Academic staff’ perceptions on research integrity at an institute of higher education, South Africa

Abstract

Research integrity encompasses various principles to ensure that research findings are trustworthy. Breaches can occur at any point in the research process and have been flagged as a key area of focus for many institutes of higher education. This study sought to explore the perceptions of academic staff on research integrity and breaches thereof in a higher education institution in South Africa. A qualitative case study design was used. Data was analysed thematically. Fifteen participants were enrolled representing various professional levels. We found a complex array of perspectives on research integrity, shaped by academic disciplines, professional experiences, and personal ethics. None of the staff cited the five principles of research integrity. With regards to breaches in research integrity, the main themes were systemic pressures and incentives, and a lack of awareness. Pressure to publish and academic promotion was cited by many participants as a driver of breaches in research integrity, and some staff reported being aware of breaches that had occurred. Our findings suggest the need for more investments in setting up institutional structures that are dedicated to the management of research integrity; ongoing educational opportunities to build research capacity in research ethics and integrity, and institutional support to disincentivise breaches in research integrity.