Literatursammlung | FeKoM -Forschungsethik in der Kommunikations- und Medienwissenschaft

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Wenn Sie die einzelnen Literatureinträge auswählen, bekommen Sie eine Zusammenfassung und weitere Informationen.

Alexander, M., & Reed Williams, W. (2020). A Guidebook for Teaching Selected Responsible Conduct of Research Topics to a Culturally Diverse Trainee Group.

Bezjak, S., Clyburne-Sherin, A., Conzett, P., Fernandes, P., Görögh, E., Helbig, K., Kramer, B., Labastida, I., Niemeyer, K., Psomopoulos, F., Ross-Hellauer, T., Schneider, R., Tennant, J., Verbakel, E., Brinken, H., & Heller, L. (2018). The Open Science Training Handbook.

Biernacka, K., Buchholz, P., Danker, S. A., Dolzycka, D., Engelhardt, C., Helbig, K., Jacob, J., Neumann, J., Odebrecht, C., Petersen, B., Slowig, B., Trautwein-Bruns, U., Wiljes, C., & Wuttke, U. (2021). Train-the-Trainer-Konzept zum Thema Forschungsdatenmanagement. DINI - Deutsche Initiative für Netzwerkinformation e.V., 4.0, 234. https://doi.org/https://doi.org/10.5281/zenodo.4071471

Bos, J. (2020). Research ethics for students in the social sciences. Springer. https://doi.org/10.1007/978-3-030-48415-6

Brennecke, P. (2020). Academic Integrity at MIT, A Handbook for Students. (A. B. Klein & E. Durant, Eds.).

Deutsche Forschungsgemeinschaft (DFG). (2019). Leitlinien zur Sicherung guter wissenschaftlicher Praxis: Kodex (p. 31). Deutsche Forschungsgemeinschaft. https://www.dfg.de/download/pdf/foerderung/rechtliche_rahmenbedingungen/gute_wissenschaftliche_praxis/kodex_gwp.pdf

Deutsche Forschungsgemeinschaft DFG (Ed.). (2013). Sicherung guter wissenschaftlicher Praxis. In Sicherung Guter Wissenschaftlicher Praxis (2. ergänzte Auflage, pp. 1–109). Wiley-VCH Verlag GmbH & Co. KGaA. https://doi.org/10.1002/9783527679188.oth1

Evans, N., Schmolmueller, A., Stolper, M., Inguaggiato, G., Hooghiemstra, A., Tokalic, R., Pizzolato, D., Foeger, N., Marušić, A., van Hoof, M., Lanzerath, D., Molewijk, B., Dierickx, K., & Widdershoven on, G. (2023). VIRT2UE: A European train-the-trainer programme for teaching research integrity. Research Ethics, 174701612311612. https://doi.org/10.1177/17470161231161267

Haaser, T., Bouteloup, V., Berdaï, D., & Saux, M.-C. (2022). The Multidimensional Nature of Research Ethics: Letters Issued by a French Research Ethics Committee Included Similar Proportions of Ethical and Scientific Queries. Journal of Empirical Research on Human Research Ethics, 17(3), 242–253. https://doi.org/10.1177/15562646221093218

Kalichman, M. W., Devereaux, M. L., & Plemmons, D. K. (2022). A Course for Teaching and Learning About the Responsible Conduct of Research. Journal of Empirical Research on Human Research Ethics, 17(3), 284–291. https://doi.org/10.1177/15562646211047163

Manson, S., & Singh, L. (2022). Reporting and discoverability of “Tweets” quoted in published scholarship: current practice and ethical implications. SAGE Publication, 21. https://doi.org/https://doi.org/10.1177/17470161221076948

Marcos Miguel, N., & Noy, S. (2023). Human Subjects Research Guidelines for Undergraduate Researchers: An Analysis of Institutional Review Board (IRB) Websites at Top Liberal Arts Colleges in the United States. Journal of Empirical Research on Human Research Ethics, 15562646231190818. https://doi.org/10.1177/15562646231190818

Mitcham, C., & Englehardt, E. E. (2019). Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics. Science and Engineering Ethics, 25(6), 1735–1762. https://doi.org/10.1007/s11948-016-9797-7

Phillips, L. G., & Zavros, A. (2012). Researchers as participants, participants as researchers. In W. Midgley, P. A. Danaher, & M. Baguley (Eds.), The role of participants in education research: ethics, epistemologies, and methods (pp. 52–63). Routledge.

Prinzing, M., Schlütz, D., Kaufmann, K., Kreissl, J., & Rakebrand, T. (2020). Ethikkompetenz als Querschnittsaufgabe. Publizistik, 65, 341–360. https://doi.org/10.1007/s11616-020-00578-4

Raykov, M. (2020). Education researchers’ perceptions of and experiences with the research ethics application process in Europe and beyond. European Educational Research Journal, 19(1), 10–29. https://doi.org/10.1177/1474904119893461

Resnik, D. B. (2012). Ethical Virtues in Scientific Research. Accountability in Research, 19(6), 329–343. https://doi.org/10.1080/08989621.2012.728908

Rollin, B. E. (Ed.). (2006). Ethics and Research on Human Beings. In Science and Ethics (pp. 66–98). Cambridge University Press. https://doi.org/10.1017/CBO9780511617218.005

Silverman, H., Strosberg, M., Luna, F., Philpott, S., & Hemmerle, C. A. (2013). An analysis of online courses in research ethics in the Fogarty-sponsored bioethics training programs. J Empir Res Hum Res Ethics, 8(5), 59–74. https://doi.org/10.1525/jer.2013.8.5.59

Sponholz, G. (Ed.). (2019). Curriculum für Lehrveranstaltungen zur guten wissenschaftlichen Praxis - Erweiterte und überarbeitete Fassung. https://ombudsman-fuer-die-wissenschaft.de/wp-content/uploads/2019/11/2019-Curriculum-f%C3%BCr-Lehrveranstaltungen-zur-GWP.pdf

Yen, S. T., & Zampelli, E. M. (2022). Knowledge, context, and public trust in scientists and scientific research in the United States, 2006–2018. International Journal of Public Opinion Research, 34(3), edac030. https://doi.org/10.1093/ijpor/edac030

Zwitter, A. (2014). Big Data ethics. Big Data & Society, 1(2). https://doi.org/10.1177/2053951714559253