Although Responsible Conduct of Research training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: educational efforts should be tied to day-to-day practices in the field, educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and educational efforts should be embedded in a broader program of on-going career development efforts. (...) This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (shrink)

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Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of (...) on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (shrink)

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What explanation can be given for the relevance of literature to Bourdieu's theoretical work? In order to explain this choice of object, in the first part of this article I consider the national and international context within which Bourdieu's theory has been built. In the French intellectual space literature was a central theoretical object. In the international context, the attention paid to literature was justified by the importance given to the symbolic phenomena in the main contemporary theoretical traditions. In order (...) to appreciate the singularity and difficulty of Bourdieu's theoretical acquisition, I try to reconstruct the problems that he attempted to resolve, the theoretical possibilities with regard to which his hypotheses were defined, and the position that he held in his field of production at the time in which they were formulated. In Bourdieu's thought, this conjunctural dimension does not imply that a theory is particularized or relativized. So he presented his theoretical frameworks on literature as a model applying to any kind of cultural products. In the second part of my paper I intend to test these claims by examining under what conditions and to what extent his `Principles of a science of works' have been considerd transposable to other national contexts and/or to new objects. (shrink)

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