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  1. Melissa S. Anderson (2011). Research Misconduct and Misbehavior. In Tricia Bertram Gallant (ed.), Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.
     
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  2. Melissa S. Anderson (2007). Collective Openness and Other Recommendations for the Promotion of Research Integrity. Science and Engineering Ethics 13 (4):387-394.
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  3. Melissa S. Anderson, Emily A. Ronning, Raymond De Vries & Brian C. Martinson (2007). The Perverse Effects of Competition on Scientists' Work and Relationships. Science and Engineering Ethics 13 (4):437-461.
    Competition among scientists for funding, positions and prestige, among other things, is often seen as a salutary driving force in U.S. science. Its effects on scientists, their work and their relationships are seldom considered. Focus-group discussions with 51 mid- and early-career scientists, on which this study is based, reveal a dark side of competition in science. According to these scientists, competition contributes to strategic game-playing in science, a decline in free and open sharing of information and methods, sabotage of others’ (...)
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  4. Melissa S. Anderson & Joseph B. Shultz (2003). The Role of Scientific Associations in Promoting Research Integrity and Deterring Research Misconduct. Science and Engineering Ethics 9 (2):269-272.
    The nature of scientific societies’ relationships with their members limits their ability to promote research integrity. They must therefore leverage their strengths as professional organizations to integrate ethical considerations into their ongoing support of their academic disciplines. This paper suggests five strategies for doing so.
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  5. Melissa S. Anderson, Elo Charity Oju & Tina M. R. Falkner (2001). Help From Faculty: Findings From the Acadia Institute Graduate Education Study. Science and Engineering Ethics 7 (4):487-503.
    Doctoral students receive many kinds of assistance from faculty members, but much of this support falls short of mentoring. This paper takes the perspective that it is more important to find out what kinds of help students receive from faculty than to assume that students are taken care of by mentors, as distinct from advisors or role models. The findings here are based on both survey and interview data collected through the Acadia Institute’s project on Professional Values and Ethical Issues (...)
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  6. Melissa S. Anderson (2000). Normative Orientations of University Faculty and Doctoral Students. Science and Engineering Ethics 6 (4):443-461.
    Data from two national surveys of 4,000 faculty and doctoral students in chemistry, civil engineering, microbiology and sociology indicate that both faculty and students subscribe strongly to traditional norms but are more likely to see alternative counternorms enacted in their departments. They also show significant effects of departmental climate on normative orientations and suggest that many researchers express some degree of ambivalence about traditional norms.
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