摘要
研究倫理一詞經常與學術倫理混用，二者皆是指研究者進行學術研究時，必須嚴格遵守之道德準則及社會規範，由於臺灣研究能量豐沛，具有釐清學術倫理範疇之必要性。不當研究行為之概念，發源於1980年代初期的美國，其後由美國聯邦政府確立三種行為樣態，我國又將之分為五類，可以看出我國對於不當研究行為之認定更為廣泛，除了傳統之捏造、篡改、剽竊行為，也將因為程序不當所造成之損害，以及重複出版、自我抄襲等問題列入違反學術倫理之不當研究行為。其解決之道，可就研究者本身採取「不當研究行為」的原因進行探討，並以「讓研究生學習負責」、及「改變組織研究氣候」等兩項概念，加強學術倫理教育與實務訓練，以了解論文審查的嚴謹性與重要性，降低其從事不當研究行為的機會。
並列摘要
The term ＂research ethics＂ is often confused with ＂academic integrity＂, both of which refer to the ethical standards or social norms that researchers must strictly follow when conducting academic research. Due to the abundant research energy in Taiwan, it is necessary to clarify the scope of academic ethics. The concept of research misconduct originated in the United States in the early 1980s and was later defined by the U.S. federal government as three types of behaviors. In Taiwan, the concept has been further divided into five categories, showing that the definition of research misconduct in Taiwan is much broader. In addition to the conventional cases of fabrication, falsification, or plagiarism, damages caused by improper procedures, republication, and self-plagiarism are also included in the category of improper research conduct that violates academic integrity. The solution is to explore the reasons for ＂misconduct in research＂ by researchers themselves. With concepts such as ＂making graduate students responsible＂ and ＂changing the research climate＂, strengthen academic ethics education and practical training to understand the rigor and importance of thesis review to reducing the chance of research misconduct.
參考文獻
延伸閱讀
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