Beyond Responsible Conduct of Research Training: Why Ethical Leadership Training Matters for PhD STEM Students

• In Event: Leadership Education and Ethics: Meeting the Challenge

Short Description

Dynamic leadership training is necessary for Ph.D. students in STEM fields in order to safeguard and promote ethical inquiry. However, funding agencies mandate ethics training, not leadership training. The presenter will provide the rationale for ethical leadership training, highlight a successful program, and discuss implications.

Detailed Abstract

Given this turbulent climate with growing skepticism for the value of science, society needs ethical leaders in STEM fields to defend the value of inquiry. Graduate programs must equip the next generation of scientists and engineers with the necessary skills to assume such leadership. Current research shows that the cultivation of ethical workplace cultures is dependent upon leadership and this program builds from that foundation. Despite the importance of leadership in fostering ethical cultures, training in responsible conduct of research (the primary training expectation for graduate students) typically conveys content through passive learning methods rather than explicitly attempting to create ethical leaders through experiential learning and feedback. Thus, many scientists and engineers who take on leadership positions during their careers master their disciplinary content as graduate students but not the requisite skills in leadership and ethics. More focused, and active, leadership training is needed at the graduate student level in order to create a more ethical culture in STEM disciplines.

Ethical leadership training is both important and effective at the graduate student level for three reasons: 1) PhD students are afforded greater independence and decision-making compared to an undergraduate; 2) the decisions made by a PhD student tend to have outcomes that have lower stakes compared to levels of responsibility of a faculty member or employee; and 3) PhD students have access to multiple mentors in multiple roles. Moreover, due to the rigors of the PhD, a co-curricular program leadership training program can be highly effective. However, while this co-curricular model has positive qualities, it also presents some significant challenges, such as accommodating time and commitment concerns of both students and faculty advisors. Navigating these challenges can have a significant influence on program development, especially if the program is based on an experiential learning model. However, navigating time and commitment concerns of both students and faculty advisors can create a unique and effective experiential opportunity for graduate student ethical leadership development.

The current literature in business and scientific research ethics demonstrate the impact of training programs in research ethics and management that promote ethical leaders and ethical character (Barch, Harris, & Bonsall 2012; Ross, 2014). This work has shown that ethical training is most effective at cultivating ethical cultures when it is delivered as a hybrid in which students learn and then put training to work through role playing and hands-on experience. One exemplary program is the NSF-funded Ethical Leaders in STEM (EL-STEM) training program for STEM PhD students. The year-long program combines workshops, small group and individual mentorship, and a practicum experience. Goals for its participants are threefold: to create an opportunity to become aware and further develop one’s leadership strengths, to provide an ethical foundation for decision-making, and to positively impact the community. The primary objective of EL-STEM is for participants to gain a better understanding of themselves, others, and the organizations in which they serve, and then to apply their training in a manner informed by the University’s core values of integrity, accountability, teamwork, leadership in mission, and leadership in excellence, in order to impact one’s community through a self-identified practicum experience. These hybrid classroom and experienced-based opportunities serve as a forum to learn about and gain experience in self-awareness, communication skills, and people and project management (Cleland, 1995; Mumford, Campion, & Morgeson, 2007; Tippins, 2013). Multiple assessments measure the impact of the EL-STEM program on its participants: ethical decision-making, self-efficacy, integrity and character, understanding context, perceived impacts, engaging others, adapting leadership, self-awareness, modeling and mentoring. The results of these assessment point to the program having a positive impact on its participants and these outcomes will be discussed in relation to future iterations of ethical leadership co-curricular training for graduate students.

This material is based upon work supported by the National Science Foundation under grant no. 1449469 (EL-STEM). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Participants

• Ethan Fridmanski, University of Notre Dame

• John Lubker, University of Notre Dame