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Help from faculty: Findings from the acadia institute graduate education study

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Science and Engineering Ethics 7 (4):487-503 (2001)

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  1. The perverse effects of competition on scientists' work and relationships.Melissa S. Anderson,Emily A. Ronning,Raymond De Vries &Brian C. Martinson -2007 -Science and Engineering Ethics 13 (4):437-461.
    Competition among scientists for funding, positions and prestige, among other things, is often seen as a salutary driving force in U.S. science. Its effects on scientists, their work and their relationships are seldom considered. Focus-group discussions with 51 mid- and early-career scientists, on which this study is based, reveal a dark side of competition in science. According to these scientists, competition contributes to strategic game-playing in science, a decline in free and open sharing of information and methods, sabotage of others’ (...) ability to use one’s work, interference with peer-review processes, deformation of relationships, and careless or questionable research conduct. When competition is pervasive, such effects may jeopardize the progress, efficiency and integrity of science. (shrink)
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  • Mentors, advisors and supervisors: Their role in teaching responsible research conduct.Stephanie J. Bird -2001 -Science and Engineering Ethics 7 (4):455-468.
    Although the terms mentor and thesis advisor (or research supervisor) are often used interchangeably, the responsibilities associated with these roles are distinct, even when they overlap. Neither are role models necessarily mentors, though mentors are role models: good examples are necessary but not sufficient. Mentorship is both a personal and a professional relationship. It has the potential for raising a number of ethical concerns, including issues of accuracy and reliability of the information conveyed, access, stereotyping and tracking of advisees, and (...) the abuse of power. Nevertheless, mentors can be critically important for professional success and are one of a number of elements that affect the responsible conduct of research. In addition, the community as a whole has a responsibility to mentor junior members. (shrink)
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  • Mentoring and the responsible conduct of research: Reflections and future.Stephanie J. Bird &Robert L. Sprague -2001 -Science and Engineering Ethics 7 (4):451-453.
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  • How many degrees of separation? Preparation, proximity and professionalism: Commentary on ‘help from faculty: Findings from the Acadia institute graduate education study’.C. K. Gunsalus -2001 -Science and Engineering Ethics 7 (4):505-506.
  • Graduate students and mentors: The need for divine intervention: Commentary on ‘Mentoring: Some ethical considerations’.Judith P. Swazey -2001 -Science and Engineering Ethics 7 (4):483-485.
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