Ethics in Educational Research: Principles and Practice

Personal Definition of Ethics

On a personal level, ethics entails doing everything in one's power to maintain good relationships with other human beings. This is particularly important in academic research, where the ultimate aim is generally to benefit humanity — whether through increased understanding, better service delivery, improved health outcomes, or some other direct influence. If a proper ethical approach is not followed to obtain these results, the research should not be conducted in the first place, regardless of how much benefit it could offer humanity. McMillan and Schumacher (2006, p. 142) appear to disagree with this position, maintaining that if the benefit to humanity is weighed at a significantly higher level than the cost to the research population, a researcher's decision to proceed would be acceptable. On a personal level, however, that position is not one I would adopt.

Ethical dilemmas are, of course, part and parcel of human life. It is simply not always possible to make a decision that ensures no harm to anyone. In such cases, the best course of action is the one that ensures at least minimal harm when no harm cannot be fully guaranteed.

In general, the best ethical approach in any situation is honesty. In life, business, and academia alike, honesty is — to use the cliché — usually the best policy. This principle applies equally to research, where results would only be valid if certain information is withheld from the subjects. If participants are not harmed by the lack of disclosure, involvement in such research would be acceptable. If there is potential harm, participants should be informed that certain information may be withheld for the purpose of the study and that this withholding may affect them, upon which they may choose to terminate their participation. If the potential harm is significant, the study itself may need to be terminated altogether.

Because both research and education are such significant parts of human life, ethics plays a vitally important role in educational research. Such research is conducted to improve the educational experience for both professionals in the field and learners. Given the many persons involved, a strong code of ethics is essential for conducting this kind of research responsibly.

Ethics plays its most significant role in qualitative educational research designs, and particularly in interactive qualitative methods, as delineated by McMillan and Schumacher (2006, p. 26). Interactive research methods involve a group of individuals who serve as representatives of a population within the study design.

The Role of Ethics in Educational Research

The researcher should be familiar with the ethical considerations surrounding the issues under study. The researcher should also be acquainted with the various cultures represented in the study, to ensure that no unnecessary discomfort arises from culturally insensitive language or assumptions.

The role of ethics in educational research is therefore to make the participant experience as comfortable — and indeed as positive — as possible. Research participants are offering their time and knowledge to the study and should be treated accordingly. Ethical principles must be followed at all times, and the research should be conducted as honestly as possible while maintaining the integrity of the study.

If complete honesty cannot be maintained for the duration of the study, participants should have prior knowledge of this element and retain the opportunity to terminate their participation whenever they feel uncomfortable or believe they are being harmed in any way. The risks of the study should be fully disclosed before any member of the target population formally agrees to participate.