ABSTRACT
INTRODUCTION In this chapter, I will consider how a “virtue-based” approach may be translated into the way that postgraduate research students are taught and learn about research ethics. Currently, the teaching of research ethics is still in its infancy, often included as a minor part of a research methodology or induction course for postgraduate research students. The chapter will critique common practices and approaches in the teaching of research ethics in this context and make suggestions about how a virtue-based approach can contribute to the development of researchers. The analysis of current provision for research training in ethics will identify the shortcomings of dominant approaches that are often based on a discourse of compliance, an over-reliance on extreme illustrations of “wrong-doing,” and a theoretical base drawn from prevalent principle-based theories rather than virtue ethics. The potential of an approach based on virtue theory will be presented as an alternative means of developing researcher awareness and understanding of research ethics based on more fine-grained scenarios that engage with the personal values of the learner.
