科研欺诈:一个长期存在的问题，因对科研经费的要求而加剧

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2020-09-01 DOI:10.1080/13538322.2020.1820126

L. Harvey

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引用次数: 22

摘要

本文探讨了科研欺诈的形式和程度，调查这些欺诈行为所需的时间以及大学调查的不足。他们似乎也不愿意向科学界透露有关欺诈性论文的细节。探讨了对欺诈的耸人听闻的报道。这一分析背后的问题是，高等教育的奖励结构是否鼓励了研究欺诈。该分析解决了高等教育中的奖励结构及其对研究人员的影响，创造了研究欺诈正常化的可能性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Research fraud: a long-term problem exacerbated by the clamour for research grants

ABSTRACT This account explores the form and extent of research fraud, the time it takes to investigate these frauds and the inadequacy of university investigations. There also appears to be reluctance to communicate details about fraudulent papers to the scientific community. The sensationalist reporting of fraud is explored. Underlying the analysis is the question as to whether the structure of rewards in higher education encourages research fraud. The analysis addresses the structure of rewards in higher education and the impact that has on researchers, creating the potential for the normalisation of research fraud.

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.