Ensuring Equitable and Ethical Authorship Practices in Graduate Education

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Confronting Issues With Student Privacy, Academic Integrity, and Other Ethical Concerns (Table 26)

Abstract

Authorship credit is critical to success in academia, but disciplinary practices vary. This study examined if a training intervention positively impacted graduate students’ authorship knowledge and their confidence navigating authorship decisions. Survey data before and after the intervention showed training about authorship practices and ethics and completion of a collaborative authorship agreement improved students’ knowledge and their confidence to discuss authorship with faculty. Students also reported reduced stress when thinking about discussions of potential authorship conflicts. The intervention and authorship agreement added transparency to the hidden curriculum associated with graduate education, which may positively impact the overall research climate. This study’s resources can be adopted and adapted by other institutions to support good authorship practices among students and faculty.

Authors

• Elise Demeter, University of North Carolina - Charlotte

• Katherine Hall-Hertel, University of North Carolina - Charlotte

• Andrew McBride, University of North Carolina - Charlotte

• Holly Holladay-Sandidge, University of North Carolina - Charlotte

• Lisa Rasmussen, University of North Carolina - Charlotte

• George Banks, Longwood University