"I Don't Even Have Time to Be Their Friend!" Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences

Autor/inn/en	Löfström, Erika; Pyhältö, Kirsi
Titel	"I Don't Even Have Time to Be Their Friend!" Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences
Quelle	In: International Journal of Science Education, 37 (2015) 16, S.2721-2739 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1104424
Schlagwörter	Supervision; Doctoral Dissertations; Ethics; Natural Sciences; Graduate Students; College Faculty; Content Analysis; Expectation; Supervisors; Teacher Role; Professional Autonomy; Justice; Case Studies; Research Universities; Foreign Countries; Communities of Practice; Scholarship; Supervisor Supervisee Relationship; Semi Structured Interviews; Finland + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Ethik; Naturwissenschaften; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Inhaltsanalyse; Expectancy; Erwartung; Lehrerrolle; Berufsfreiheit; Gerechtigkeit; Case study; Fallstudie; Case Study; Forschungseinrichtung; Ausland; Community; Scholarships; Stipendium; Finnland
Abstract	This study focused on exploring students' and supervisors' perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely non-maleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. The second important observation is that doctoral students primarily described their own experiences, whereas the supervisors described their activities as embedded in a system and elaborated on the causes and consequences at a system level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01