psychologists should take credits only when they have essential contributions to the project. Additionally, holding a prominent position in an organization does not guarantee acknowledgment to the project.

2. Observe the Confidentiality and Privacy

As a researcher, keep in mind that the information you need can be too personal and sensitive. Thus, it would help if you consider the survey questions that you are going to ask the participants. Since they have the right to choose the information that they want to give, it is essential to select your study’s participants carefully. Consider discussing the purpose of the data that you are going to gather and how you will collect this information. Know the valuable information, such as the laws involving your research and data sharing, especially if you are planning to gather the information through the internet.

3. Be Conscious of Multiple Roles

If you are a professor who conducts a study that requires the participation of specific individuals, such as students, you must not use your position to compel your students to participate unless it is part of the syllabus and has educative value for them. To ensure that people are not joining due to the influence of your power, they should participate in the study voluntarily.

4. Adhere to the Consent Rules

In conducting psychology research, as per APA’s Ethics Code, you must inform the participants about the necessary information, such as the relevant risks and benefits of participating in the study. The details they need to know may include the purpose of the research and its duration and process. They should also understand the factors that may affect their decisions to join, such as potential risks, discomfort, and the consequences of joining the activities involved. With this in mind, they should know that they have the right to refuse to participate and withdraw from their participation in the middle of the project process. Other things that they must be aware of are the confidentiality limits, including the instances where they can disclose the information, incentives of joining, and the contact details for their further inquiries.

5. Utilize the Ethics Resources

To ensure that you are adhering to the ethical standard in conducting research, it would help if you have mastered your moral obligation as a researcher, for it will allow you to know what to avoid and what do to fix its concerning problems. That’s why it is essential to know all the necessary resources that contain this information.

Conducting researches can be essential to study the nature of the things around us, for it helps us make our lives better. However, in doing this activity, you should be aware of the consequences that it brings, especially to the adverse effects of executing its process. Learning research ethics is one way to ensure that every research methodology that you are going to carry out is following the moral philosophy.

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177 Interesting Ethics Paper Topics For Your Thesis

Ethics is a branch of study in philosophy that studies the concept of morality—what is good or bad, what is acceptable or unacceptable. It’s a philosophical theory that looks into moral rules and codes, principles, value systems, and other related concepts.

In academia, an ethical theory is used as one of the analytical tools in drawing analysis on several socio-cultural topics. Ethics can be applied to any particular subject matter in human society. And, on this, so many compelling, controversial or interesting ethical topics for academic essays and research papers have continued to spring up.

For students writing either an essay or a research paper on ethics, there are some relevant things to note about a good essay/research topic and writing a dissertation. They include:

Brainstorm on different topics Always go for a topic you are familiar with Choose a topic that has enough “flesh”. This is important as interesting topics will help you develop your essay/research Define your subject of interest. It makes the writing easier Properly researching for topics that serve contemporary social relevance Outlining is important for your research topic

What following some of these processes does for your essay/research/thesis is that it enriches your work and affords you the ability to communicate ideas clearly to readers. Here are some topics in ethics you can use for your essay/research.

Interesting Top Level Ethics Paper Topics for All Students

Writing a paper on ethics makes for an interesting writing experience because they usually require that the writer make a case for a particular subject based on whether the subject is right or wrong. There are so many ethical topics for papers. As a student, there are several ethical questions to debate, and you can choose to model your topic using some of these samples:

• Discuss what should be done concerning the rise in the ban on safe abortion
• Is the right to safe abortion practice unethical?
• Should abortion practice be promoted or championed for women in society?
• Are humans truly the root source for the issues of climate change and global warming the world is currently experiencing?
• Is it right to discriminate against the sexes?
• Is there a defining difference between sexes and gender?
• Is the practice of gender-based violence ethical?
• Should safe sexual practices be promoted?
• Sex: A Study of the growing practice of sexual relationships outside marriage
• Domestic Violence and how it can be combated
• Marijuana: The distinction to its health roles and health challenges it poses on individuals
• Is it unethical to promote capitalism and capitalist concepts?
• A Study of Racism and measures to ensure its decline
• Is it ethical to be a millionaire while there are so many less privileged people?
• A study of the ethical challenges that come with being in the academia
• Is war an ethical practice?
• Why LGBTQ+ people should not be discriminated against
• What are the ways workplace ethics can address issues of homophobia and internalized sexism?
• Is sexism in the workplace an ethical practice?
• The issue of microaggression and how it can be addressed
• A study of why workplaces need ethical conduct that monitors issues of workplace harassment
• Should salaries be uneven?
• How unethical are uneven salary payment structures?
• Should start-up tech companies hire more men for starters?
• How people can prioritize online privacy
• Is bridging online privacy unethical?
• Is the right to privacy unethical?

Engaging Ethical Dilemma Topics

As ethics deals with the debate on morals, one of the ways topics on ethics manifests is in the subject of dilemma. Topics like this focus on trying to find a suitable justification for one idea over another. There are several ethics topics to write about on this subject. Some of them include:

• Should students be allowed to bring their phones to school?
• Should parents police every social activity of their children?
• Should teachers use the cane on students as a disciplinary measure?
• Is flogging a good correctional practice?
• Should you leave your partner if they are of opposing political views?
• Should opposing religious beliefs be a deal-breaker in relationships?
• Should capitalism be abolished completely?
• Should a teacher maintain some level of friendship with their students?
• Is there any lingering importance of capitalism to society?
• Is revenge a viable option in a relationship if your partner cheats on you?
• Is sharing your experiences online the same as showing off a lifestyle?
• Should people from different religious beliefs and backgrounds partner?
• Is checking the DNA of your children important or necessary?
• Should parents enforce their children on behaviors to take up?
• Can discipline properly correct the attitudes of a child?
• Should eating junk foods be avoided completely?
• Should Halloween Trick or Treat and Costume be prioritized over Thanksgiving Dinners?
• Should children hold different religious beliefs from their parents while still young?
• Does strict parenting serve as the best way to raise a child?
• Is it important to reveal a secret to a friend or to keep one’s peace?
• Should cooking at home be prioritized over eating out?
• Is socialism a more suitable social practice than capitalism?
• Is accepting financial assistance from your parents acceptable after a certain age?
• Should school authorities seize phones brought to school?
• Is sending a child to a mixed school better than same-sex schools?
• Can afforestation alone save the world from global warming and the general climate change condition?
• Does being educated equate with being intelligent?

Ethical Issues to Write about in Your College Essay

One important thing to note about ethical topics is that they touch across so many different subjects. As a college student preparing to write an essay on ethics, rest assured as there are so many ethics ideas to write about. Here are some ethical topics to write about:

• Does Hiring female employees cover a company’s sexist motives?
• Should Actors be paid more than teachers?
• Taking medical decisions for a patient without their consent
• How ethical is the interference of the judiciary by the legislative arm of government?
• Is it ethical to fire someone due to their dress code?
• Is it unethical to wear colored hair to work?
• Is censorship ethical?
• Where does media censorship draw the line?
• Is it ethical for religious figureheads to meddle in state politics?
• Should gender be the reason why a person is restricted access to certain social privileges?
• Should sexuality be a discriminatory factor in society?
• Should companies and places of work provide counseling and therapy services for their employees?
• Can Children wear makeup on special occasions?
• Is it unethical to make medical decisions for a patient without any recognizable relatives?
• Does dress code need to affect how you are addressed?
• Should implementing ethics in sports be recommended?
• Is police brutality an ethical practice?
• The impacts of the excessive consumption of media content?
• Is the excessive use of social media healthy?
• How can companies ensure paid maternal and paternal leave?
• How can the inclusion of non-binary people in company policies promote growth?
• Is exclusion on the grounds of sexuality ethical?
• Is exclusion due to political beliefs unethical?
• How to promote ethical work culture?
• How can a company ensure that ethical practices are promoted in their companies?

Ethical Argument Topics to Write About

The best part about writing an ethical essay is that it is about anything that is of interest. An important aspect of the ethical argument topic is that it is supported with evidence. There are so many ethical topics to write about that fall within this category, and they include:

• Is the having of ethical codes and conducts important in an organization?
• Should people only implement progressive ideas to meet societal needs?
• Why LGBTQ+ should not be discriminated against
• Is it unethical to come to work late?
• Is government-sanctioned execution an ethical practice?
• Is the American incarceration system an effective corrective system?
• Is corrective rape an ethical practice?
• Should the issue of internalized homophobia be addressed?
• Internalized patriarchy and internalized homophobia, which one births one
• Should smoking weed be made legal?
• Why do the less privileged need free healthcare services
• A study of the effects of colonialism and internalized slavery
• Must aspiring journalists only focus on journalism courses?
• Addressing what it means to be of ethical behavior
• Should students be given a take-home assignment?
• Is there any academic relevance to assignments?
• Is access to free healthcare important?
• Does following the ethics code have abt social relevance?
• What role should developed countries play for developing countries?
• Is analysis writing an important aspect of literature?
• What role does ethics play in schools
• Should the address of global warming be continuous?
• Is there room for possible positive developments in global warming?
• Is the practice of ethics the same as moral teaching
• Should schools create sex education into their education curriculum

Comprehensive Ethics Debate Topics for Anyone

Just like the argumentative ethics topic, a debate topic on ethics centers majorly on choosing a part to argue for or against. This argument also is wrapped with evidence to support it. Your ethic topics can be on any subject. You can choose moral topics or any other topic with relevance. Here are some lists of ethical debate topics anyone can write on:

• Should the use of Contraceptives be promoted?
• Does legalizing weed make it any healthier?
• Should school children bring phones into school settings?
• The health impact of excessive engagement on social media
• Social relevance and importance of having ethical conducts
• Do companies with ethical conduct grow ahead
• Does ethics make a workplace safer?
• Are there importance on why sex education should be added to student’s
• Why safe abortion rights should be legalized
• Why the discrimination based on sexuality is harmful
• Why the practice of hedonism is important
• Sexual pleasure: Is it morally good?
• Is happiness dependent on an external factor?
• Why Institutionalized racism is the root cause of racism and racist beliefs
• Should the use of drugs be legalized?
• Is there any progressive importance to having a conservative view on things?
• Should social media apps allow explicit sexual content?
• Should social app builders have access to individual account
• Can homeschool match formal school training?
• Should the government ensure censorship measures?
• Is voting during elections the only form of patriotism?
• Is voting a patriotic display
• Are families allowed to have contradicting religious beliefs?
• Should state governments have any interference with the federal government?
• Should teenagers have access to contraceptives?

Good Ethical Research Papers for your Thesis or Dissertation

Writing either a thesis or a dissertation is a necessary part of academia. As a university student, you can’t graduate from only writing essays withiut writing your graduating thesis. There are so many areas your research paper about ethics can focus on. Here is a list of ethical topics:

• The contemporary relevance of applied ethics
• The psychological impacts of the proliferation of technology
• A Case Study of the legality of weed
• A multi-dimensional approach to the subject of marriage
• An ethical approach to the killing of animals
• A case study of the critical ethical debates on the use of contraception
• An analytical study of the relevance of ethical conduct in the workplace
• An investigation into the social relevance and importance of the beauty pageantry culture
• A critical study of normative ethics
• The role of applied ethics in the building of a healthy work culture
• An overview of the barriers associated with good leadership practice
• A Study of the importance of ethical practice in the healthcare system
• The study of ethics in business social responsibility
• An Overview on how Ethics promotes a saner working culture
• A look into how ethics promotes healthy social relationships
• The ethical relevance for Doctor and Patient Confidentiality
• Malpractice and Negligence an ethically challenging issue within the healthcare system
• The social and health relevance to access to free healthcare insurance
• A Study of the social relevance of ethics
• Violence: violence against animals is still abuse
• A look into strategic approaches to managing cyber crimes
• Ethic reasons for the separation of the church from politics
• Ethical Conduct: How Organizations with practicable ethics produces a toxic work environment
• A look into how Social media negatively impacts the IQ of a student
• The role of self-awareness and professional responsibility impacts social ethics in the workplace

Good Ethical Questions for Discussion

Primarily, ethics asks and answers the question of wrong or good. There are so many social issues that will make for good ethical questions for discussion. Here is a list of ethical questions for students to form insights from:

• How does ethics help to promote healthy workplace awareness?
• Does the practice of abortion negate morality?
• Is it right for a rape victim to be denied access to safe and free abortion?
• How do homophobia, racism, misogyny, and ableist practices hinder social growth?
• Should there be free access to condoms and contraceptive pills?
• Is free access to contraceptives better than the provision of menstrual materials
• How can racism be dismantled in an organization without consideration to institutionalized racism?
• How does the continuous promotion of capitalist concepts hinder societal progress?
• Does capitalism truly hinder social growth?
• Why should there be free access to contraceptive materials especially for women?
• What are the possible feasible solutions to the issue of climate change?
• Is it unethical not to share the wealth?
• Is engaging in warfare the right way to bring solutions?
• Does the use of makeup contradict the concept of beauty?
• Why are LGBTQ+ rights human rights?
• Is the legalization of cannabis ethical?
• Does the way you dress need to be the reason you are addressed a certain way?
• Are there moral problems that come with job automation?
• What can be done to combat the use of harmful substances
• Why should companies stop discriminating based on sex?
• What is the social relevance of providing workplace access?
• Why should parents and teachers stop flogging students?
• What is the distinction between discipline and strictness?
• Should religious beliefs be a dealbreaker in any relationship?

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25 Thesis Statement Examples

A thesis statement is needed in an essay or dissertation . There are multiple types of thesis statements – but generally we can divide them into expository and argumentative. An expository statement is a statement of fact (common in expository essays and process essays) while an argumentative statement is a statement of opinion (common in argumentative essays and dissertations). Below are examples of each.

Strong Thesis Statement Examples

1. School Uniforms

“Mandatory school uniforms should be implemented in educational institutions as they promote a sense of equality, reduce distractions, and foster a focused and professional learning environment.”

Best For: Argumentative Essay or Debate

Read More: School Uniforms Pros and Cons

2. Nature vs Nurture

“This essay will explore how both genetic inheritance and environmental factors equally contribute to shaping human behavior and personality.”

Best For: Compare and Contrast Essay

Read More: Nature vs Nurture Debate

3. American Dream

“The American Dream, a symbol of opportunity and success, is increasingly elusive in today’s socio-economic landscape, revealing deeper inequalities in society.”

Best For: Persuasive Essay

Read More: What is the American Dream?

4. Social Media

“Social media has revolutionized communication and societal interactions, but it also presents significant challenges related to privacy, mental health, and misinformation.”

Best For: Expository Essay

Read More: The Pros and Cons of Social Media

5. Globalization

“Globalization has created a world more interconnected than ever before, yet it also amplifies economic disparities and cultural homogenization.”

Read More: Globalization Pros and Cons

6. Urbanization

“Urbanization drives economic growth and social development, but it also poses unique challenges in sustainability and quality of life.”

Read More: Learn about Urbanization

7. Immigration

“Immigration enriches receiving countries culturally and economically, outweighing any perceived social or economic burdens.”

Read More: Immigration Pros and Cons

8. Cultural Identity

“In a globalized world, maintaining distinct cultural identities is crucial for preserving cultural diversity and fostering global understanding, despite the challenges of assimilation and homogenization.”

Best For: Argumentative Essay

Read More: Learn about Cultural Identity

9. Technology

“Medical technologies in care institutions in Toronto has increased subjcetive outcomes for patients with chronic pain.”

Best For: Research Paper

10. Capitalism vs Socialism

“The debate between capitalism and socialism centers on balancing economic freedom and inequality, each presenting distinct approaches to resource distribution and social welfare.”

11. Cultural Heritage

“The preservation of cultural heritage is essential, not only for cultural identity but also for educating future generations, outweighing the arguments for modernization and commercialization.”

12. Pseudoscience

“Pseudoscience, characterized by a lack of empirical support, continues to influence public perception and decision-making, often at the expense of scientific credibility.”

Read More: Examples of Pseudoscience

13. Free Will

“The concept of free will is largely an illusion, with human behavior and decisions predominantly determined by biological and environmental factors.”

Read More: Do we have Free Will?

14. Gender Roles

“Traditional gender roles are outdated and harmful, restricting individual freedoms and perpetuating gender inequalities in modern society.”

Read More: What are Traditional Gender Roles?

15. Work-Life Ballance

“The trend to online and distance work in the 2020s led to improved subjective feelings of work-life balance but simultaneously increased self-reported loneliness.”

Read More: Work-Life Balance Examples

16. Universal Healthcare

“Universal healthcare is a fundamental human right and the most effective system for ensuring health equity and societal well-being, outweighing concerns about government involvement and costs.”

Read More: The Pros and Cons of Universal Healthcare

17. Minimum Wage

“The implementation of a fair minimum wage is vital for reducing economic inequality, yet it is often contentious due to its potential impact on businesses and employment rates.”

Read More: The Pros and Cons of Raising the Minimum Wage

18. Homework

“The homework provided throughout this semester has enabled me to achieve greater self-reflection, identify gaps in my knowledge, and reinforce those gaps through spaced repetition.”

Best For: Reflective Essay

Read More: Reasons Homework Should be Banned

19. Charter Schools

“Charter schools offer alternatives to traditional public education, promising innovation and choice but also raising questions about accountability and educational equity.”

Read More: The Pros and Cons of Charter Schools

20. Effects of the Internet

“The Internet has drastically reshaped human communication, access to information, and societal dynamics, generally with a net positive effect on society.”

Read More: The Pros and Cons of the Internet

21. Affirmative Action

“Affirmative action is essential for rectifying historical injustices and achieving true meritocracy in education and employment, contrary to claims of reverse discrimination.”

Best For: Essay

Read More: Affirmative Action Pros and Cons

22. Soft Skills

“Soft skills, such as communication and empathy, are increasingly recognized as essential for success in the modern workforce, and therefore should be a strong focus at school and university level.”

Read More: Soft Skills Examples

23. Moral Panic

“Moral panic, often fueled by media and cultural anxieties, can lead to exaggerated societal responses that sometimes overlook rational analysis and evidence.”

Read More: Moral Panic Examples

24. Freedom of the Press

“Freedom of the press is critical for democracy and informed citizenship, yet it faces challenges from censorship, media bias, and the proliferation of misinformation.”

Read More: Freedom of the Press Examples

25. Mass Media

“Mass media shapes public opinion and cultural norms, but its concentration of ownership and commercial interests raise concerns about bias and the quality of information.”

Best For: Critical Analysis

Read More: Mass Media Examples

Checklist: How to use your Thesis Statement

✅ Position: If your statement is for an argumentative or persuasive essay, or a dissertation, ensure it takes a clear stance on the topic. ✅ Specificity: It addresses a specific aspect of the topic, providing focus for the essay. ✅ Conciseness: Typically, a thesis statement is one to two sentences long. It should be concise, clear, and easily identifiable. ✅ Direction: The thesis statement guides the direction of the essay, providing a roadmap for the argument, narrative, or explanation. ✅ Evidence-based: While the thesis statement itself doesn’t include evidence, it sets up an argument that can be supported with evidence in the body of the essay. ✅ Placement: Generally, the thesis statement is placed at the end of the introduction of an essay.

Try These AI Prompts – Thesis Statement Generator!

One way to brainstorm thesis statements is to get AI to brainstorm some for you! Try this AI prompt:

💡 AI PROMPT FOR EXPOSITORY THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTUCTIONS]. I want you to create an expository thesis statement that doesn’t argue a position, but demonstrates depth of knowledge about the topic.

💡 AI PROMPT FOR ARGUMENTATIVE THESIS STATEMENT I am writing an essay on [TOPIC] and these are the instructions my teacher gave me: [INSTRUCTIONS]. I want you to create an argumentative thesis statement that clearly takes a position on this issue.

💡 AI PROMPT FOR COMPARE AND CONTRAST THESIS STATEMENT I am writing a compare and contrast essay that compares [Concept 1] and [Concept2]. Give me 5 potential single-sentence thesis statements that remain objective.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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