Download Ethics and Educational Research

Ethics and
Educational Research
The aims of the session

To consider the ethical values that inform educational research

To reflect on our own values

To consider how ethics informs all stages of the research
process
A Definition
“An ‘ethic’ is a moral principle or a code of conduct which …
governs what people do. It is concerned with the way people act
or behave. The term ‘ethics’ usually refers to the moral
principles, guiding conduct, which are held by a group or even a
profession (though there is no logical reason why individuals
should not have their own ethical code)” (Wellington 2000: 54)
The impact of research
“Fortunately, social research… does not kill or maim children. Yet
researchers may upset and worry children and parents, embarrass
them, or betray them, for example by making false promises.
Researchers may produce misleading findings that result in policies
that can damage children’s lives” (Alderson 2007:99)
Generate as many examples as you can think of, of ways that
educational research might impact negatively on participants
ESRC: 6 key principles

Research should be designed, reviewed and undertaken to ensure
integrity and quality

Research staff and subjects must be informed fully about the
purpose, methods and intended possible uses of the research, what
their participation in the research entails and what risks, if any, are
involved.

The confidentiality of information supplied by research subjects and
the anonymity of respondents must be respected

Research participants must participate in a voluntary way, free from
any coercion

Harm to research participants must be avoided

The independence of research must be clear, and any conflicts of
interest or partiality must be explicit
Being an ethical researcher
It’s about your choices
Ethics in ER is a decision-making process, not a rule-following
process. It requires commitment to the principles of ethical
engagement and a willingness to consider the ethical implications
of your own research actions.
It’s an on-going process
Ethical thinking is required at every stage of the research process,
from research design, through working with participants, to
analysing and reporting the data.
Informed consent
Participants should be informed about:

the aims of the research

what time and commitment is required

who will know the results

whether there will be feedback

whether confidentiality is promised

that participation is voluntary

that they have the right to withdraw at any point
Harm and Distress

British universities have begun to require all new research
staff to have a criminal records check

a project involving children, families or vulnerable populations,
should establish a procedure and identified contacts to
activate help and support in the event of a disclosure.

phrasing interview questions with care and sensitivity
• Do you need to know, do you have any right to know?

Consider the impact of publication
Privacy and Confidentiality

public confidentiality
• not identifying participants or locale in reports/publications

social network confidentiality
• not passing on information to family members

third-party breach of privacy
• where a group/household member reveals personal information about
somebody else

Limits to confidentiality
• Within the limits of the law
• The revelation that someone is in danger

If the researcher feels it is necessary to break confidentiality, the participant
will normally be informed what action is being taken