Ethics in Peer Review of Academic Journal Articles as Perceived by Authors in the Educational Sciences

Autor/in	Atjonen, Päivi
Titel	Ethics in Peer Review of Academic Journal Articles as Perceived by Authors in the Educational Sciences
Quelle	In: Journal of Academic Ethics, 16 (2018) 4, S.359-376 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atjonen, Päivi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-018-9308-3
Schlagwörter	Ethics; Peer Evaluation; Authors; Journal Articles; Expertise; Feedback (Response); Accuracy; Educational Research; Universities; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Ethik; Author; Autor; Autorin; Journal article; Zeitschriftenaufsatz; Expert appraisal; Bildungsforschung; Pädagogische Forschung; University; Universität; Ausland; Finnland
Abstract	This research examined the experiences of authors of academic journal articles in the educational sector of all eight universities in Finland. The ethical principles of peer review and best and worst review processes were in focus. Data were gathered by electronic questionnaire, which was completed by 121 respondents who represented well the heterogeneity of the staff in the educational sector. Out of nine ethical principles honesty, constructiveness, and impartiality were appreciated but promptness, balance, and diplomacy were criticized. According to two open questions, a third of authors praised and blamed reviewers as experts and non-experts. The accuracy of feedback was more often present in the best rather than in the worst experienced review processes. Journals' editors and their decision-making called forth more negative than positive accounts. The results were discussed in the context of ethical codes for reviewers and researchers' findings regarding the ethical responsibilities to promote good science with thorough, appropriate, and honest feedback and feedforward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01