干预促进在研究生教育中的道德著作实践
Elise Demeter1, Andrew McBride2,3, Holly Holladay-Sandidge2
1Office of Assessment and Accreditation, University of North Carolina at Charlotte, Charlotte, NC, USA. edemeter@charlotte.edu.
Science and engineering ethics
|August 5, 2025
概括
一个在线培训计划和著作权协议形式改善了研究生在导航学术著作权方面的知识和信心. 可扩展的教育资源可以有效地促进道德创作实践.
科学领域:
- 学术研究学术研究
- 科学出版科学出版
- 研究伦理学研究伦理学
背景情况:
- 作者信用对于学术职业发展至关重要.
- 合作研究在作者的决定中存在挑战,原因是不同的看法,学科规范和权力动态.
- 研究生可能会因为有限的出版经验而面临著作方面的不利因素.
研究的目的:
- 评估旨在提高研究生对道德著作实践的理解和应用的教育干预措施.
- 评估在线培训和作者协议表格对学生讨论作者权的信心的影响.
- 为了确定与在线资源相比,小组研讨会的附加好处.
主要方法:
- 185名研究生参加了一项在线培训计划.
- 参与者使用了作者协议表格,以促进与教师导师的讨论.
- 学生被随机分配到线上培训加研讨会或单独在线培训.
主要成果:
- 在线培训和著作权协议显著改善了学生对著作权的自我认知知识和在导航著作权对话中的信心.
- 对于同样参加小组研讨会的学生来说,没有观察到任何显著的额外好处.
- 低成本,可扩展的教育干预措施在促进道德著作方面似乎有效.
结论:
- 在线教育资源和作者协议表格是授权研究生在作者事务中的有效工具.
- 机构可以通过实施可访问和可扩展的培训计划来促进道德著作.
- 进一步的研究可以探索长期影响和更广泛的学科应用.
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