David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Science and Engineering Ethics 7 (4):525-537 (2001)
In this article, we focus on the mentoring process, and we argue that the internal and external pressures extant at research universities may create a research culture that may be antithetical to appropriate mentoring. We developed a scale based on motivation theory to determine the perceived research culture in departments and research laboratories, and a mentoring scale to determine approaches to mentoring graduate students. Participants were 610 faculty members across 49 departments at a research oriented university. The findings were that a mastery-oriented research climate and an outcome-oriented research climate were manifested at the university. More importantly, each research climate had its own unique impact on how the faculty approached mentoring graduate students. A mastery research climate was related to a more supportive approach to mentoring than the outcome research climate. We concluded by suggesting that the outcome research climate may have an adverse effect on effective mentoring and on maintaining research ethics.
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Citations of this work BETA
Katherine Alfredo & Hillary Hart (2011). The University and the Responsible Conduct of Research: Who is Responsible for What? [REVIEW] Science and Engineering Ethics 17 (3):447-457.
Phillip W. Gray & Sara R. Jordan (2012). Supervisors and Academic Integrity: Supervisors as Exemplars and Mentors. [REVIEW] Journal of Academic Ethics 10 (4):299-311.
Erika Löfström & Kirsi Pyhältö (2014). Ethical Issues in Doctoral Supervision: The Perspectives of PhD Students in the Natural and Behavioral Sciences. Ethics and Behavior 24 (3):195-214.
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