Mette Brandt Eriksen – InfoDoc MicroVeille

Authors : Bjørn Hofmann, Lone Bredahl Jensen, Mette Brandt Eriksen, Gert Helgesson, Niklas Juth, Søren Holm

This study investigates research integrity among PhD students in health sciences at three universities in Scandinavia (Stockholm, Oslo, Odense). A questionnaire with questions on knowledge, attitudes, experiences, and behavior was distributed to PhD students and obtained a response rate of 77.7%.

About 10% of the respondents agreed that research misconduct strictly defined (such as fabrication, falsification, and plagiarism, FFP) is common in their area of research, while slightly more agreed that other forms of misconduct is common.

A nonnegligible segment of the respondents was willing to fabricate, falsify, or omit contradicting data if they believe that they are right in their overall conclusions. Up to one third reported to have added one or more authors unmerited.

Results showed a negative correlation between “good attitudes” and self-reported misconduct and a positive correlation between how frequent respondents thought that misconduct occurs and whether they reported misconduct themselves.

This reveals that existing educational and research systems partly fail to foster research integrity.

URL : Research Integrity Among PhD Students at the Faculty of Medicine: A Comparison of Three Scandinavian Universities

DOI : https://doi.org/10.1177/1556264620929230

Authors : Charlotte Nordahl Wien, Bertil F. Dorch, Lone Bredahl, Mette Brandt Eriksen

Having a viable publication strategy at an early stage of the career can nowadays make a researcher. Not having one appears to break them. We as librarians are in a unique position to guide them in their endeavours to create a viable publication strategy.

In this paper we use Kolb’s Experiential Learning Theory as our theoretical framework for understanding learning processes related to the development of a publication strategy.

We compare a set of publication strategies developed by newly enrolled PhD students 4 to 5 years ago to articles retrieved from PubMed and Scopus using the PhD students’ ORCID as identifier. We subdivide the publication strategies into three categories (fulfilled, partially fulfilled, abandoned).

We find evidence that the more realistic the publication plan is, the more likely it is to be followed.

This indicates that it is of importance that PhD schools support students’ efforts in developing their publication strategy at an early stage of their career.

URL : Publication strategies under the Publish or Perish Paradigm – using Kolb’s ELT to understand PhD students’ needs

DOI : http://doi.org/10.18352/lq.10349