Cousin on "Generating an Ethical Framework"

In chapter two of her book on research in higher education, Cousin raises the issue of research having an "ethical framework" which should (not just morally) guide the researcher and help shape the rest of the research process.

For Cousin there are (at least) two good reasons for researchers having an ethical framework: 

Firstly to protect both the researcher and that which is being researched. Reflecting on the ethics of a study help us to ensure the language, messages, assumptions and effects surrounding our research have all been thought about carefully.

Secondly Cousin says that having an ethical framework is facilitative in that it helps ensure the research is conducted thoughtfully which therefore also adds to the credibility of the results.  

According to Cousin a researcher's ethical framework will also have an impact on their choice of research methods and in particular that certain research methods have implications with regards to the procurement of subjects. 

General guidelines for all educational research should be sought at the national research association of the country in question. Cousin references the American Education Research Association (AERA) for the USA and the British Education Research Association (BERA) as the appropriate body in the UK. Although I am studying at a UK institution I am based in Germany as are my research protagonists - I therefore should make contact with the relevant research body in Germany. A quick google however reveals that the situation is perhaps not as clear as in the UK or USA.

The German Institute for International Education Research (DIPF), which has a Center for Research on Educational Quality and Evaluation, seems like it could be a good place to start.

There is however also the German Educational Research Association (DDGFE) which may also be a relevant contact. They even have a link to their Ethics Codex (in German) on their startpage.

Finally I also discovered that the European Educational Research Association (EERA) is based in Berlin although interestingly seems to have been based in Scotland from 1994 to 2008.


Unfortunately, as my university doesn't teach education I don't have any direct contacts working in this area who could offer me guidance. As a fledgling researcher perhaps reading more on their webpages and contacting them directly is the best approach.

Drawing on the AERA headings Cousin goes on to list five themes of most importance when considering the ethics of your research:

1. Trustworthiness: This means acknowledging your own beliefs and opinions before starting your research and considering other issues such as the quality of your data and how it is presented. 
2. Research participants and participating institutions: Respecting the rights of those taking part in the research and respecting the integrity of the institutions where the research occurs.
3. Informed consent: Means insuring that the partipants in the study are aware of the purpose of the study and their role within it. 
4. Do no harm: Research should not in any way disadvantage those involved or on the otherhand give one group an advantage compared to the other. In the case of testing a different teaching technique or technology this issue is generally accepted as irrelevant as there is no way of knowing if the approach being tested will be advantageouos or not. 
5. Evaluation research: As a researcher it is natural to want to show that an approach being tested is beneficial. It is however vital to remain impartial and ensure that your research method is fair and balanced.

Ultimately, Cousin concludes that ethical considerations are not just something to be made at the beginning of a research project. In actual fact, they have an important role to play in shaping and guiding research from its conception right through to the publication of the research results.

Sources.

Chapter 2, Generating an ethical framework in: Cousin, G, (2009) Strategies for Researching Learning in Higher Education. Routledge: Abingdon