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Research ethics refers to moral standards for research practices that involve humans. It is culturally expected that researchers “do the right thing” for fellow human beings in all their social research. But it is no longer left solely up to individual researchers to behave in the best interests of research participants or the profession. In most countries and fields, research is governed by institutionalized, documented codes, overseen by authoritative agencies or “ethics review committees” (e.g., American “institutional review boards,” IRBs; Canadian “research ethics boards,” REBs).

This entry is organized in three parts. Part 1 sketches typical emphases of the codes, summarizes key rules of ethical research conduct, and forewarns of challenges in implementation. Part 2 highlights problems in organizational mechanisms managing the codes, and advises practitioners accordingly. Part 3 summarizes philosophical, cultural, and political contexts of the current normative landscape in research.

Much of this article rests on the well-developed, interdisciplinary ethics policy governing the core research community in Canada, maintained by the Interagency Panel on Research Ethics, and expressed in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans.

Part One: Ethical Principles and Codes

Basic Guidelines

Foundation

As the central imperative of conduct toward participants, the Tri-Council code asserts the primary value of human dignity in the holistic sense of guarding the physical, mental, and cultural well-being of the individual.

Basics

Basic rules of conduct are variously grouped and labeled, but cover these seven issues: (1) Do not harm participants. (2) Maintain their privacy. (3) Bring them available benefit. (4) Inform them about the research. (5) Involve them only voluntarily. (6) Ensure research of good quality. (7) Be honest with data and reporting.

In the strictest jurisdictions, ethics committees require a thorough summary of key components of the design, and written rationales for all elements with ethical implications, such as: purpose of the study, scientific and applied value, sampling design, modes of getting data, lists of survey questions, experimental or quasi-experimental procedures, information given to participants, mode of securing consent, provisions for protecting identities, and probabilities of harms and benefits to participants (and researchers' steps to minimize the former and maximize the latter).

Four Complications

Ethical practice is not as simple as the list implies. First, ambiguities, dilemmas, and contradictions emerge in the implementation, and “rules for breaking rules” are unavoidably incomplete. Second, rules apply in some circumstances but not others, or in varying degrees. Third, pressures frequently build to take shortcuts. Fourth, the approval process before an ethics committee is sometimes a challenge in itself. For all these reasons, every social–behavioral researcher needs training in ethical matters, or good self-education.

In Whose Interests?

Cross-pressures impinge on researchers' judgments. Which interests are to be served? In what priority? This concern takes at least three forms: (1) advancing science versus protecting personal well-being, (2) managing combinations of stakeholders, and (3) serving the profession. However, the bottom line prioritizes the well-being of participants in the event of conflict with other goals or circumstances.

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