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Research Ethics

In the research context, ethics can be defined as "the standards of behaviour that guide your conduct in relation to the rights of those who become the subject of your work, or are affected by it" (Saunders, Lewis and Thornhill 2015, p239).

The University itself is guided by the fundamental principle that research involving humans and /or animals and/or the environment should involve no more than minimal risk of harm to physical and psychological wellbeing.

Thus, ethics relates to many aspects of your research, including the conduct towards:

The participants of your primary research (experiments, interviews etc). You will need to explain that participation is voluntary, and they have the right to withdraw at any time. You will need the participants' informed consent. You will need to avoid harming the participants, physically as well as mentally. You will need to respect the participants’ privacy and offer the right to anonymity. You will need to manage their personal data confidentially, also according to legislation such as the Data Protection Act 2018. You will need to be truthful and accurate when using the information provided by the participants. 

The authors you have used as secondary sources. You will need to acknowledge their work and avoid plagiarism by doing the proper citing and referencing.

The readers of your research. You will need to exercise the utmost integrity, honesty, accuracy and objectivity in the writing of your work.  

The researcher . You will need to ensure that the research will be safe for you to undertake.

Your research may entail some risk, but risk has to be analysed and minimised through risk assessment. Depending on the type of your research, your research proposal may need to be approved by an Ethics Committee, which will assess your research proposal in light of the elements mentioned above. Again, you are advised to use a research methods book for further guidance. 

Research Ethics Online Course

Introduction to Research Ethics: Working with People

Find out how to conduct ethical research when working with people by studying this online course for university students. Course developed by the University of Leeds.

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Research ethics in dissertations: ethical issues and complexity of reasoning

2010, Journal of Medical Ethics

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udo schuklenk

ABSTRACT This module will introduce you to the ethical concepts underlying applied ethical decision-making in the area of research involving human participants. We will also learn what the issues are that people involved in research on research ethics are concerned with. Ethics without an understanding of historical and legal context makes arguably little sense. It is for this reason that this module will begin with a brief history of research ethics and ends with a brief overview of the relevant national and international guidelines pertaining to ethical issues in research involving human participants.

Journal of Business Systems, Governance & Ethics

Anona Armstrong

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David Priede, Ph.D., MIS, MBI

Scientific research must be conducted in accordance with ethical principles. This paper discusses how to ensure that all aspects of a doctoral research, from literature review to conducting research, to writing the dissertation manuscript will be done with care and integrity and will meet the ethical standards of scientific research. This paper will also justify all the steps a researcher will take to ensure the ethical integrity of a dissertation project and not simply describe standard practices. Furthermore, the paper also shows that a researcher must have his / her own clear set of ethical principles, and know how to apply them to their work as they move through the process of writing a thesis.

Shane Connelly

Dirce Bellezi Guilhem

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Cristina Mihaela Salca Rotaru

Sadiq Isah Radda

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International Journal of Dentistry and Oral Science (IJDOS)

Introduction: The research ethics provides guidelines to apply moral regulations and professional codes of conduct in the various steps of research. The research ethics plays a very vital role in the collection, analysis, reporting, and publication of details about research subjects, in particular active acceptance of participant’s right to privacy, confidentiality and the informed consent of the participant. Aims: To assess the Knowledge, awareness and attitudes about research ethics among the faculty and students of medical and dental colleges and the requirement for a regular teaching about research ethics among the faculty and students of medical and dental colleges. Materials & Methods: A cross-sectional study was conducted by assessing the responses to 39 selected basic questions regarding Knowledge, awareness and attitudes about research ethics among a total of 415 faculty members and post graduate students of the medical and dental institutions in Karnataka. The questionnaire was made into 5 categories. Chi-square tests was used to determine, in bivariate analyses, the association of each of the independent variables like their speciality, their academic position, prior ethics training, and their prior involvement with research with each of the main outcome of interest. The students t-test was done to assess the respondents scores on the 5-point Likert scale ranging from 1 to 5 (1-strongly disagree, 2-disagree, 3-not sure, 4-agree and 5-strongly agree). The average of their scores were compared among the various variable like their specialty and academic position by using the ANOVA test. Results: A total of 415 responses were obtained from the participants of the study. Out of this we had 273 respondents as female and 142 respondents as male. Among these 225 respondents were from the medical speciality and 190 from the dental speciality. The P value was kept at 0.05 for this study. Conclusion: The participants of the questionnaire survey showed that the institutional ethics committees would be very useful for promoting health research and are imperative for appraisal of the health research projects.The majority of the respondents agreed that they were well aware of the ethical guidelines governing the human research, but when we assess the respondent’s knowledge and attitudes towards research ethics there seems to be a lacuna in complete awareness and knowledge of research ethics. The results of the study also helped us to assess the requirement for a regular teaching about research ethics among the faculty and students of medical and dental colleges.

ABSTRACT The objective of this module is to cover ground that was not covered indepth in any of the other modules, including: scientific misconduct, issues concerning the publication and ownership of research results (authorship guidelines – who is eligible to be considered an author, or contributor to a scientific paper etc.), special problems occurring in social science and epidemiological research, and the problems pertaining to conflicts of interest the various players in biomedical research activities could encounter.

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Principles of research ethics

There are a number of ethical principles that should be taken into account when performing undergraduate and master's level dissertation research. At the core, these ethical principles stress the need to (a) do good (known as beneficence ) and (b) do no harm (known as non-malfeasance ). In practice, these ethical principles mean that as a researcher, you need to: (a) obtain informed consent from potential research participants; (b) minimise the risk of harm to participants; (c) protect their anonymity and confidentiality ; (d) avoid using deceptive practices ; and (e) give participants the right to withdraw from your research. This article discusses these five ethical principles and their practical implications when carrying out dissertation research.

When you look at these five basic ethical principles, it may appear obvious that your dissertation should include these. However, there are many instances where it is not possible or desirable to obtain informed consent from research participants. Similarly, there may be instances where you seek permission from participants not to protect their anonymity . More often than not, such choices should reflect the research strategy that you adopt to guide your dissertation.

Broadly speaking, your dissertation research should not only aim to do good (i.e., beneficence ), but also avoid doing any harm (i.e., non-malfeasance ). Whilst ethical requirements in research can vary across countries, these are the basic principles of research ethics. This is important not only for ethical reasons , but also practical ones, since a failure to meet such basic principles may lead to your research being (a) criticised, potentially leading to a lower mark, and/or (b) rejected by your supervisor or Ethics Committee , costing you valuable time. In the sections that follow, we discuss the five of the main practical ethical principles that stem from these basic principles. Each of these basic principles of research ethics is discussed in turn:

PRINCIPLE ONE: Minimising the risk of harm
PRINCIPLE TWO: Obtaining informed consent
PRINCIPLE THREE: Protecting anonymity and confidentiality
PRINCIPLE FOUR: Avoiding deceptive practices
PRINCIPLE FIVE: Providing the right to withdraw

PRINCIPLE ONE Minimising the risk of harm

Dissertation research should not harm participants. Where there is the possibility that participants could be harmed or put in a position of discomfort, there must be strong justifications for this. Such scenarios will also require (a) additional planning to illustrate how participant harm (or discomfort) will be reduced, (b) informed consent, and (c) detailed debriefing.

There are a number of types of harm that participants can be subjected to. These include:

Physical harm to participants.

Psychological distress and discomfort.

Social disadvantage.

Harm to participants? financial status.

An invasion of participants? privacy and anonymity.

Typically, it is not harm that we need to think about since a researcher does not intentionally go out to cause harm. Rather, it is the risk of harm that you should try to minimise. In order to minimising the risk of harm you should think about:

Obtaining informed consent from participants.

Protecting the anonymity and confidentiality of participants.

Avoiding deceptive practices when designing your research.

Providing participants with the right to withdraw from your research at any time.

We discuss each of these ethical principles in the sections that follow, explaining (a) what they mean and (b) instances where they should (and should not) be followed.

PRINCIPLE TWO Obtaining informed consent

One of the foundations of research ethics is the idea of informed consent . Simply put, informed consent means that participants should understand that (a) they are taking part in research and (b) what the research requires of them. Such information may include the purpose of the research, the methods being used, the possible outcomes of the research, as well as associated demands, discomforts, inconveniences and risks that the participants may face. Whilst is it not possible to know exactly what information a potential participant would (or would not) want to know, you should aim not to leave out any material information ; that is, information that you feel would influence whether consent would (or would not) be granted.

Another component of informed consent is the principle that participants should be volunteers , taking part without having been coerced and deceived . Where informed consent cannot be obtained from participants, you must explain why this is the case. You should also be aware that there are instances informed consent is not necessarily needed or needs to be relaxed. These include certain educational , organisational and naturalistic research settings. We discuss these in more detail under the section: Avoiding deceptive practices .

PRINCIPLE THREE Protecting anonymity and confidentiality

Protecting the anonymity and confidentiality of research participants is another practical component of research ethics. After all, participants will typically only be willing to volunteer information, especially information of a private or sensitive nature, if the researcher agrees to hold such information in confidence. Whilst it is possible that research participants may be hurt in some way if the data collection methods used are somehow insensitive , there is perhaps a greater danger that harm can be caused once data has been collected. This occurs when data is not treated confidentially, whether in terms of the storage of data, its analysis, or during the publication process (i.e., when submitting your dissertation to be marked). However, this does not mean that all data collected from research participants needs to be kept confidential or anonymous. It may be possible to disclose the identity and views of individuals at various stages of the research process (from data collection through to publication of your dissertation). Nonetheless, permissions should be sought before such confidential information is disclosed.

An alternative is to remove identifiers (e.g., vernacular terms, names, geographical cues, etc.) or provide proxies when writing up. However, such a stripping of identifiable information may not always be possible to anticipate at the outset of your dissertation when thinking about issues of research ethics. This is not only a consideration for dissertations following a qualitative research design , but also a quantitative research design [for more information, see the article: Research strategy and research ethics ].

For example: Imagine that your dissertation used a quantitative research design and a survey as your main research method . In the process of analysing your data, it is possible that when examining relationships between variables (i.e., questions in your survey), a person's identity and responses could be inferred. For instance, imagine that you were comparing responses amongst employees within an organisation based on specific age groups. There may only be a small group (or just one employee) within a particular age group (e.g., over 70 years old), which could enable others to identify the responses of this individual (or small group of employees).

Therefore, you need to consider ways of overcoming such problems, such as: (a) aggregating data in tables and (b) setting rules that ensure a minimum number of units are present before data/information can be presented.

A further alternative is to seek permission for access to data and analysis to be restricted to the published material, perhaps only allowing it to be viewed by those individuals marking your work. If the work is later published, adjustments would then need to be made to protect the confidentiality of participants.

There are also a wide range of potential legal protections that may affect what research you can and cannot perform, how you must treated the data of research participants, and so forth. In other words, you don?t simply have a duty to protect the data you collect from participants; you may also have (in some cases) a legal responsibility to do so. Since this varies from country-to-country, you should ask your dissertation supervisor or Ethics Committee for advice (or a legal professional).

PRINCIPLE FOUR Avoiding deceptive practices

At first sight, deceptive practices fly in the face of informed consent . After all, how can participants know (a) that they are taking part in research and (b) what the research requires of them if they are being deceived ? This is part of what makes the use of deceptive practices controversial. For this reason, in most circumstances, dissertation research should avoid any kinds of deceptive practices. However, this is not always the case.

Deception is sometimes a necessary component of covert research , which can be justified in some cases. Covert research reflects research where (a) the identity of the observer and/or (b) the purpose of the research is not known to participants. Cases where you may choose to engage in covert research may include instances where:

It is not feasible to let everyone in a particular research setting know what you are doing.

Overt observation or knowledge of the purpose of the research may alter the particular phenomenon that is being studied.

Let's take each of these in turn:

It is not feasible to let everyone in a particular research setting know what you are doing

By feasibility , we are not talking about the cost of doing research. Instead, we mean that it is not practically possible to let everyone in a particular research setting know what you are doing. This is most likely to be the case where research involves observation , rather than direct contact with participants, especially in a public or online setting . There are a number of obvious instances where this may be the case:

Observing what users are doing in an Internet chat room.

Observing individuals going about their business (e.g., shopping, going to work, etc.).

Clearly, in these cases, where individuals are coming and going, it may simply be impossible to let everyone known what you are doing. You may not be intentionally trying to engage in deceptive practices , but clearly participants are not giving you their informed consent .

Overt observation or knowledge of the purpose of the research may alter the particular phenomenon that is being studied

Where observations or a participants? knowledge of the true purpose of the research have the potential to alter the particular phenomenon that you are interested in, this is a major concern in terms of the quality of your findings .

Therefore, when you think about whether to engage in covert research and possibly deceptive practices , you should think about the extent to which this could be beneficial in your dissertation, not research in general; that is, everything from the research paradigm that guides your dissertation through to the data analysis techniques you choose affect issues of research ethics in your dissertation [see the article: Research strategy and research ethics ].

Imagine some of the following scenarios where covert research may be considered justifiable:

You are conducting a piece of research looking at prejudice . Whilst participants are given a questionnaire to complete that measures their prejudice, it is not obvious from the questions that this is the case. Furthermore, participants are not told that the research is about prejudice because it is felt that this could alter their responses. After all, few people would be happy if other people thought they were prejudice. As a result, if participants knew that this is the purpose of the study, they may well provide responses that they think will make them appear less prejudice.

You are interested in understanding the organisational culture in a single firm. You feel that observation would be an appropriate research method in such a naturalistic setting . However, you feel that if employees knew that you were monitoring them, they may behave in a different way. Therefore, you may have received permission to go undercover or provide a story to explain why you are there, which is not the truth.

Whilst such covert research and deceptive practices, especially where used intentionally , can be viewed as controversial, it can be argued that they have a place in research.

PRINCIPLE FIVE Providing the right to withdraw

With the exception of those instances of covert observation where is not feasible to let everyone that is being observed know what you are doing, research participants should always have the right to withdraw from the research process. Furthermore, participants should have the right to withdraw at any stage in the research process. When a participant chooses to withdraw from the research process, they should not be pressured or coerced in any way to try and stop them from withdrawing.

If your supervisor and/or Ethics Committee expect you to complete an Ethics Consent Form , it is likely that you will have to let participants know that they have the right to withdraw at any time [see the article: Ethics consent form ].

Now that you have read these basic principles of research ethics , you may want to understand how the research strategy you have chosen affects your approach to research ethic s [see the article: Research strategy and research ethics ]. You will need to understand the impact of your research strategy on your approach to research ethics when writing up the Research Ethics section of your Research Strategy chapter (usually Chapter Three: Research Strategy ).

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S Kjellström 1 ,
S N Ross 2 , 3 ,
B Fridlund 4
1 Institute of Gerontology, School of Health Sciences, Jönköping University, Jönköping, Sweden
2 Antioch University Midwest, Yellow Springs, Ohio, USA
3 ARINA, Inc., Cincinnati, Ohio, USA
4 Department of Nursing, School of Health Sciences, Jönköping University, Jönköping, Sweden
Correspondence to Sofia Kjellström, Institute of Gerontology, School of Health Sciences, Jönköping University, PO Box 1026, SE-551 11 Jönköping, Sweden; sofia.kjellstrom{at}hhj.hj.se

Background Conducting ethically sound research is a fundamental principle of scientific inquiry. Recent research has indicated that ethical concerns are insufficiently dealt with in dissertations.

Purpose To examine which research ethical topics were addressed and how these were presented in terms of complexity of reasoning in Swedish nurses' dissertations.

Methods Analyses of ethical content and complexity of ethical reasoning were performed on 64 Swedish nurses' PhD dissertations dated 2007.

Results A total of seven ethical topics were identified: ethical approval (94% of the dissertations), information and informed consent (86%), confidentiality (67%), ethical aspects of methods (61%), use of ethical principles and regulations (39%), rationale for the study (20%) and fair participant selection (14%). Four of those of topics were most frequently addressed: the majority of dissertations (72%) included 3–5 issues. While many ethical concerns, by their nature, involve systematic concepts or metasystematic principles, ethical reasoning scored predominantly at lesser levels of complexity: abstract (6% of the dissertations), formal (84%) and systematic (10%).

Conclusions Research ethics are inadequately covered in most dissertations by nurses in Sweden. Important ethical concerns are missing, and the complexity of reasoning on ethical principles, motives and implications is insufficient. This is partly due to traditions and norms that discount ethical concerns but is probably also a reflection of the ability of PhD students and supervisors to handle complexity in general. It is suggested that the importance of ethical considerations should be emphasised in graduate and post-graduate studies and that individuals with capacity to deal with systematic and metasystematic concepts are recruited to senior research positions.

Research ethics
human development
dissertation
graduate education
applied and professional ethics
scientific research

https://doi.org/10.1136/jme.2009.034561

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Research has a potential to encroach on people's lives, autonomy and integrity. To prevent or mitigate the potential for such effects, the research community has created ethics codes and regulations, institutionalised ethics review boards and formalised ethics requirements in scientific journals. 1–3 However, how do we know whether the formalisations of research ethics actually result in researchers' ability to operationalise ethics in the ways intended? One way is to analyse how they write about research ethics.

Including a well-written section about research ethics in a dissertation is important for several reasons. Compared to protocols written for research ethics committees, this section allows a comparison of the expected and actual research ethics as reflected in the entire research process. Scientific journals increasingly require that ethical considerations are elucidated, but most journals severely limit space for elaboration. 4 Since studies have questioned the ethical skills of doctoral students, dissertations provide a forum for students to expound on ethics and enable an assessment of acquired proficiencies. One purpose of graduate school is to train doctoral students in skills necessary for future research careers, including more critical thinking and more complex reasoning. The quality and depth of the research ethics section is essential to examine whether a researcher has acquired necessary skills to reflect and report on ethics.

Despite an increasing interest in research ethics, surprisingly little is known about the quality of research ethics in dissertations, particularly in nursing research. Research on written materials focuses primarily on research review boards 5–9 and journals—for example, ethics guidelines 10 and research ethics in articles. 4 Research on Turkish nursing dissertations showed deficiencies in informing participants and protecting privacy. 11 A study on Swedish nurses' dissertations from 1987 to 2007 showed that an increase in occurrence and proportions of reported ethical considerationsand that the texts were short, had few references and covered a narrow range of topics. 12 We found no other studies that address the design of the research ethics section and how different topics were combined.

The study's purpose was to examine which research ethical topics were addressed and how these were presented in terms of complexity of reasoning in Swedish nurses' dissertations approved in 2007. The research questions were: Which research ethics issues are reported? How is the research ethics section organized around different ethical issues? How is the information coordinated in terms of the complexity of reasoning that structures the text? What is the relationship between ethical issues and complexity of reasoning in the text?

Design and methodological approaches

The study used a mixed-methods approach to address the four research questions. 13 We performed a qualitative content analysis and a quantitative analysis of the hierarchical complexity of ethics-related content. The quantification method was the Hierarchical Complexity Scoring System (HCSS) (Commons, et al , unpublished manual), which derives from the Model of Hierarchical Complexity, a mathematics-based, formal general theory applicable to all actions in which information is organised. 14 15 All reasoning involves organising information. The theory and validated scoring method enable reliable measures of discrete stages of reasoning complexity. 16–20 In accord with Swedish law, ethical approval was not obtained for this study, 21 but ethical principles were used and issues were addressed in ongoing reflective processes.

Data collection

The sample consisted of 64 dissertations from Swedish universities in 2007 (Appendix 1). The primary inclusion criteria were that the dissertation was written by a nurse and that it was a PhD dissertation (4 years of full-time studies). Suitable dissertations were identified from the Swedish Society of Nursing's list of self-reported dissertations (n=65) followed by a systematic comparative analysis with the Swedish National Library (n=1). One of the self-reported dissertations discussed no research ethics and one was by an unsuccessful doctoral candidate: they were not included in the sample. Dissertation languages were English (n=48), Swedish (n=15) and Norwegian (n=1). Dissertations were retrieved via full-text online access or as books from the university library.

Data analysis

The dissertations were examined to identify research ethics sections, often under the subheadings “Ethical considerations” or “Ethical approval”. The texts were analysed for the topics addressed and how they were reported. An unstructured matrix of research ethics issues was created and grounded in the data. The coded texts were further analysed for subcategories through an inductive process. Descriptions of meanings of quantitative and qualitative character, that is manifest and latent content analysis, were sought. The analysis was performed by SK with BF—with extensive experience in qualitative methods.

In hierarchical complexity scoring, such content is “seen through” to examine its underlying structure. The method measures the levels of abstraction and how information is coordinated. Each section and subsection of a research ethics discussion was assessed on stage of hierarchical complexity. The overall discussion was scored based on the highest stage of performance the text demonstrated. The correlation of content and its complexity indicated which topics were addressed at different stages of complexity. Scoring was performed independently by SK and SR, then discussed to reach consensus. Both authors scored the English texts, and SK scored the ones in Scandinavian languages and discussed with SR. SR is an expert HCSS stage-and-transition scorer while SK is a qualified HCSS scorer of stages 8 through 11. See table 1 for stage complexity information. 22

View inline

Common range of stages of performance in adult tasks' hierarchical complexity

Research ethics issues in dissertations

Dissertations contained one to seven research ethics topics: approval of research ethics board (94%); information process and informed consent (86%); confidentiality (67%); ethical aspects of methods (61%); use of ethical principles and regulations (39%), rationale for the study (20%) and fair participant selection method (14%; table 2 ). All but three of the dissertations involved direct interaction with study participants; three were register-based studies.

Design of research ethics sections in Swedish nurses' dissertations

Ethics approval

The ethics approval category included descriptions of whether the dissertation has been vetted by an ethics review board. Almost all dissertations included a discussion of ethics approval (n=60), and a majority stated they had been approved by a research ethics review board (n=55). A quality and transparency concern was that several sections included no name of the ethics board and/or registration number (n=13). A minority related the issue of ethics approval to ethical codes, the Helsinki declaration or current national research ethics laws (n=14) by either stating that studies were performed in accordance with ethics regulations (n=8) or by arguing against the need for an ethics approval due to national laws (n=6).

Information and informed consent

We broadened the traditional informed consent category to accommodate information-giving processes discussed but not always expressed in terms of informed consent. Most dissertations discussed information-giving and informed consent (n=56). A third of these explicitly mentioned the concept of informed consent (n=19). A substantial amount of space was typically used to detail the informing phase of research, including the information's form (written and/or verbal) (n=41) and type. The most often-given information was freedom to withdraw from the study (n=33) and a declaration of voluntariness (n=30). Other information included confidentiality (n=22), withdrawals' non-interference with further treatment (n=7), the right to not answer questions (n=4), aim of the study (n=2), risks and benefits (n=2) and feedback of results (n=1). Those responsible for providing information as well as those receiving the information were described. Some informed consent discussions included an ethical rationale for the information process by referring to principles, codes or laws (n=16).

Confidentiality

Items coded in the confidentiality category reported that information was accessible to only authorised persons. Confidentiality procedures were succinctly reported (n=43). Besides describing confidentiality as something that participants were guaranteed and informed about, some researchers identified how confidentiality had been handled: data were safely stored protecting participant's identity (n=12); data were analysed and reported without identifying participants (n=19) and participants in focus group interviews were counselled in ways to promote freedom of expression and confidentiality (n=2).

Ethical aspect of the methods

The category for ethical aspect of the methods included the research ethics issues in collecting data, except for questions regarding informing participants. Ethical aspects of study methods were comprised of descriptions of interviews and questionnaires (n=37). Explanations of why interviews were ethically problematic were done by referring to principles or risks of harm (n=17). The negative aspects stated (n=24) were physical and psychological with an emphasis on emotional. Strategies to impede negative consequences were depicted (n=20): adopt a sensitive attitude, adapt to the physical and mental status of the interviewee, reduce questions, provide time to reflect on the interview and arrange for a contact person. Sometimes, statements about how the participants seemed to enjoy the interview experience were included (n=14). A few sections described problems that appeared during the research interview (n=14)—for example, interviewees who cried or did not answer all questions. The most comprehensive sections covered all these issues, but the most common strategy was to mention the potential laboriousness of the interview yet argue that participants benefited from practical solutions that were provided in the interview situation or by claiming that research participants appreciated the opportunity to tell their stories. The reported ethical problems with questionnaires were primarily the tedium of answering questions and how researchers adjusted the number of requests for completion out of respect and concern for participants' possible fatigue.

Use of ethical principles and regulations

Discussions that included the usage of principles and ethical regulations like laws and research ethics codes were coded to the category of ethical principles and regulations. This category was analytically different from others because it revealed how ethics were applied in the research sections. Explicit report of laws, ethics codes and principles occurred in fewer than half of the dissertations (n=25). Principles were employed but performed in qualitatively different ways (n=17). The simplest form was to state that the study had been performed in accordance with a research ethics declaration, code or rules outlined in a research ethics book. The most elaborate ones integrated the principles and described how they were used as compasses for research procedures (n=8).

Rationale for the study

To provide an ethical rationale for the study means to justify why the study is important in a wider perspective. Thirteen dissertations featured an ethical rationale for the study, and when included, it was framed in terms of risks and benefits. The need for new and valuable knowledge that could potentially improve conditions for other people weighed heavier than the extra demand and little direct gain that the research subjects gained from participating. Some reported that the value of pursuing the research outweighed the disadvantages but entailed the necessity of protecting the autonomy of the research participants.

Fair participant selection

Fair selection of participants signifies reflections on a justified choice of participants. The reason to include vulnerable groups and groups that previously has been excluded from research was sometimes given (n=9). A few sections justified the choice of participants (n=8). The importance of including important and vulnerable groups so their voices would be heard was the main reason reported.

Design of the research ethics section

The topics of the research ethics sections are outlined in table 2 . Most frequent was to report four ethics issues (n=16), followed by three (n=14) or five issues (n= 14). The majority (72%) included 3–5 issues. Four sections stated one topic and only one dissertation section reported seven issues. The most common composition of a section about research ethics discussed five topics: the approval from a research review board, information and informed consent, ethical aspects of the methods, confidentiality and principles.

Complexity of reasoning

The analysed texts demonstrated three stages of performance as measured by hierarchical complexity: abstract (n=4), formal (n=54) and systematic (n=6).

Abstract stage text performances consisted of declarative statements ( table 3 ). Unsupported categorical assertions were made and justified by invoking another assertion. Generalisations were created by quantifying people and events. Often-used quantifications in the sample were “all participants” and “all studies”. Research ethics sections included mainly generalisations about actions that had been performed.

Representative examples of reasoning in research ethics at three stages of complexity

Reasoning at the formal stage of performance used empirical or logical evidence ( table 3 ). Assertions were supported by explicit logic or evidence to justify the assertion—for example, by providing a logical explanation—for example, using such terms as because, in order to, since, if, then, therefore. Descriptions of hypothetical or alternative options in the future were sometimes included. The logic was linear. Such linear logic took the form of if–then constructions or chains of logic. Some used principles as logical reasons for actions.

Systematic stage performances were characterised by the ability to coordinate at least two logical relations into a system ( table 3 ); in other words, they demonstrated reasoning about complex causation and ability to understand a system of logical relationships. For example, one researcher described procedures for finding the “right people” by invoking a multivariate system that required the coordination of multiple variables. Systemic stage performances were characterised by more fluid reasoning than the linear, logical performances.

Comparing content and complexity

Few dissertations demonstrated abstract reasoning and systematic reasoning, four and six, respectively, but showed interesting patterns. The texts with abstract stage reasoning reported either one or two topics. All four mentioned approval; information and methodological issues were raised by only two. Texts with systematic reasoning introduced three to five ethical issues. Half of them discussed principles (as compared to merely citing a principle as the reason for an action), and the other three reported the rationale for the study, indicating that the topic and study could perhaps be viewed in a wider context. Among the majority of texts demonstrating formal reasoning, the topics varied from one to seven, meaning at least formal reasoning was needed to explain all conceivable aspects. Formal reasoning is required to report such tasks as fair selection of participants, rationale for the study and principles, ethics codes and laws.

Our study demonstrates that research ethics are insufficiently reported and inadequately described in many nursing dissertations. Few ethical topics are considered, and they are not discussed in a thorough way. While most note official approval and describe informed consent issues, other issues like the rationale for the study and how the participants were selected are infrequently reported. The level of complexity of reasoning was inadequate in most dissertations. The majority of the dissertations used formal reasoning, although by their nature, the ethical issues introduced in them require more complex reasoning to be satisfactorily addressed.

A methodological strength of our study is its inclusion of a large number of dissertations, which are likely representative of dissertations by Swedish nurses. A major advantage of our method is that the analytical approach permits assessments and comparisons of the coverage of ethical issues and the complexity of reasoning.

A methodological shortcoming is that the analysis was primarily focused on the section denoted “Ethical considerations/approval”, thus some ethics topics and reasoning might have passed undetected if they were treated in other parts of the dissertation. The analysis is thus limited to what the authors define as belonging to ethics sections. Our analysis identified the most complex stage of reasoning as a criterion for analysis because ethical considerations are complex matters. A more extensive analysis could have also analysed the entire low to high range of reasoning demonstrated in each ethics section. An implication of the language analyses is that we do not know which and how the ethical issues were applied in reality. Some issues could have been omitted from the dissertation text even though the issue was dealt with in practice and vice versa. The consistency between writing about ethics and ethical behaviour in the field—for example, in contact with research subjects and patients, should be investigated in future studies.

The first main finding is the incompleteness of the elaboration of topics and details in several dissertations, which is consistent with several studies in the domain of research ethics. A previous study showed a high level of errors in research ethics committee letters; that is, procedural violations, missing information, slip-ups and discrepancies. 8 Earlier research on Swedish nurses' dissertations demonstrate the questionable quality due to short length, few references and a narrow range of topics. 12

In our study, few topics were addressed. Emanuel et al argued for seven requirements to be considered and met in the conduct of ethical research: scientific value, validity, fair subject selection, favourable risk–benefit ratio, independent review, informed consent and respect for potential and enrolled subjects. 23 Applied to our findings, some requirements may be treated in other parts of a dissertation, but several dissertations leave out topics that are necessary for judging their ethical quality.

Informing potential participants and pursuing informed consent was reported in almost 90% of the dissertations' ethics sections. This frequency is higher than that reported in a study of Turkish nurses' dissertations where subjects were not informed about the study (72.7%) and the researchers had not obtained permission from the subjects (73.6%). 11

The second main finding is the insufficient level of complexity of reasoning, with which research ethics are handled. Findings from a discourse analysis of research ethics committee letters showed that there was “the lack of formal reasoning” (p 258) and ethical arguments—for example, informed consent are described as procedural norms rather than an ethics principle possible to dispute. 9 This is consistent with our findings, because a significant number invoked research ethics principles to justify procedures taken, rather than to use principles to support ethical arguments for and against certain procedures. However, our findings also showed that the great majority used at least some formal reasoning, as measured by hierarchical complexity.

Unfortunately, formal reasoning is necessary but not sufficient for adequacy in ethical matters. The analysis showed that formal reasoning and systematic reasoning were needed to elaborate on topics, and the comparison of complexity reasoning and content indicated that higher levels of reasoning involved more elaborated use of ethics principles. Very few used systematic reasoning, and none used metasystematic, which would be preferable because several of the research ethics concepts are metasystematic stage principles. For example, informed consent is a metasystematic stage concept because it coordinates the system of informing a research subject and the system of obtaining consent from the person. 24 This means that metasystematic reasoning is needed for a full understanding and use of these concepts.

What are possible explanations for the low levels of reasoning on research ethics? One possibility is that ethical issues are dealt with at a sufficiently high level of complexity in practice, whereas the text of the dissertation merely reflects a research tradition that discounts the importance of performing and explaining ethical reasoning. Disciplinary norms for terse writing styles are presumably promoted by supervisors and department guidelines. For example, nurses' dissertations in social science use more references to methods, ethics and philosophy of science than dissertation in the medical science tradition. 23 In addition, poor writing may occur because researchers mimic previous dissertations or regard ethical considerations as bureaucratic hurdles rather than moral requirements to protect participants. The supervisor role is an important factor since they sometimes acknowledge a considerable lack of knowledge about research ethics. 25 Another conceivable explanation is that the level of ethical reasoning corresponds rather accurately to the level of complexity the doctoral students and their supervisors use to handle complex issues in general. In other words, they are arguing on ethical issues at their highest complexity level. In that case, the scientists' (PhD students' and supervisors') ability to discuss at more complex levels must be improved for ethical issues to be sufficiently managed in the future. All these possibilities suggest further research is needed to account for our findings, since ethics have long been an important part of nurses' education and occupation.

There are several implications of insufficient ethical reasoning. Integrity of the research subjects and patients are at risk, and patients, if they participate, may be informed without understanding the implications. From the perspective of the readers of the scientific literature, it is impossible to assess how and why the authors dealt with various ethical issues. A crucial implication is the consequences of selection of research questions, methods and participants/sample. Scientists performing at abstract or formal stages are less likely to integrate relevant ethical aspects into their research aims than scientists at higher complexity levels. This is because such integration, by its nature, is multivariate at minimum. They will differ quite dramatically in the way they understand principles as principles, “risks” and “benefits”, rationale of the investigation, etc. Researchers with systemic or metasystematic stage reasoning are able to ask more complex questions, juggle ethics, research questions, and methods and design more complex research projects. 26

Our conclusion is that if the established praxis to include discussion of research ethics in Swedish nurses' dissertations is going to be valuable, and if its purpose is to indicate that the research complied with expected ethics, then the reporting must exhibit a certain quality, comprehensiveness and sufficiently significant treatment of ethics. Our study illustrates that factors that improve the quality include: appropriately thorough consideration of several ethical issues while avoiding minutiae; use of ethical principles in appropriate contexts to justify choices and reasons to support actions taken and use of at least formal and systematic reasoning. In addition, we would like to see more reflection and a critical stance to what has been done in the dissertation work.

In order to accomplish the intent of reporting research ethics, several improvements are needed. The most straightforward solution is to enhance the research ethics teaching in graduate education. Students must learn how to perform ethically sound research from the first steps of planning and performing to writing up the results and their potential and ability to report and reflect on ethical aspects of the research process must be enhanced. A more profound resolution is to emphasise metasystematic thinking in post-graduate studies and recruit senior researcher and post-graduate students who already have developed a systematic or metasystematic way of reasoning. This longer-term solution will also constitute the foundation for further development of complexity in handling ethics issues in the future.

Acknowledgments

We would like to thank professor Per Sjölander for valuable comments on the discussion.

Emanuel EJ ,
Wendler D ,
Dixon-Woods M ,
Ashcroft RE
Finlay KA ,
Fernandez CV
Angell EL ,
Jackson CJ ,
Ashcroft RE ,
Dixon-Woods M
O'Reilly M ,
Rowan-Legg A ,
Ulusoy MF ,
Kjellström S ,
Creswell JW
Commons ML ,
Smith JEV ,
Goodheart EA ,
Dawson TL ,
Swedish law
Rodriguez JA ,
Szirony TA ,
Richards FA

Supplementary materials

Web only appendix.

Files in this Data Supplement:

web only appendix

Competing interests None.

Provenance and peer review Not commissioned; externally peer reviewed.

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Research and Practice of AI Ethics: A Case Study Approach Juxtaposing Academic Discourse with Organisational Reality

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Published: 08 March 2021
Volume 27 , article number 16 , ( 2021 )

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Mark Ryan ORCID: orcid.org/0000-0003-4850-0111 1 ,
Josephina Antoniou 2 ,
Laurence Brooks 3 ,
Tilimbe Jiya 4 ,
Kevin Macnish 5 &
Bernd Stahl 3

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This study investigates the ethical use of Big Data and Artificial Intelligence (AI) technologies (BD + AI)—using an empirical approach. The paper categorises the current literature and presents a multi-case study of 'on-the-ground' ethical issues that uses qualitative tools to analyse findings from ten targeted case-studies from a range of domains. The analysis coalesces identified singular ethical issues, (from the literature), into clusters to offer a comparison with the proposed classification in the literature. The results show that despite the variety of different social domains, fields, and applications of AI, there is overlap and correlation between the organisations’ ethical concerns. This more detailed understanding of ethics in AI + BD is required to ensure that the multitude of suggested ways of addressing them can be targeted and succeed in mitigating the pertinent ethical issues that are often discussed in the literature.

Organisational responses to the ethical issues of artificial intelligence

Ethical AI governance: mapping a research ecosystem

From Principled to Applied AI Ethics in Organizations: A Scoping Review

Avoid common mistakes on your manuscript.

Introduction

Big Data and Artificial Intelligence (BD + AI) are emerging technologies that offer great potential for business, healthcare, the public sector, and development agencies alike. The increasing impact of these two technologies and their combined potential in these sectors can be highlighted for diverse organisational aspects such as for customisation of organisational processes and for automated decision making. The combination of Big Data and AI, often in the form of machine learning applications, can better exploit the granularity of data and analyse it to offer better insights into behaviours, incidents, and risk, eventually aiming at positive organisational transformation.

Big Data offers fresh and interesting insights into structural patterns, anomalies, and decision-making in a broad range of different applications (Cuquet & Fensel, 2018 ), while AI provides predictive foresight, intelligent recommendations, and sophisticated modelling. The integration and combination of AI + BD offer phenomenal potential for correlating, predicting and prescribing recommendations in insurance, human resources (HR), agriculture, and energy, as well as many other sectors. While BD + AI provides a wide range of benefits, they also pose risks to users, including but not limited to privacy infringements, threats of unemployment, discrimination, security concerns, and increasing inequalities (O’Neil, 2016 ). Footnote 1 Adequate and timely policy needs to be implemented to prevent many of these risks occurring.

One of the main limitations preventing key decision-making for ethical BD + AI use is that there are few rigorous empirical studies carried out on the ethical implications of these technologies across multiple application domains. This renders it difficult for policymakers and developers to identify when ethical issues resulting from BD + AI use are only relevant for isolated domains and applications, or whether there are repeated/universal concerns which can be seen across different sectors. While the field lacks literature evaluating ethical issues Footnote 2 ‘on the ground’, there are even fewer multi-case evaluations.

This paper provides a cohesive multi-case study analysis across ten different application domains, including domains such as government, agriculture, insurance, and the media. It reviews ethical concerns found within these case studies to establish cross-cutting thematic issues arising from the implementation and use of BD + AI. The paper collects relevant literature and proposes a simple classification of ethical issues (short term, medium term, long term), which is then juxtaposed with the ethical concerns highlighted from the multiple-case study analysis. This multiple-case study analysis of BD + AI offers an understanding of current organisational practices.

The work described in this paper makes an important contribution to the literature, based on its empirical findings. By presenting the ethical issues across an array of application areas, the paper provides much-needed rigorous empirical insight into the social and organisational reality of ethics of AI + BD. Our empirical research brings together a collection of domains that gives a broad oversight about issues that underpin the implementation of AI. Through its empirical insights the paper provides a basis for a broader discussion of how these issues can and should be addressed.

This paper is structured in six main sections: this introduction is followed by a literature review, which allows for an integrated review of ethical issues, contrasting them with those found in the cases. This provides the basis for a categorisation or classification of ethical issues in BD + AI. The third section contains a description of the interpretivist qualitative case study methodology used in this paper. The subsequent section provides an overview of the organisations participating in the cases to contrast similarities and divisions, while also comparing the diversity of their use of BD + AI. Footnote 3 The fifth section provides a detailed analysis of the ethical issues derived from using BD + AI, as identified in the cases. The concluding section analyses the differences between theoretical and empirical work and spells out implications and further work.

Literature Review

An initial challenge that any researcher faces when investigating ethical issues of AI + BD is that, due to the popularity of the topic, there is a vast and rapidly growing literature to be considered. Ethical issues of AI + BD are covered by a number of academic venues, including some specific ones such as the AAAI/ACM Conference on AI, Ethics, and Society ( https://dl.acm.org/doi/proceedings/10.1145/3306618 ), policy initiative and many publicly and privately financed research reports (Whittlestone, Nyrup, Alexandrova, Dihal, & Cave, 2019 ). Initial attempts to provide overviews of the area have been published (Jobin, 2019 ; Mittelstadt, Allo, Taddeo, Wachter, & Floridi, 2016 ), but there is no settled view on what counts as an ethical issue and why. In this paper we aim to provide a broad overview of issues found through the case studies. This paper puts forward what are commonly perceived to be ethical issues within the literature or concerns that have ethical impacts and repercussions. We explicitly do not apply a particular philosophical framework of ethics but accept as ethical issues those issues that we encounter in the literature. This review is based on an understanding of the current state of the literature by the paper's authors. It is not a structured review and does not claim comprehensive coverage but does share some interesting insights.

To be able to undertake the analysis of ethical issues in our case studies, we sought to categorise the ethical issues found in the literature. There are potentially numerous ways of doing so and our suggestion does not claim to be authoritative. Our suggestion is to order ethical issues in terms of their temporal horizon, i.e., the amount of time it is likely to take to be able to address them. Time is a continuous variable, but we suggest that it is possible to sort the issues into three clusters: short term, medium term, and long term (see Fig. 1 ).

Temporal horizon for addressing ethical issues

As suggested by Baum ( 2017 ), it is best to acknowledge that there will be ethical issues and related mitigating activities that cannot exclusively fit in as short, medium or long term.

ather than seeing it as an authoritative classification, we see this as a heuristic that reflects aspects of the current discussion. One reason why this categorisation is useful is that the temporal horizon of ethical issues is a potentially useful variable, with companies often being accused of favouring short-term gains over long-term benefits. Similarly, short-term issues must be able to be addressed on the local level for short-term fixes to work.

Short-term issues

These are issues for which there is a reasonable assumption that they are capable of being addressed in the short term. We do not wish to quantify what exactly counts as short term, as any definition put forward will be contentious when analysing the boundaries and transition periods. A better definition of short term might therefore be that such issues can be expected to be successfully addressed in technical systems that are currently in operation or development. Many of the issues we discuss under the heading of short-term issues are directly linked to some of the key technologies driving the current AI debate, notably machine learning and some of its enabling techniques and approaches such as neural networks and reinforcement learning.

Many of the advantages promised by BD + AI involve the use of personal data, data which can be used to identify individuals. This includes health data; customer data; ANPR data (Automated Number Plate Recognition); bank data; and even includes data about farmers’ land, livestock, and harvests. Issues surrounding privacy and control of data are widely discussed and recognized as major ethical concerns that need to be addressed (Boyd & Crawford, 2012 ; Tene & Polonetsky, 2012 , 2013 ; Mittelstadt, Allo, Taddeo, Wachter, & Floridi, 2016 ; Jain, Gyanchandani, & Khare, 2016 ; Mai, 2016 ; Macnish, 2018 ). The concern surrounding privacy can be put down to a combination of a general level of awareness of privacy issues and the recently-introduced General Data Protection Regulation (GDPR). Closely aligned with privacy issues are those relating to transparency of processes dealing with data, which can often be classified as internal, external, and deliberate opaqueness (Burrell, 2016 ; Lepri, Staiano, Sangokoya, Letouzé, & Oliver, 2017 ; Mittelstadt, Allo, Taddeo, Wachter, & Floridi, 2016 ).

The Guidelines for Trustworthy AI Footnote 4 were released in 2018 by the High-Level Expert Group on Artificial Intelligence (AI HLEG Footnote 5 ), and address the need for technical robustness and safety, including accuracy, reproducibility, and reliability. Reliability is further linked to the requirements of diversity, fairness, and social impact because it addresses freedom from bias from a technical point of view. The concept of reliability, when it comes to BD + AI, refers to the capability to verify the stability or consistency of a set of results (Bush, 2012 ; Ferraggine, Doorn, & Rivera, 2009 ; Meeker and Hong, 2014 ).

If a technology is unreliable, error-prone, and unfit-for-purpose, adverse ethical issues may result from decisions made by the technology. The accuracy of recommendations made by BD + AI is a direct consequence of the degree of reliability of the technology (Barolli, Takizawa, Xhafa, & Enokido, 2019 ). Bias and discrimination in algorithms may be introduced consciously or unconsciously by those employing the BD + AI or because of algorithms reflecting pre-existing biases (Baroccas and Selbst, 2016 ). Examples of bias have been documented often reflecting “an imbalance in socio-economic or other ‘class’ categories—ie, a certain group or groups are not sampled as much as others or at all” (Panch et al., 2019 ). have the potential to affect levels of inequality and discrimination, and if biases are not corrected these systems can reproduce existing patterns of discrimination and inherit the prejudices of prior decision makers (Barocas & Selbst, 2016 , p. 674). An example of inherited prejudices is documented in the United States, where African-American citizens, more often than not, have been given longer prison sentences than Caucasians for the same crime.

Medium-term issues

Medium-term issues are not clearly linked to a particular technology but typically arise from the integration of AI techniques including machine learning into larger socio-technical systems and contexts. They are thus related to the way life in modern societies is affected by new technologies. These can be based on the specific issues listed above but have their main impact on the societal level. The use of BD + AI may allow individuals’ behaviour to be put under scrutiny and surveillance , leading to infringements on privacy, freedom, autonomy, and self-determination (Wolf, 2015 ). There is also the possibility that the increased use of algorithmic methods for societal decision-making may create a type of technocratic governance (Couldry & Powell, 2014 ; Janssen & Kuk, 2016 ), which could infringe on people’s decision-making processes (Kuriakose & Iyer, 2018 ). For example, because of the high levels of public data retrieval, BD + AI may harm people’s freedom of expression, association, and movement, through fear of surveillance and chilling effects (Latonero, 2018 ).

Corporations have a responsibility to the end-user to ensure compliance, accountability, and transparency of their BD + AI (Mittelstadt, Allo, Taddeo, Wachter, & Floridi, 2016 ). However, when the source of a problem is difficult to trace, owing to issues of opacity, it becomes challenging to identify who is responsible for the decisions made by the BD + AI. It is worth noting that a large-scale survey in Australia in 2020 indicated that 57.9% of end-users are not at all confident that most companies take adequate steps to protect user data. The significance of understanding and employing responsibility is an issue targeted in many studies (Chatfield et al., 2017 ; Fothergill et al., 2019 ; Jirotka et al., 2017 ; Pellé & Reber, 2015 ). Trust and control over BD + AI as an issue is reiterated by a recent ICO report demonstrating that most UK citizens do not trust organisations with their data (ICO, 2017 ).

Justice is a central concern in BD + AI (Johnson, 2014 , 2018 ). As a starting point, justice consists in giving each person his or her due or treating people equitably (De George, p. 101). A key concern is that benefits will be reaped by powerful individuals and organisations, while the burden falls predominantly on poorer members of society (Taylor, 2017 ). BD + AI can also reflect human intentionality, deploying patterns of power and authority (Portmess & Tower, 2015 , p. 1). The knowledge offered by BD + AI is often in the hands of a few powerful corporations (Wheeler, 2016 ). Power imbalances are heightened because companies and governments can deploy BD + AI for surveillance, privacy invasions and manipulation, through personalised marketing efforts and social control strategies (Lepri, Staiano, Sangokoya, Letouzé, & Oliver, 2017 , p. 11). They play a role in the ascent of datafication, especially when specific groups (such as corporate, academic, and state institutions) have greater unrestrained access to big datasets (van Dijck, 2014 , p. 203).

Discrimination , in BD + AI use, can occur when individuals are profiled based on their online choices and behaviour, but also their gender, ethnicity and belonging to specific groups (Calders, Kamiran, & Pechenizkiy, 2009 ; Cohen et al., 2014 ; and Danna & Gandy, 2002 ). Data-driven algorithmic decision-making may lead to discrimination that is then adopted by decision-makers and those in power (Lepri, Staiano, Sangokoya, Letouzé, & Oliver, 2017 , p. 4). Biases and discrimination can contribute to inequality . Some groups that are already disadvantaged may face worse inequalities, especially if those belonging to historically marginalised groups have less access and representation (Barocas & Selbst, 2016 , p. 685; Schradie, 2017 ). Inequality-enhancing biases can be reproduced in BD + AI, such as the use of predictive policing to target neighbourhoods of largely ethnic minorities or historically marginalised groups (O’Neil, 2016 ).

BD + AI offers great potential for increasing profit, reducing physical burdens on staff, and employing innovative sustainability practices (Badri, Boudreau-Trudel, & Souissi, 2018 ). They offer the potential to bring about improvements in innovation, science, and knowledge; allowing organisations to progress, expand, and economically benefit from their development and application (Crawford et al., 2014 ). BD + AI are being heralded as monumental for the economic growth and development of a wide diversity of industries around the world (Einav & Levin, 2014 ). The economic benefits accrued from BD + AI may be the strongest driver for their use, but BD + AI also holds the potential to cause economic harm to citizens and businesses or create other adverse ethical issues (Newman, 2013 ).

However, some in the literature view the co-development of employment and automation as somewhat naïve outlook (Zuboff, 2015 ). BD + AI companies may benefit from a ‘post-labour’ automation economy, which may have a negative impact on the labour market (Bossman, 2016 ), replacing up to 47% of all US jobs within the next 20 years (Frey & Osborne, 2017 ). The professions most at risk of affecting employment correlated with three of our case studies: farming, administration support and the insurance sector (Frey & Osborne, 2017 ).

Long-term issues

Long-term issues are those pertaining to fundamental aspects of nature of reality, society, or humanity. For example, that AI will develop capabilities far exceeding human beings (Kurzweil, 2006 ). At this point, sometimes called the ‘ singularity ’ machines achieve human intelligence, are expected to be able to improve on themselves and thereby surpass human intelligence and become superintelligent (Bostrom, 2016 ). If this were to happen, then it might have dystopian consequences for humanity as often depicted in science fiction. Also, it stands to reason that the superintelligent, or even just the normally intelligent machines may acquire a moral status.

It should be clear that these expectations are not universally shared. They refer to what is often called ‘ artificial general intelligence’ (AGI), a set of technologies that emulate human reasoning capacities more broadly. Footnote 6

Furthermore, if we may acquire new capabilities, e.g. by using technical implants to enhance human nature. The resulting being might be called a transhuman , the next step of human evolution or development. Again, it is important to underline that this is a contested idea (Livingstone, 2015 ) but one that has increasing traction in public discourse and popular science accounts (Harari, 2017 ).

We chose this distinction of three groups of issues for understanding how mitigation strategies within organisations can be contextualised. We concede that this is one reading of the literature and that many others are possible. In this account of the literature we tried to make sense of the current discourse to allow us to understand our empirical findings which are introduced in the following sections.

Case Study Methodology

Despite the impressive amount of research undertaken on ethical issues of AI + BD (e.g. Mittelstadt, Allo, Taddeo, Wachter, & Floridi, 2016 ; Zwitter, 2014 ), there are few case studies exploring such issues. This paper builds upon this research and employs an interpretivist methodology to do so, focusing on how, what, and why questions relevant to the ethical use of BD + AI (Walsham, 1995a , b ). The primary research questions for the case studies were: How do organisations perceive ethical concerns related to BD + AI and in what ways do they deal with them?

We sought to elicit insights from interviews, rather than attempting to reach an objective truth about the ethical impacts of BD + AI. The interpretivist case study approach (Stake 2003) allowed the researchers ‘to understand ‘reality’ as the blending of the various (and sometimes conflicting) perspectives which coexist in social contexts, the common threads that connect the different perspectives and the value systems that give rise to the seeming contradictions and disagreements around the topics discussed. Whether one sees this reality as static (social constructivism) or dynamic (social constructionism) was also a point of consideration, as they both belong in the same “family” approach where methodological flexibility is as important a value as rigour’ (XXX).

Through extensive brainstorming within the research team, and evaluations of relevant literature, 16 social application domains were established as topics for case study analysis. Footnote 7 The project focused on ten out of these application domains in accordance with the partners’ competencies. The case studies have covered ten domains, and each had their own unique focus, specifications, and niches, which added to the richness of the evaluations (Table 1 ).

The qualitative analysis approach adopted in this study focused on these ten standalone operational case studies that were directly related to the application domains presented in Table 1 . These individual case studies provide valuable insights (Yin, 2014 , 2015 ); however, a multiple-case study approach offers a more comprehensive analysis of ethical issues related to BD + AI use (Herriott & Firestone, 1983 ). Thus, this paper adopts a multiple-case study methodology to identify what insights can be obtained from the ten cases, identifies whether any generalisable understandings can be retrieved, and evaluates how different organisations deal with issues pertaining to BD + AI development and use. The paper does not attempt to derive universal findings from this analysis, in line with the principles of interpretive research, but further attempts to gain an in-depth understanding of the implications of selected BD + AI applications.

The data collection was guided by specific research questions identified through each case, including five desk research questions (see appendix 1); 24 interview questions (see appendix 2); and a checklist of 17 potential ethical issues, developed by the project leader Footnote 8 (see appendix 3). A thematic analysis framework was used to ‘highlight, expose, explore, and record patterns within the collected data. The themes were patterns across data sets that were important to describe several ethical issues which arise through the use of BD + AI across different types of organisations and application domains’ (XXX).

A workshop was then held after the interviews were carried out. The workshop brought together the experts in the case study team to discuss their findings. This culminated in 26 ethical issues Footnote 9 that were inductively derived from the data collected throughout the interviews (see Fig. 2 and Table 3). Footnote 10 In order to ensure consistency and rigour in the multiple-case study approach, researchers followed a standardised case study protocol (Yin, 2014 ). Footnote 11

The Prevalence of Ethical Issues in the Case Studies

Thirteen different organisations were interviewed for 10 case studies, consisting of 22 interviews in total. Footnote 12 These ranged from 30 min to 1 ½ hours in-person or Skype interviews. The participants that were selected for interviews represented a very broad range of application domains and organisations that use BD + AI. The case study organisations were selected according to their relevance to the overall case study domains and considering their fit with the domains and likelihood of providing interesting insights. The interviewees were then selected according to their ability to explain their BD + AI and its role in their organisation. In addition to interviews, a document review provided supporting information about the organisation. Thus, websites and published material were used to provide background to the research.

Findings: Ten Case Studies

This section gives a brief overview of the cases, before analysing their similarities and differences. It also highlights the different types of BD + AI being used, and the types of data used by the BD + AI in the case study organisations, before conducting an ethical analysis of the cases. Table 2 presents an overview of the 10 cases to show the roles of the interviewees, the focus of the technologies being used, and the data retrieved by each organisation’s BD + AI. All interviews were conducted in English.

The types of organisations that were used in the case studies varied extensively. They included start-ups (CS10), niche software companies (CS1), national health insurers (Organisation X in CS6), national energy providers (CS7), chemical/agricultural multinational (CS3), and national (CS9) and international (CS8) telecommunications providers. The case studies also included public (CS2, Organisation 1 and 4 in CS4) and semi-public (Organisation 2 in CS4) organisations, as well as a large scientific research project (CS5).

The types of individuals interviewed also varied extensively. For example, CS6 and CS7 did not have anyone with a specific technical background, which limited the possibility of analysing issues related to the technology itself. Some case studies only had technology experts (such as CS1, CS8, and CS9), who mostly concentrated on technical issues, with much less of a focus on ethical concerns. Other case studies had a combination of both technical and policy-focused experts (i.e. CS3, CS4, and CS5). Footnote 13

Therefore, it must be made fundamentally clear that we are not proposing that all of the interviewees were authorities in the field, or that even collectively they represent a unified authority on the matter, but instead, that we are hoping to show what are the insights and perceived ethical issues of those currently working with AI on the ground view as ethical concerns. While the paper is presenting the ethical concerns found within an array of domains, we do not claim that any individual case study is representative of their entire industry, but instead, our intent was to capture a wide diversity of viewpoints, domains, and applications of AI, to encompass a broad amalgamation of concerns. We should also state that this is not a shortcoming of the study but that it is the normal approach that social science often takes.

The diversity of organisations and their application focus areas also varied. Some organisations focused more so on the Big Data component of their AI, while others more strictly on the AI programming and analytics. Even when organisations concentrated on a specific type of BD + AI, such as Big Data, its use varied immensely, including retrieval (CS1), analysis (CS2), predictive analytics (CS10), and transactional value (Organisation 2 in CS4). Some domains adopted BD + AI earlier and more emphatically than others (such as communications, healthcare, and insurance). Also, the size, investment, and type of organisation played a part in the level of BD + AI innovation (for example, the two large multinationals in CS3 and CS8 had well-developed BD + AI).

The maturity level of BD + AI was also determined by how it was integrated, and its importance, within an organisation. For instance, in organisations where BD + AI were fundamental for the success of the business (e.g. CS1 and CS10), they played a much more important role than in companies where there was less of a reliance (e.g. CS7). In some organisations, even when BD + AI was not central to success, the level of development was still quite advanced because of economic investment capabilities (e.g. CS3 and CS8).

These differences provided important questions to ask throughout this multi-case study analysis, such as: Do certain organisations respond to ethical issues relating to BD + AI in a certain way? Does the type of interviewee affect the ethical issues discussed—e.g. case studies without technical experts, those that only had technical experts, and those that had both? Does the type of BD + AI used impact the types of ethical issues discussed? What significance does the type of data retrieved have on ethical issues identified by the organisations? These inductive ethical questions provided a template for the qualitative analysis in the following section.

Ethical Issues in the Case Studies

Based on the interview data, the ethical issues identified in the case studies were grouped into six specific thematic sections to provide a more conducive, concise, and pragmatic methodology. Those six sections are: control of data, reliability of data, justice, economic issues, role of organisations, and individual freedoms. From the 26 ethical issues, privacy was the only ethical issue addressed in all 10 case studies, which was not surprising because it has received a great deal of attention recently because of the GDPR. Also, security, transparency, and algorithmic bias are regularly discussed in the literature, so we expected them to be significant issues across many of the cases. However, there were many issues that received less attention in the literature—such as access to BD + AI, trust, and power asymmetries—which were discussed frequently in the interviews. In contrast to this, there were ethical issues that were heavily discussed in the literature which received far less attention in the interviews, such as employment, autonomy, and criminal or malicious use of BD + AI (Fig. 2 ).

The ethical analysis was conducted using a combination of literature reviews and interviews carried out with stakeholders. The purpose of the interviews was to ensure that there were no obvious ethical issues faced by stakeholders in their day-to-day activities which had been missed in the academic literature. As such, the starting point was not an overarching normative theory, which might have meant that we looked for issues which fit well with the theory but ignored anything that fell outside of that theory. Instead the combined approach led to the identification of the 26 ethical issues, each labelled based on particular words or phrases used in the literature or by the interviewees. For example, the term "privacy" was used frequently and so became the label for references to and instances of privacy-relevant concerns. In this section we have clustered issues together based on similar problems faced (e.g. accuracy of data and accuracy of algorithms within the category of ‘reliability of data’).

In an attempt to highlight similar ethical issues and improve the overall analysis to better capture similar perspectives, the research team decided to use the method of clustering, a technique often used in data mining to efficiently group similar elements together. Through discussion in the research team, and bearing in mind that the purpose of the clustering process was to form clusters that would enhance understanding of the impact of these ethical issues, we arrived at the following six clusters: the control of data (covering privacy, security, and informed consent); the reliability of data (accuracy of data and accuracy of algorithms); justice (power asymmetries, justice, discrimination, and bias); economic issues (economic concerns, sustainability, and employment); the role of organisations (trust and responsibility); and human freedoms (autonomy, freedom, and human rights). Both the titles and the precise composition of each cluster of issues are the outcome of a reasoned agreement of the research team. However, it should be clear that we could have used different titles and different clustering. The point is not that each cluster forms a distinct group of ethical issues, independent from any other. Rather the ethical issues faced overlap and play into one another, but to present them in a manageable format we have opted to use this bottom-up clustering approach.

Human Freedoms

An interviewee from CS10 stated that they were concerned about human rights because they were an integral part of the company’s ethics framework. This was beneficial to their business because they were required to incorporate human rights to receive public funding by the Austrian government. The company ensured that they would not grant ‘full exclusivity on generated social unrest event data to any single party, unless the data is used to minimise the risk of suppression of unrest events, or to protect the violation of human rights’ (XXX). The company demonstrates that while BD + AI has been criticised for infringing upon human rights in the literature, they also offer the opportunity to identify and prevent human rights abuses. The company’s moral framework definitively stemmed from regulatory and funding requirements, which lends itself to the benefit of effective ethical top-down approaches, which is a divisive topic in the literature, with diverging views about whether top-down or bottom-up approaches are better options for improved AI ethics.

Trust & Responsibility

Responsibility was a concern in 5 of the case studies, confirming the importance it is given in the literature (see Sect. 3 ). Trust appeared in seven of the case studies. The cases focused on concerns found in the literature, such as BD + AI use in policy development, public distrust about automated decision-making and the integrity of corporations utilising datafication methods (van Dijck 2014 ).

Trust and control over BD + AI were an issue throughout the case studies. The organisation from the predictive intelligence case study (CS10) identified that their use of social media data raised trust issues. They converged with perspectives found in the literature that when people feel disempowered to use or be part of the BD + AI development process, they tend to lose trust in the BD + AI (Accenture, 2016 , 2017 ). In CS6, stakeholders (health insurers) trusted the decisions made by BD + AI when they were engaged and empowered to give feedback on how their data was used. Trust is enhanced when users can refuse the use of their data (CS7), which correlates with the literature. Companies discussed the benefits of establishing trustworthy relationships. For example, in CS9, they have “ been trying really hard to avoid the existence of fake [mobile phone] base stations, because [these raise] an issue with the trust that people put in their networks” (XXX).

Corporations need to determine the objective of the data analysis (CS3), what data is required for the BD + AI to work (CS2), and accountability for when it does not work as intended or causes undesirable outcomes (CS4). The issue here is whether the organisation takes direct responsibility for these outcomes, or, if informed consent has been given, can responsibility be shared with the granter of consent (CS3). The cases also raised the question of ‘responsible to whom’, the person whose data is being used or the proxy organisation who has provided data (CS6). For example, in the insurance case study, the company stated that they only had a responsibility towards the proxy organisation and not the sources of the data. All these issues are covered extensively in the literature in most application domains.

Control of Data

Concerns surrounding the control of data for privacy reasons can be put down to a general awareness of privacy issues in the press, reinforced by the recently-introduced GDPR. This was supported in the cases, where interviewees expressed the opinion that the GDPR had raised general awareness of privacy issues (CS1, CS9) or that it had lent weight to arguments concerning the importance of privacy (CS8).

The discussion of privacy ranged from stressing that it was not an issue for some interviewees, because there was no personal information in the data they used (CS4), to its being an issue for others, but one which was being dealt with (CS2 and CS8). One interviewee (CS5) expressed apprehension that privacy concerns conflicted with scientific innovation, introducing hitherto unforeseen costs. This view is not uncommon in scientific and medical innovation, where harms arising from the use of anonymised medical data are often seen as minimal and the potential benefits significant (Manson & O’Neill, 2007 ). In other cases (CS1), there was a confusion between anonymisation (data which cannot be traced back to the originating source) and pseudonymisation (where data can be traced back, albeit with difficulty) of users’ data. A common response from the cases was that providing informed consent for the use of personal data waived some of the rights to privacy of the user.

Consent may come in the form of a company contract Footnote 14 or an individual agreement. Footnote 15 In the former, the company often has the advantage of legal support prior to entering a contract and so should be fully aware of the information provided. In individual agreements, though, the individual is less likely to be legally supported, and so may be at risk of exploitation through not reading the information sufficiently (CS3), or of responding without adequate understanding (CS9). In one case (CS5), referring to anonymised data, consent was implied rather than given: the interviewee suggested that those involved in the project may have contributed data without giving clear informed consent. The interviewee also noted that some data may have been shared without the permission, or indeed knowledge, of those contributing individuals. This was acknowledged by the interviewee as a potential issue.

In one case (CS6), data was used without informed consent for fraud detection purposes. The interviewees noted that their organisation was working within the parameters of national and EU legislation, which allows for non-consensual use of data for these ends. One interviewee in this case stated that informed consent was sought for every novel use of the data they held. However, this was sought from the perceived owner of the data (an insurance company) rather than from the originating individuals. This case demonstrates how people may expect their data to be used without having a full understanding of the legal framework under which the data are collected. For example, data relating to individuals may legally be accessed for fraud detection without notifying the individual and without relying on the individual’s consent.

This use of personal data for fraud detection in CS6 also led to concerns regarding opacity. In both CS6 and CS10 there was transparency within the organisations (a shared understanding among staff as to the various uses of the data) but that did not extend to the public outside those organisations. In some cases (CS5) the internal transparency/external opacity meant that those responsible for developing BD + AI were often hard to meet. Of those who were interviewed in CS5, many did not know the providence of the data or the algorithms they were using. Equally, some organisations saw external opacity as integral to the business environment in which they were operating (CS9, CS10) for reasons of commercial advantage. The interviewee in CS9 cautioned that this approach, coupled with a lack of public education and the speed of transformation within the industry, would challenge any meaningful level of public accountability. This would render processes effectively opaque to the public, despite their being transparent to experts.

Reliability of Data

There can be multiple sources of unreliability in BD + AI. Unreliability originating from faults in the technology can lead to algorithmic bias, which can cause ethical issues such as unfairness, discrimination, and general negative social impact (CS3 and CS6). Considering algorithmic bias as a key input to data reliability, there exist two types of issues that may need to be addressed. Primarily, bias may stem from the input data, referred to as training data, if such data excludes adequate representation of the world, e.g. gender-biased datasets (CS6). Secondly, an inadequate representation of the world may be the result of lack of data, e.g. a correctly designed algorithm to learn from and predict a rare disease, may not have sufficient representative data to achieve correct predictions (CS5). In either case the input data are biased and may result in inaccurate decision-making and recommendations.

The issues of reliability of data stemming from data accuracy and/or algorithmic bias, may escalate depending on their use, as for example in predictive or risk-assessment algorithms (CS10). Consider the risks of unreliable data in employee monitoring situations (CS1), detecting pests and diseases in agriculture (CS3), in human brain research (CS5) or cybersecurity applications (CS8). Such issues are not singular in nature but closely linked to other ethical issues such as information asymmetries, trust, and discrimination. Consequently, the umbrella issue of reliability of data must be approached from different perspectives to ensure the validity of the decision-making processes of the BD + AI.

Data may over-represent some people or social groups who are likely to be already privileged or under-represent disadvantaged and vulnerable groups (CS3). Furthermore, people who are better positioned to gain access to data and have the expertise to interpret them may have an unfair advantage over people devoid of such competencies. In addition, BD + AI can work as a tool of disciplinary power, used to evaluate people’s conformity to norms representing the standards of disciplinary systems (CS5). We focus on the following aspects of justice in our case study analysis: power asymmetries, discrimination, inequality, and access.

The fact that issues of power can arise in public as well as private organisations was discussed in our case studies. The smart city case (CS4) showed that the public organisations were aware of potential problems arising from companies using public data and were trying to put legal safeguards in place to avoid such misuse. As a result of misuse, there is the potential that cities, or the companies with which they contract, may use data in harmful or discriminatory ways. Our case study on the use of BD + AI in scientific research showed that the interviewees were acutely aware of the potential of discrimination (CS10). They stated that biases in the data may not be easy to identify, and may lead to misclassification or misinterpretation of findings, which may in turn skew results. Discrimination refers to the recognition of difference, but it may also refer to unjust treatment of different categories of people based on their gender, sex, religion, race, class, or disability. BD + AI are often employed to distinguish between different cases, e.g. between normal and abnormal behaviour in cybersecurity. Determining whether such classification entails discrimination in the latter sense can be difficult, due to the nature of the data and algorithms involved.

Examples of potential inequality based on BD + AI could be seen in several case studies. The agricultural case (CS3) highlighted the power differential between farmers and companies with potential implications for inequality, but also the global inequality between farmers, linked to farming practices in different countries (CS3). Subsistence farmers in developing countries, for example, might find it more difficult to benefit from these technologies than large agro-businesses. The diverging levels of access to BD + AI entail different levels of ability to benefit from them and counteract possible disadvantages (CS3). Some companies restrict access to their data entirely, and others sell access at a fee, while others offer small datasets to university-based researchers (Boyd & Crawford, 2012 , p. 674).

Economic Issues

One economic impact of BD + AI outlined in the agriculture case study (CS3) focused on whether this technology, and their ethical implementation, were economically affordable. If BD + AI could not improve economic efficiency, they would be rejected by the end-user, whether they were more productive, sustainable, and ethical options. This is striking, as it raises a serious challenge for the AI ethics literature and industry. It establishes that no matter how well intentioned and principled AI ethics guidelines and charters are, unless their implementation can be done in an economically viable way, their implementation will be challenged and resisted by those footing the bill.

The telecommunications case study (CS9) focused on how GDPR legislation may economically impact businesses using BD + AI by creating disparities in competitiveness between EU and non-EU companies developing BD + AI. Owing to the larger data pools of the latter, their BD + AI may prove to be more effective than European-manufactured alternatives, which cannot bypass the ethical boundaries of European law in the same way (CS8). This is something that is also being addressed in the literature and is a very serious concern for the future profitability and development of AI in Europe (Wallace & Castro, 2018 ). The literature notes additional issues in this area that were not covered in the cases. There is the potential that the GDPR will increase costs of European AI companies by having to manually review algorithmic decision-making; the right to explanation could reduce AI accuracy; and the right to erasure could damage AI systems (Wallace & Castro, 2018 , p. 2).

One interviewee stated that public–private BD + AI projects should be conducted in a collaborative manner, rather than a sale-of-service (CS4). However, this harmonious partnership is often not possible. Another interviewee discussed the tension between public and private interests on their project—while the municipality tried to focus on citizen value, the ICT company focused on the project’s economic success. The interviewee stated that the project would have terminated earlier if it were the company’s decision, because it was unprofitable (CS4). This is a huge concern in the literature, whereby private interests will cloud, influence, and damage public decision-making within the city because of their sometimes-incompatible goals (citizen value vs. economic growth) (Sadowski & Pasquale, 2015 ). One interviewee said that the municipality officials were aware of the problems of corporate influence and thus are attempting to implement the approach of ‘data sovereignty’ (CS2).

During our interviews, some viewed BD + AI as complementary to human employment (CS3), collaborative with such employment (CS4), or as a replacement to employment (CS6). The interviewees from the agriculture case study (CS3) stated that their BD + AI were not sufficiently advanced to replace humans and were meant to complement the agronomist, rather than replace them. However, they did not indicate what would happen when the technology is advanced enough, and it becomes profitable to replace the agronomist. The insurance company interviewee (CS6) stated that they use BD + AI to reduce flaws in personal judgment. The literature also supports this viewpoint, where BD + AI is seen to offer the potential to evaluate cases impartially, which is beneficial to the insurance industry (Belliveau, Gray, & Wilson, 2019 ). Footnote 16 The interviewee reiterated this and also stated that BD + AI would reduce the number of people required to work on fraud cases. The interviewee stated that BD + AI are designed to replace these individuals, but did not indicate whether their jobs were secure or whether they would be retrained for different positions, highlighting a concern found in the literature about the replacement and unemployment of workers by AI (Bossman, 2016 ). In contrast to this, a municipality interviewee from CS4 stated that their chat-bots are used in a collaborative way to assist customer service agents, allowing them to concentrate on higher-level tasks, and that there are clear policies set in place to protect their jobs.

Sustainability was only explicitly discussed in two interviews (CS3 and CS4). The agriculture interviewees stated that they wanted to be the ‘first’ to incorporate sustainability metrics into agricultural BD + AI, indicating a competitive and innovative rationale for their company (CS3). Whereas the interviewee from the sustainable development case study (CS4) stated that their goal of using BD + AI was to reduce Co2 emissions and improve energy and air quality. He stated that there are often tensions between ecological and economic goals and that this tension tends to slow down the efforts of BD + AI public–private projects—an observation also supported by the literature (Keeso, 2014 ). This tension between public and private interests in BD + AI projects was a recurring issue throughout the cases, which will be the focus of the next section on the role of organisations.

Discussion and Conclusion

The motivation behind this paper is to come to a better understanding of ethical issues related to BD + AI based on a rich empirical basis across different application domains. The exploratory and interpretive approach chosen for this study means that we cannot generalise from our research to all possible examples of BD + AI, but it does allow us to generalise to theory and rich insights (Walsham, 1995a , b , 2006 ). These theoretical insights can then provide the basis for further empirical research, possibly using other methods to allow an even wider set of inputs to move beyond some of the limitations of the current study.

Organisational Practice and the Literature

The first point worth stating is that there is a high level of consistency both among the case studies and between cases and literature. Many of the ethical issues identified cut across the cases and are interpreted in similar ways by different stakeholders. The frequency distribution of ethical issues indicates that very few, if any, issues are relevant to all cases but many, such as privacy, have a high level of prevalence. Despite appearing in all case studies, privacy was not seen as overly problematic and could be dealt with in the context of current regulatory principles (GDPR). Most of the issues that we found in the literature (see Sect. 2 ) were also present in the case studies. In addition to privacy and data protection, this included accuracy, reliability, economic and power imbalances, justice, employment, discrimination and bias, autonomy and human rights and freedoms.

Beyond the general confirmation of the relevance of topics discussed in the literature, though, the case studies provide some further interesting insights. From the perspective of an individual case some societal factors are taken for granted and outside of the control of individual actors. For example, intellectual property regimes have significant and well-recognised consequences for justice, as demonstrated in the literature. However, there is often little that individuals or organisations can do about them. Even in cases where individuals may be able to make a difference and the problem is clear, it is not always obvious how to do this. Some well-publicised discrimination cases may be easy to recognise, for example where an HR system discriminates against women or where a facial recognition system discriminates against black people. But in many cases, it may be exceedingly difficult to recognise discrimination where it is not clear how a person is discriminated against. If, for example, an image-based medical diagnostic system leads to disadvantages for people with genetic profiles, this may not be easy to identify.

With regards to the classification of the literature suggested in Sect. 2 along the temporal dimension, we can see that the attention of the case study respondents seems to be correlated to the temporal horizon of the issues. The issues we see as short-term figures most prominently, whereas the medium-term issues, while still relevant and recognisable, appear to be less pronounced. The long-term questions are least visible in the cases. This is not very surprising, as the short-term issues are those that are at least potentially capable of being addressed relatively quickly and thus must be accessible on the local level. Organisations deploying or using AI therefore are likely to have a responsibility to address these issues and our case studies have shown that they are aware of this and putting measures in place. This is clearly true for data protection or security issues. The medium-term issues that are less likely to find local resolutions still figure prominently, even though an individual organisation has less influence on how they can be addressed. Examples of this would be questions of unemployment, justice, or fairness. There was little reference to what we call long-term issues, which can partly be explained by the fact that the type of AI user organisations we investigated have very limited influence on how they are perceived and how they may be addressed.

Interpretative Differences on Ethical Issues

Despite general agreement on the terminology used to describe ethical issues, there are often important differences in interpretation and understanding. In the first ethics theme, control of data, the perceptions of privacy ranged from ‘not an issue’ to an issue that was being dealt with. Some of this arose from the question of informed consent and the GDPR. However, a reliance on legislation, such as GDPR, without full knowledge of the intricacies of its details (i.e. that informed consent is only one of several legal bases of lawful data processing), may give rise to a false sense of security over people’s perceived privacy. This was also linked to the issue of transparency (of processes dealing with data), which may be external to the organisation (do people outside understand how an organisation holds and processes their data), or internal (how well does the organisation understand the algorithms developed internally) and sometimes involve deliberate opacity (used in specific contexts where it is perceived as necessary, such as in monitoring political unrest and its possible consequences). Therefore, a clearer and more nuanced understanding of privacy and other ethical terms raised here might well be useful, albeit tricky to derive in a public setting (for an example of complications in defining privacy, see Macnish, 2018 ).

Some issues from the literature were not mentioned in the cases, such as warfare. This can easily be explained by our choice of case studies, none of which drew on work done in this area. It indicates that even a set of 10 case studies falls short of covering all issues.

A further empirical insight is in the category we called ‘role of organisations’, which covers trust and responsibility. Trust is a key term in the discussion of the ethics of AI, prominently highlighted by the focus on trustworthy AI by the EU’s High-Level Expert Group, among others. We put this into the ‘role of organisations’ category because our interaction with the case study respondents suggested that they felt it was part of the role of their organisations to foster trust and establish responsibilities. But we are open to the suggestion that these are concepts on a slightly different level that may provide the link between specific issues in applications and broader societal debate.

Next Steps: Addressing the Ethics of AI and Big Data

This paper is predominantly descriptive, and it aims to provide a theoretically sound and empirically rich account of ethical concerns in AI + BD. While we hope that it proves to be insightful it is only a first step in the broader journey towards addressing and resolving these issues. The categorisation suggested here gives an initial indication of which type of actor may be called upon to address which type of issue. The distinction between micro-, meso- and macro perspectives suggested by Haenlein and Kaplan ( 2019 ) resonates to some degree with our categorisation of issues.

This points to the question what can be done to address these ethical issues and by whom should it be done? We have not touched on this question in the theoretical or empirical part of the paper, but the question of mitigation is the motivating force behind much of the AI + BD ethics research. The purpose of understanding these ethical questions is to find ways of addressing them.

This calls for a more detailed investigation of the ethical nature of the issues described here. As indicated earlier, we did not begin with a specific ethical theoretical framework imposed onto the case studies, but did have some derived ethics concepts which we explored within the context of the cases and allowed others to emerge over the course of the interviews. One issue is the philosophical question whether the different ethical issues discussed here are of a similar or comparable nature and what characterises them as ethical issues. This is not only a philosophical question but also a practical one for policymakers and decision makers. We have alluded to the idea that privacy and data protection are ethical issues, but they also have strong legal implications and can also be human rights issues. It would therefore be beneficial to undertake a further analysis to investigate which of these ethical issues are already regulated and to what degree current regulation covers BD + AI, and how this varies across the various EU nations and beyond.

Another step could be to expand an investigation like the one presented here to cover the ethics of AI + BD debate with a focus on suggested resolutions and policies. This could be achieved by adopting the categorisation and structure presented here and extending it to the currently discussed option for addressing the ethical issues. These include individual and collective activities ranging from technical measures to measure bias in data or individual professional guidance to standardisation, legislation, the creation of a specific regulator and many more. It will be important to understand how these measures are conceptualised as well as which ones are already used to which effect. Any such future work, however, will need to be based on a sound understanding of the issues themselves, which this paper contributes to. The key contribution of the paper, namely the presentation of empirical findings from 10 case studies show in more detail how ethical issues play out in practice. While this work can and should be expanded by including an even broader variety of cases and could be supplemented by other empirical research methods, it marks an important step in the development of our understanding of these ethical issues. This should form a part of the broader societal debate about what these new technologies can and should be used for and how we can ensure that their consequences are beneficial for individuals and society.

Throughout the paper, XXX will be used to anonymise relevant text that may identify the authors, either through the project and/or publications resulting from the individual case studies. All case studies have been published individually. Several the XXX references in the findings refer to these individual publications which provide more detail on the cases than can be provided in this cross-case analysis.

The ethical issues that we discussed throughout the case studies refers to issues broadly construed as ethical issues, or issues that have ethical significance. While some issues may not be directly obvious how they are ethical issues, they may give rise to significant harm relevant to ethics. For example, accuracy of data may not explicitly be an ethical issue, if inaccurate data is used in algorithms, it may lead to discrimination, unfair bias, or harms to individuals.

Such as chat-bots, natural language processing AI, IoT data retrieval, predictive risk analysis, cybersecurity machine-learning, and large dataset exchanges.

https://ec.europa.eu/futurium/en/ai-alliance-consultation/guidelines/1 .

https://ec.europa.eu/digital-single-market/en/high-level-expert-group-artificial-intelligence .

The type of AI currently in vogue, as outlined earlier, is based on machine learning, typically employing artificial neural networks for big data analysis. This is typically seen as ‘narrow AI’ and it is not clear whether there is a way from narrow to general AI, even if one were to accept that achieving general AI is fundamentally possible.

The 16 social domains were: Banking and securities; Healthcare; Insurance; Retail and wholesale trade; Science; Education; Energy and utilities; Manufacturing and natural resources; Agriculture; Communications, media and entertainment; Transportation; Employee monitoring and administration; Government; Law enforcement and justice; Sustainable development; and Defence and national security.

This increased to 26 ethical issues following a group brainstorming session at the case study workshop.

The nine additional ethical issues from the initial 17 drafted by the project leader were: human rights, transparency, responsibility, ownership of data, algorithmic bias, integrity, human rights, human contact, and accuracy of data.

The additional ethical issues were access to BD + AI, accuracy of data, accuracy of recommendations, algorithmic bias, economic, human contact, human rights, integrity, ownership of data, responsibility, and transparency. Two of the initial ethical concerns were removed (inclusion of stakeholders and environmental impact). The issues raised concerning inclusion of stakeholders were deemed to be sufficiently included in access to BD + AI, and those relating to environmental impact were felt to be sufficiently covered by sustainability.

The three appendices attached in this paper comprise much of this case study protocol.

CS4 evaluated four organisations, but one of these organisations was also part of CS2 – Organisation 1. CS6 analysed two insurance organisations.

Starting out, we aimed to have both policy/ethics-focused experts within the organisation and individuals that could also speak with us about the technical aspects of the organisation’s BD + AI. However, this was often not possible, due to availability, organisations’ inability to free up resources (e.g. employee’s time) for interviews, or lack of designated experts in those areas.

For example, in CS1, CS6, and CS8.

For example, in CS2, CS3, CS4, CS5, CS6, and CS9.

As is discussed elsewhere in this paper, algorithms also hold the possibility of reinforcing our prejudices and biases or creating new ones entirely.

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Acknowledgements

This SHERPA Project has received funding from the European Union’s Horizon 2020 Framework Programme for Research and Innovation under the Specific Grant Agreement No. 786641. The author(s) acknowledge the contribution of the consortium to the development and design of the case study approach.

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Appendix 1: Desk Research Questions

Number Research Question.

In which sector is the organisation located (e.g. industry, government, NGO, etc.)?

What is the name of the organisation?

What is the geographic scope of the organisation?

What is the name of the interviewee?

What is the interviewee’s role within the organisation?

Appendix 2: Interview Research Questions

No Research Question.

What involvement has the interviewee had with BD + AI within the organisation?

What type of BD + AI is the organisation using? (e.g. IBM Watson, Google Deepmind)

What is the field of application of the BD + AI (e.g. administration, healthcare, retail)

Does the BD + AI work as intended or are there problems with its operation?

What are the innovative elements introduced by the BD + AI (e.g. what has the technology enabled within the organisation?)

What is the level of maturity of the BD + AI ? (i.e. has the technology been used for long at the organisation? Is it a recent development or an established approach?)

How does the BD + AI interact with other technologies within the organisation?

What are the parameters/inputs used to inform the BD + AI ? (e.g. which sorts of data are input, how is the data understood within the algorithm?). Does the BD + AI collect and/or use data which identifies or can be used to identify a living person (personal data)?. Does the BD + AI collect personal data without the consent of the person to whom those data relate?

What are the principles informing the algorithm used in the BD + AI (e.g. does the algorithm assume that people walk in similar ways, does it assume that loitering involves not moving outside a particular radius in a particular time frame?). Does the BD + AI classify people into groups? If so, how are these groups determined? Does the BD + AI identify abnormal behaviour? If so, what is abnormal behaviour to the BD + AI ?

Are there policies in place governing the use of the BD + AI ?

How transparent is the technology to administrators within the organisation, to users within the organisation?

Who are the stakeholders in the organisation?

What has been the impact of the BD + AI on stakeholders?

How transparent is the technology to people outside the organisation?

Are those stakeholders engaged with the BD + AI ? (e.g. are those affected aware of the BD + AI, do they have any say in its operation?). If so, what is the nature of this engagement? (focus groups, feedback, etc.)

In what way are stakeholders impacted by the BD + AI ? (e.g. what is the societal impact: are there issues of inequality, fairness, safety, filter bubbles, etc.?)

What are the costs of using the BD + AI to stakeholders? (e.g. potential loss of privacy, loss of potential to sell information, potential loss of reputation)

What is the expected longevity of this impact? (e.g. is this expected to be temporary or long-term?)

Are those stakeholders engaged with the BD + AI ? (e.g. are those affected aware of the BD + AI, do they have any say in its operation?)

If so, what is the nature of this engagement? (focus groups, feedback, etc.)

Appendix 3: Checklist of Ethical Issues

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Ryan, M., Antoniou, J., Brooks, L. et al. Research and Practice of AI Ethics: A Case Study Approach Juxtaposing Academic Discourse with Organisational Reality. Sci Eng Ethics 27 , 16 (2021). https://doi.org/10.1007/s11948-021-00293-x

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Published : 08 March 2021

DOI : https://doi.org/10.1007/s11948-021-00293-x

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Home > McAnulty College and Graduate School of Liberal Arts > Center for Healthcare Ethics > Healthcare Ethics ETDs

Healthcare Ethics ETDs

Theses/dissertations from 2022 2022.

RESPECTING THE ETHICAL TENSION BETWEEN SURVEILLANCE AND PRIVACY IN PROMOTING PUBLIC HEALTH AND DISEASE MANAGEMENT , Kamal Althobaiti (Summer 2022)

Redefining Safety: A Reproductive Justice Ethics of Care Approach to Maternal Health , Elizabeth Balskus (Fall 2022)

The Ethical Imperative of Inclusion in Healthcare Innovation: Scaling and Sustaining Digital Health Equity , Lukas E. Chandler (Fall 2022)

A Bioethics Critique of the Healthcare System in Nigeria: Personal Dignity and Human Solidarity , Cyprian Duru (Spring 2022)

NARRATIVE AUTHORITY: A NARRATIVE-BASED MULTICULTURAL ETHICS TO OVERCOME WESTERN BIASES IN THE CURRENT MODELS OF CARE , Fahmida Hossain (Spring 2022)

The Contribution of Ethical Governance of Artificial Intelligence & Machine Learning in Healthcare , Tina Nguyen (Spring 2022)

A SYSTEMS APPROACH IN CLINICAL, ORGANIZATIONAL AND PROFESSIONAL ETHICS IN HEALTHCARE , Dina Siniora (Spring 2022)

Ethical Oversight of Roles & Relationships in Treatment & Research in Advanced Disease States , Alexa Vercelli (Summer 2022)

Theses/Dissertations from 2021 2021

THE CONTRIBUTION OF BIOETHICS TO HOME HEALTHCARE (HHC) IN SAUDI ARABIA , saeed alghamdi (Fall 2021)

The Ethical Justification of Extracorporeal Interval Support for Organ Retrieval (EISOR) within the Context of Donation after Circulatory Determination of Death (DCDD) , Jude Anyaeche (Spring 2021)

A Public Health Ethics Approach to Substance Use Disorder , Adele Flaherty (Fall 2021)

Clash of Titans: An Ethical Framework Towards Limitations In Religious Accommodation Within Healthcare , Yoelit Lipinsky (Spring 2021)

An Ethical Foundation for Genetic Therapy and Gene Editing (CRISPR) , Nikolija Lukich (Spring 2021)

Professional Ethics for College Health Services , Dessa Mrvos (Spring 2021)

Connecting Human Dignity, Non-Violence, and Environment for Healthcare Ethics in Nigeria , John Mark Ogu (Fall 2021)

Theses/Dissertations from 2020 2020

Quality in All Levels: A Model Defining and Measuring Quality in Bioethics Education , Ercan Avci (Spring 2020)

The Ethical Accountability of Organizational Leadership to Communities of Stakeholders in Healthcare , Lisa Martinelli (Fall 2020)

The Ethical Challenge for HIPAA’s Privacy Rule in the Genomics Era of Data Analytics. , reem shinawi (Fall 2020)

The Contribution of a Global Ethics Approach to Health and the Environment in the Niger Delta Region , Augustine Wayii (Fall 2020)

A Bioethical Paradigm for Enhanced, Post or Transhumans in Medicine and Biological Research , Roderick Williams (Summer 2020)

Theses/Dissertations from 2019 2019

The Ethical Challenge of Conflicts of Interest in Healthcare , Fahad Alhazmi (Spring 2019)

Public Health Policy: An Ethical Analysis of Quarantine , Dina Alqahtani (Spring 2019)

The Ethical Justification of Increasing Awareness of Preventive Medicine among Healthcare Professionals, Patients and the General Public in the United States , Karishma Ether Moazzam (Fall 2019)

Precision Medicine and It's Ethical and Social Implications: Public Health and Gobal Persepctives , Evangel Sarwar (Spring 2019)

Natural Law, the Object of the Act, and Double Effect: Moral Methodology for Catholic Health Care Ethics , Travis Stephens (Fall 2019)

An Ethical Analysis of Reproductive Justice in the Context of the Egenics Movement in the United States , Bernetta Welch (Spring 2019)

Theses/Dissertations from 2018 2018

End-of-life Care Practices in Two Cultures: A Comparative Ethical Analysis and Recommendations , Nora Alharbi (Summer 2018)

Key Components for an Ethics Consultation Curriculum , Joseph Bertino (Spring 2018)

Enhancing Quality Ethics Consultations in Pediatric Medicine , Ariel Clatty (Spring 2018)

An Ethical Framework for Organizational Resource Allocation for Patient Services in Health Care , Natalie Dick (Spring 2018)

Using an Ethics of Care to Re-interpret Consent in the Management of Care for Addiction Disorders , DiAnn Ecret (Spring 2018)

The Contribution of Ethical Reasoning Skills in Forensic Science , Lyndsie Ferrara (Spring 2018)

An Ethical Framework For Communication of Prognosis in Pediatric Critical Care Medicine , Amanda Mattone (Spring 2018)

An Ethical Model for Mandatory Reporting to Avoid Preventable Adverse Harm in Health Care , Kate A. Molchan (Fall 2018)

An Ethics of Care Approach to Managing the Burden of Alzheimer's Disease , Carrie L. Stott (Spring 2018)

The Core Relation Between Hospitality (Philoxenia), Dignity and Vulnerability in Orthodox Christian Bioethics: A Contribution to Global Bioethics , Rabee Toumi (Spring 2018)

Theses/Dissertations from 2017 2017

Public Health Disasters: A Global Ethical Framework , Michael Olusegun Afolabi (Spring 2017)

The Ethical Obligation for Disclosure of Medical Error in the Intensive Care Unit , Saleh A. Alnahdi (Spring 2017)

Altruism, Autonomy, and Human Dignity for the Sustainability of Post-Mortal Organ Donation , Aiyub Mohammad Fahad Alwehaibi (Spring 2017)

Solidarity with the Vulnerable: Global Healthcare Ethics in Spiritan Perspective , Chike Anyigbo (Fall 2017)

An Ethical Framework for Global Governance for Health Research , Kiarash Aramesh (Spring 2017)

Universal Principles of Bioethics and Patient Rights in Saudi Arabia , Ahmed Abdulbasit Bukhari (Spring 2017)

Emotions, Intuitions and Risk Perception in Critical Care , Oleksandr Dubov (Fall 2017)

The Challenge of Enhancement & Adaptability in Healthcare: An Ethical Framework for Organizations , Gary Edwards (Fall 2017)

An Ethical Argument for a Specific Model of Palliative Care in Nigeria , Dozie Egbe (Spring 2017)

The Normative Approach of the Catholic Tradition in the Ethical and Religious Directives for Resolving Ethical Dilemmas Regarding Medical Technology , David G. Garvis (Fall 2017)

A Bioethics Tool for the Implementation of Global Principles by the Pharmaceutical Industry , Daniel J. Hurst (Fall 2017)

A Systems Approach to Moral Distress in Long Term Care , Margaret Lemley (Fall 2017)

The Ethics of Futility Across the Age Continuum , Katherine D. McCord (Spring 2017)

The Ethical Right to Healthcare in the Affordable Care Act , Stella Morden (Spring 2017)

Revamping the United States Organ Donation System: An Ethical Justification for Compensated Live Organ Donation , Jordan Potter (Spring 2017)

How Can the Use of Human Enhancement (HE) Technologies in the Military Be Ethically Assessed? , Philip Andrew Taraska (Spring 2017)

An Organizational Ethics Framework to Balance Individual Privacy and Population Interests Regarding Genetic Technologies , Christine Trani (Fall 2017)

Truth Telling Beyond Borders: An African Perspective , John Twinomujuni (Spring 2017)

Theses/Dissertations from 2016 2016

How Can a Focus on the Ethical Notions of Dignity and Respect for Autonomy Help to Improve Healthcare for Elderly People in Islamic Countries? , Abeer Alamri (Spring 2016)

How Can a Focus on the Ethical Notions of Dignity and Respect for Autonomy Help to Improve Healthcare for Elderly People in Islamic Countries? , Abeer Alamri (Summer 2016)

The Ethical Justification of Extending Holistic Care to Complementary and Alternative Medicine , Kaneen Bree Allen ( 2016)

The Social Obligation to Reduce Stigma in Order to Increase Utilization of Mental Health Services , Melissa Sue Berdell (Spring 2016)

Improving Patient Safety as a Function of Organizational Ethics in the Delivery of Healthcare in Saudi Arabia , Rasha M. Bokhari (Spring 2016)

The Neuroethical Case Against Cognitive Memory Manipulation , Peter Angelo DePergola II (Summer 2016)

The Ethical Analysis of the Connection between Hope and Fertility Preservation , Leah Jeunette (Fall 2016)

Adopting the UNESCO Ethics Model to Critique Disease Mongering , Barbara Postol (Spring 2016)

The Development of a New Model for Assessing African-American Spirituality in Palliative Care , John C. Welch (Spring 2016)

Theses/Dissertations from 2015 2015

Covenant Consent: A Revised Consent Model For Vascularized Composite Allotransplantation , James Benedict (Spring 2015)

Organizational Ethics for Sponsorship and Governance in Catholic Healthcare , Alex Garvey (Spring 2015)

A New Ethical Model for The Analysis of Care for Refugee Women Who Experience Female Genital Cutting , Sharon R. Higginbothan (Fall 2015)

Moral Courage: A Requirement for Ethical Decision Making in Nursing Home Leadership , Shelley Kobuck (Spring 2015)

An Enhanced Model for Parental Decision Making for Pediatric Care , Jillian Walsh (Spring 2015)

Rethinking Ethics Assessment in Health Technology Assessment: A Nonlinear Approach , Aimee Zellers (Spring 2015)

Theses/Dissertations from 2014 2014

An Ethical Justification for Post-Trial Access to Anti-Retroviral Drugs for Participants and Host Populations in Developing Countries: A Global Justice Perspective , Evaristus Chiedu Obi (Fall 2014)

Theses/Dissertations from 2013 2013

The Ethical Balance Between Individual and Population Health Interests To Effectively Manage Pandemics and Epidemics , John Mary Mooka Kamweri (Spring 2013)

A Revised Model for Informed Consent in Predictive Genetic Testing , Jessica L. Minor (Fall 2013)

The Contribution of African Traditional Medicine For a Model of Relational Autonomy in Informed Consent , Peter Ikechukwu Osuji (Spring 2013)

An Ethical Justification of Weight Loss Surgery , Amy Marie VanDyke (Spring 2013)

Theses/Dissertations from 2012 2012

Interpreting the Culture of Ubuntu: The Contribution of a Representative Indigenous African Ethics to Global Bioethics , Leonard T. Chuwa (Fall 2012)

The Ethical Significance of the Virtuous Organization Inspired by Catholic Mission for the Delivery of Health Care , Theadora Krause (Summer 2012)

Interpreting Material Cooperation as a Function of Moral Development to Guide Ministry Formation , Steven Squires (Spring 2012)

Simulation-based Learning in Healthcare Ethics Education , Kathryn E. Wilt (Fall 2012)

Theses/Dissertations from 2011 2011

Beggars Can't Be Choosers or the Refugee as a Moral Agent? , Pamela Cartier Allen (Spring 2011)

The Contribution of Foundational New Testament Theological Themes to the Meaning of Basic Bioethics Principles , R. Dennis Macaleer (Fall 2011)

Theses/Dissertations from 2010 2010

American Health Care: Justice, Policy, Reform , Carolyn Conti (Fall 2010)

Theses/Dissertations from 2009 2009

Understanding a Woman's Moral Obligation to her Fetus: Maternal-Fetal Conflict as a Covenant Relationship , Marianne Burda (Spring 2009)

Rethinking Death and Donation: Mediating Death at the End of Life in the Wake of Brain Death's Failings , David Scott Henderson (Summer 2009)

Theses/Dissertations from 2008 2008

Emergency Contraception, Catholic Hospitals, and Rape , Valerie Violi-Satkoske (Fall 2008)

Theses/Dissertations from 2006 2006

Depression, Volition, and Death: The Effect of Depressive Disorders on the Autonomous Choice to Forgo Medical Treatment , Matthew Butkus (Spring 2006)

Courage for a Brave New World: Medical Genetics, Evolution, and a Roman Catholic Approach to Human Gene Transfer , Nicholas Kockler (Summer 2006)

An Examination of the Bio-Philosophical Literature on the Definition and Criteria of Death: When is Dead Dead and Why Some Donation After Cardiac Death Donors Are Not , Leslie Whetstine (Fall 2006)

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Ethical Considerations

Ethical Considerations can be specified as one of the most important parts of the research. Dissertations may even be doomed to failure if this part is missing.

According to Bryman and Bell (2007) [1] the following ten points represent the most important principles related to ethical considerations in dissertations:

Research participants should not be subjected to harm in any ways whatsoever.
Respect for the dignity of research participants should be prioritised.
Full consent should be obtained from the participants prior to the study.
The protection of the privacy of research participants has to be ensured.
Adequate level of confidentiality of the research data should be ensured.
Anonymity of individuals and organisations participating in the research has to be ensured.
Any deception or exaggeration about the aims and objectives of the research must be avoided.
Affiliations in any forms, sources of funding, as well as any possible conflicts of interests have to be declared.
Any type of communication in relation to the research should be done with honesty and transparency.
Any type of misleading information, as well as representation of primary data findings in a biased way must be avoided.

In order to address ethical considerations aspect of your dissertation in an effective manner, you will need to expand discussions of each of the following points to at least one paragraph:

1. Voluntary participation of respondents in the research is important. Moreover, participants have rights to withdraw from the study at any stage if they wish to do so.

2. Respondents should participate on the basis of informed consent. The principle of informed consent involves researchers providing sufficient information and assurances about taking part to allow individuals to understand the implications of participation and to reach a fully informed, considered and freely given decision about whether or not to do so, without the exercise of any pressure or coercion. [2]

3. The use of offensive, discriminatory, or other unacceptable language needs to be avoided in the formulation of Questionnaire/Interview/Focus group questions.

4. Privacy and anonymity or respondents is of a paramount importance.

5. Acknowledgement of works of other authors used in any part of the dissertation with the use of Harvard/APA/Vancouver referencing system according to the Dissertation Handbook

6. Maintenance of the highest level of objectivity in discussions and analyses throughout the research

7. Adherence to Data Protection Act (1998) if you are studying in the UK

In studies that do not involve primary data collection, on the other hand, ethical issues are going to be limited to the points d) and e) above.

Most universities have their own Code of Ethical Practice. It is critically important for you to thoroughly adhere to this code in every aspect of your research and declare your adherence in ethical considerations part of your dissertation.

My e-book, The Ultimate Guide to Writing a Dissertation in Business Studies: a step by step assistance offers practical assistance to complete a dissertation with minimum or no stress. The e-book covers all stages of writing a dissertation starting from the selection to the research area to submitting the completed version of the work within the deadline. John Dudovskiy

[1] Bryman, A. & Bell, E. (2007) “Business Research Methods”, 2nd edition. Oxford University Press.

[2] Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students” 6th edition, Pearson Education Limited.

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Understanding ethical leadership in intelligence: themes in accountability, self-development, and communication among cia leaders.

Caroline Walsh , University of San Diego Follow

Date of Award

Degree name.

PhD Leadership Studies

Dissertation Committee

Hans Peter Schmitz, PhD, Chair; Antonio Jiménez-Luque, PhD, Member; Stanley J. Ward, PhD, Member

ethical leadership, accountability, leadership, self-development, feedback

This dissertation elucidates the concept of ethical leadership within the Central Intelligence Agency (CIA). Based on interviews with ten former senior-level officers from across different departments, the study analyzes how these leaders understand issues of accountability, self-development, and communication. The research also provides insights into their processes of sense-making and their methodologies for fostering ethical conduct amidst the complexities of intelligence operations.

Against the backdrop of the CIA's mission, structure, and norms, the study sheds light on the challenges and tensions inherent in the organization's operations. Through a thematic analysis of participant narratives, themes of moral cognition, personal values, and leadership strategies emerge, highlighting the nuanced interplay between individual ethics and organizational imperatives. One key finding is the emphasis placed by former CIA leaders on the importance of fostering a culture of care and respect among colleagues, even in high-stakes and stressful environments. Participants articulated the challenges and their commitment to upholding ethical standards while balancing mission objectives, underscoring the complexity of ethical leadership within the CIA.

The findings include an emphasis on accountability in ethical leadership, which encompassed both leaders and followers participating in the process of truth-telling to those in power, as well as the leaders' commitment to instilling standards by imposing sanctions when necessary. Moreover, accountability entailed leaders identifying with the leadership role by engaging with their own motivations to lead, which facilitated leaders' progression in self-development. These findings suggest a need for prioritizing the accountability aspect of ethical leadership as a foundation for advancing individual and organizational goals. The study's findings recommend consideration of ethics when applying complexity leadership theory's encouragement for leaders to engage with enabling styles of leadership. The study recommends enabling leadership engage with moral inclinations among individuals and support developing ethical standards within an organization.

Document Type

Dissertation: Open Access

Leadership Studies

Digital USD Citation

Walsh, Caroline, "Understanding Ethical Leadership in Intelligence: Themes in Accountability, Self-Development, and Communication Among CIA Leaders" (2024). Dissertations . 1011. https://digital.sandiego.edu/dissertations/1011

Since May 06, 2024

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Applied Ethics Commons , Industrial and Organizational Psychology Commons , Leadership Studies Commons , Organization Development Commons , Other Philosophy Commons , Other Social and Behavioral Sciences Commons

https://doi.org/10.22371/05.2024.003

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177 Interesting Ethics Paper Topics For Your Thesis

Ethics is a branch of study in philosophy that studies the concept of morality—what is good or bad, what is acceptable or unacceptable. It’s a philosophical theory that looks into moral rules and codes, principles, value systems, and other related concepts.

In academia, an ethical theory is used as one of the analytical tools in drawing analysis on several socio-cultural topics. Ethics can be applied to any particular subject matter in human society. And, on this, so many compelling, controversial or interesting ethical topics for academic essays and research papers have continued to spring up.

For students writing either an essay or a research paper on ethics, there are some relevant things to note about a good essay/research topic and writing a dissertation. They include:

Brainstorm on different topics Always go for a topic you are familiar with Choose a topic that has enough “flesh”. This is important as interesting topics will help you develop your essay/research Define your subject of interest. It makes the writing easier Properly researching for topics that serve contemporary social relevance Outlining is important for your research topic

What following some of these processes does for your essay/research/thesis is that it enriches your work and affords you the ability to communicate ideas clearly to readers. Here are some topics in ethics you can use for your essay/research.

Interesting Top Level Ethics Paper Topics for All Students

Writing a paper on ethics makes for an interesting writing experience because they usually require that the writer make a case for a particular subject based on whether the subject is right or wrong. There are so many ethical topics for papers. As a student, there are several ethical questions to debate, and you can choose to model your topic using some of these samples:

Discuss what should be done concerning the rise in the ban on safe abortion
Is the right to safe abortion practice unethical?
Should abortion practice be promoted or championed for women in society?
Are humans truly the root source for the issues of climate change and global warming the world is currently experiencing?
Is it right to discriminate against the sexes?
Is there a defining difference between sexes and gender?
Is the practice of gender-based violence ethical?
Should safe sexual practices be promoted?
Sex: A Study of the growing practice of sexual relationships outside marriage
Domestic Violence and how it can be combated
Marijuana: The distinction to its health roles and health challenges it poses on individuals
Is it unethical to promote capitalism and capitalist concepts?
A Study of Racism and measures to ensure its decline
Is it ethical to be a millionaire while there are so many less privileged people?
A study of the ethical challenges that come with being in the academia
Is war an ethical practice?
Why LGBTQ+ people should not be discriminated against
What are the ways workplace ethics can address issues of homophobia and internalized sexism?
Is sexism in the workplace an ethical practice?
The issue of microaggression and how it can be addressed
A study of why workplaces need ethical conduct that monitors issues of workplace harassment
Should salaries be uneven?
How unethical are uneven salary payment structures?
Should start-up tech companies hire more men for starters?
How people can prioritize online privacy
Is bridging online privacy unethical?
Is the right to privacy unethical?

Engaging Ethical Dilemma Topics

As ethics deals with the debate on morals, one of the ways topics on ethics manifests is in the subject of dilemma. Topics like this focus on trying to find a suitable justification for one idea over another. There are several ethics topics to write about on this subject. Some of them include:

Should students be allowed to bring their phones to school?
Should parents police every social activity of their children?
Should teachers use the cane on students as a disciplinary measure?
Is flogging a good correctional practice?
Should you leave your partner if they are of opposing political views?
Should opposing religious beliefs be a deal-breaker in relationships?
Should capitalism be abolished completely?
Should a teacher maintain some level of friendship with their students?
Is there any lingering importance of capitalism to society?
Is revenge a viable option in a relationship if your partner cheats on you?
Is sharing your experiences online the same as showing off a lifestyle?
Should people from different religious beliefs and backgrounds partner?
Is checking the DNA of your children important or necessary?
Should parents enforce their children on behaviors to take up?
Can discipline properly correct the attitudes of a child?
Should eating junk foods be avoided completely?
Should Halloween Trick or Treat and Costume be prioritized over Thanksgiving Dinners?
Should children hold different religious beliefs from their parents while still young?
Does strict parenting serve as the best way to raise a child?
Is it important to reveal a secret to a friend or to keep one’s peace?
Should cooking at home be prioritized over eating out?
Is socialism a more suitable social practice than capitalism?
Is accepting financial assistance from your parents acceptable after a certain age?
Should school authorities seize phones brought to school?
Is sending a child to a mixed school better than same-sex schools?
Can afforestation alone save the world from global warming and the general climate change condition?
Does being educated equate with being intelligent?

Ethical Issues to Write about in Your College Essay

One important thing to note about ethical topics is that they touch across so many different subjects. As a college student preparing to write an essay on ethics, rest assured as there are so many ethics ideas to write about. Here are some ethical topics to write about:

Does Hiring female employees cover a company’s sexist motives?
Should Actors be paid more than teachers?
Taking medical decisions for a patient without their consent
How ethical is the interference of the judiciary by the legislative arm of government?
Is it ethical to fire someone due to their dress code?
Is it unethical to wear colored hair to work?
Is censorship ethical?
Where does media censorship draw the line?
Is it ethical for religious figureheads to meddle in state politics?
Should gender be the reason why a person is restricted access to certain social privileges?
Should sexuality be a discriminatory factor in society?
Should companies and places of work provide counseling and therapy services for their employees?
Can Children wear makeup on special occasions?
Is it unethical to make medical decisions for a patient without any recognizable relatives?
Does dress code need to affect how you are addressed?
Should implementing ethics in sports be recommended?
Is police brutality an ethical practice?
The impacts of the excessive consumption of media content?
Is the excessive use of social media healthy?
How can companies ensure paid maternal and paternal leave?
How can the inclusion of non-binary people in company policies promote growth?
Is exclusion on the grounds of sexuality ethical?
Is exclusion due to political beliefs unethical?
How to promote ethical work culture?
How can a company ensure that ethical practices are promoted in their companies?

Ethical Argument Topics to Write About

The best part about writing an ethical essay is that it is about anything that is of interest. An important aspect of the ethical argument topic is that it is supported with evidence. There are so many ethical topics to write about that fall within this category, and they include:

Is the having of ethical codes and conducts important in an organization?
Should people only implement progressive ideas to meet societal needs?
Why LGBTQ+ should not be discriminated against
Is it unethical to come to work late?
Is government-sanctioned execution an ethical practice?
Is the American incarceration system an effective corrective system?
Is corrective rape an ethical practice?
Should the issue of internalized homophobia be addressed?
Internalized patriarchy and internalized homophobia, which one births one
Should smoking weed be made legal?
Why do the less privileged need free healthcare services
A study of the effects of colonialism and internalized slavery
Must aspiring journalists only focus on journalism courses?
Addressing what it means to be of ethical behavior
Should students be given a take-home assignment?
Is there any academic relevance to assignments?
Is access to free healthcare important?
Does following the ethics code have abt social relevance?
What role should developed countries play for developing countries?
Is analysis writing an important aspect of literature?
What role does ethics play in schools
Should the address of global warming be continuous?
Is there room for possible positive developments in global warming?
Is the practice of ethics the same as moral teaching
Should schools create sex education into their education curriculum

Comprehensive Ethics Debate Topics for Anyone

Just like the argumentative ethics topic, a debate topic on ethics centers majorly on choosing a part to argue for or against. This argument also is wrapped with evidence to support it. Your ethic topics can be on any subject. You can choose moral topics or any other topic with relevance. Here are some lists of ethical debate topics anyone can write on:

Should the use of Contraceptives be promoted?
Does legalizing weed make it any healthier?
Should school children bring phones into school settings?
The health impact of excessive engagement on social media
Social relevance and importance of having ethical conducts
Do companies with ethical conduct grow ahead
Does ethics make a workplace safer?
Are there importance on why sex education should be added to student’s
Why safe abortion rights should be legalized
Why the discrimination based on sexuality is harmful
Why the practice of hedonism is important
Sexual pleasure: Is it morally good?
Is happiness dependent on an external factor?
Why Institutionalized racism is the root cause of racism and racist beliefs
Should the use of drugs be legalized?
Is there any progressive importance to having a conservative view on things?
Should social media apps allow explicit sexual content?
Should social app builders have access to individual account
Can homeschool match formal school training?
Should the government ensure censorship measures?
Is voting during elections the only form of patriotism?
Is voting a patriotic display
Are families allowed to have contradicting religious beliefs?
Should state governments have any interference with the federal government?
Should teenagers have access to contraceptives?

Good Ethical Research Papers for your Thesis or Dissertation

Writing either a thesis or a dissertation is a necessary part of academia. As a university student, you can’t graduate from only writing essays withiut writing your graduating thesis. There are so many areas your research paper about ethics can focus on. Here is a list of ethical topics:

The contemporary relevance of applied ethics
The psychological impacts of the proliferation of technology
A Case Study of the legality of weed
A multi-dimensional approach to the subject of marriage
An ethical approach to the killing of animals
A case study of the critical ethical debates on the use of contraception
An analytical study of the relevance of ethical conduct in the workplace
An investigation into the social relevance and importance of the beauty pageantry culture
A critical study of normative ethics
The role of applied ethics in the building of a healthy work culture
An overview of the barriers associated with good leadership practice
A Study of the importance of ethical practice in the healthcare system
The study of ethics in business social responsibility
An Overview on how Ethics promotes a saner working culture
A look into how ethics promotes healthy social relationships
The ethical relevance for Doctor and Patient Confidentiality
Malpractice and Negligence an ethically challenging issue within the healthcare system
The social and health relevance to access to free healthcare insurance
A Study of the social relevance of ethics
Violence: violence against animals is still abuse
A look into strategic approaches to managing cyber crimes
Ethic reasons for the separation of the church from politics
Ethical Conduct: How Organizations with practicable ethics produces a toxic work environment
A look into how Social media negatively impacts the IQ of a student
The role of self-awareness and professional responsibility impacts social ethics in the workplace

Good Ethical Questions for Discussion

Primarily, ethics asks and answers the question of wrong or good. There are so many social issues that will make for good ethical questions for discussion. Here is a list of ethical questions for students to form insights from:

How does ethics help to promote healthy workplace awareness?
Does the practice of abortion negate morality?
Is it right for a rape victim to be denied access to safe and free abortion?
How do homophobia, racism, misogyny, and ableist practices hinder social growth?
Should there be free access to condoms and contraceptive pills?
Is free access to contraceptives better than the provision of menstrual materials
How can racism be dismantled in an organization without consideration to institutionalized racism?
How does the continuous promotion of capitalist concepts hinder societal progress?
Does capitalism truly hinder social growth?
Why should there be free access to contraceptive materials especially for women?
What are the possible feasible solutions to the issue of climate change?
Is it unethical not to share the wealth?
Is engaging in warfare the right way to bring solutions?
Does the use of makeup contradict the concept of beauty?
Why are LGBTQ+ rights human rights?
Is the legalization of cannabis ethical?
Does the way you dress need to be the reason you are addressed a certain way?
Are there moral problems that come with job automation?
What can be done to combat the use of harmful substances
Why should companies stop discriminating based on sex?
What is the social relevance of providing workplace access?
Why should parents and teachers stop flogging students?
What is the distinction between discipline and strictness?
Should religious beliefs be a dealbreaker in any relationship?

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Ten things I wish I'd known before starting my dissertation

The sun is shining but many students won't see the daylight. Because it's that time of year again – dissertation time.

Luckily for me, my D-Day (dissertation hand-in day) has already been and gone. But I remember it well.

The 10,000-word spiral-bound paper squatted on my desk in various forms of completion was my Allied forces; the history department in-tray was my Normandy. And when Eisenhower talked about a "great crusade toward which we have striven these many months", he was bang on.

I remember first encountering the Undergraduate Dissertation Handbook, feeling my heart sink at how long the massive file took to download, and began to think about possible (but in hindsight, wildly over-ambitious) topics. Here's what I've learned since, and wish I'd known back then…

1 ) If your dissertation supervisor isn't right, change. Mine was brilliant. If you don't feel like they're giving you the right advice, request to swap to someone else – providing it's early on and your reason is valid, your department shouldn't have a problem with it. In my experience, it doesn't matter too much whether they're an expert on your topic. What counts is whether they're approachable, reliable, reassuring, give detailed feedback and don't mind the odd panicked email. They are your lifeline and your best chance of success.

2 ) If you mention working on your dissertation to family, friends or near-strangers, they will ask you what it's about, and they will be expecting a more impressive answer than you can give. So prepare for looks of confusion and disappointment. People anticipate grandeur in history dissertation topics – war, genocide, the formation of modern society. They don't think much of researching an obscure piece of 1970s disability legislation. But they're not the ones marking it.

3 ) If they ask follow-up questions, they're probably just being polite.

4 ) Do not ask friends how much work they've done. You'll end up paranoid – or they will. Either way, you don't have time for it.

5 ) There will be one day during the process when you will freak out, doubt your entire thesis and decide to start again from scratch. You might even come up with a new question and start working on it, depending on how long the breakdown lasts. You will at some point run out of steam and collapse in an exhausted, tear-stained heap. But unless there are serious flaws in your work (unlikely) and your supervisor recommends starting again (highly unlikely), don't do it. It's just panic, it'll pass.

6 ) A lot of the work you do will not make it into your dissertation. The first few days in archives, I felt like everything I was unearthing was a gem, and when I sat down to write, it seemed as if it was all gold. But a brutal editing down to the word count has left much of that early material at the wayside.

7 ) You will print like you have never printed before. If you're using a university or library printer, it will start to affect your weekly budget in a big way. If you're printing from your room, "paper jam" will come to be the most dreaded two words in the English language.

8 ) Your dissertation will interfere with whatever else you have going on – a social life, sporting commitments, societies, other essay demands. Don't even try and give up biscuits for Lent, they'll basically become their own food group when you're too busy to cook and desperate for sugar.

9 ) Your time is not your own. Even if you're super-organised, plan your time down to the last hour and don't have a single moment of deadline panic, you'll still find that thoughts of your dissertation will creep up on you when you least expect it. You'll fall asleep thinking about it, dream about it and wake up thinking about. You'll feel guilty when you're not working on it, and mired in self-doubt when you are.

10 ) Finishing it will be one of the best things you've ever done. It's worth the hard work to know you've completed what's likely to be your biggest, most important, single piece of work. Be proud of it.

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Cultural Relativity and Acceptance of Embryonic Stem Cell Research

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There is a debate about the ethical implications of using human embryos in stem cell research, which can be influenced by cultural, moral, and social values. This paper argues for an adaptable framework to accommodate diverse cultural and religious perspectives. By using an adaptive ethics model, research protections can reflect various populations and foster growth in stem cell research possibilities.

INTRODUCTION

Stem cell research combines biology, medicine, and technology, promising to alter health care and the understanding of human development. Yet, ethical contention exists because of individuals’ perceptions of using human embryos based on their various cultural, moral, and social values. While these disagreements concerning policy, use, and general acceptance have prompted the development of an international ethics policy, such a uniform approach can overlook the nuanced ethical landscapes between cultures. With diverse viewpoints in public health, a single global policy, especially one reflecting Western ethics or the ethics prevalent in high-income countries, is impractical. This paper argues for a culturally sensitive, adaptable framework for the use of embryonic stem cells. Stem cell policy should accommodate varying ethical viewpoints and promote an effective global dialogue. With an extension of an ethics model that can adapt to various cultures, we recommend localized guidelines that reflect the moral views of the people those guidelines serve.

Stem cells, characterized by their unique ability to differentiate into various cell types, enable the repair or replacement of damaged tissues. Two primary types of stem cells are somatic stem cells (adult stem cells) and embryonic stem cells. Adult stem cells exist in developed tissues and maintain the body’s repair processes. [1] Embryonic stem cells (ESC) are remarkably pluripotent or versatile, making them valuable in research. [2] However, the use of ESCs has sparked ethics debates. Considering the potential of embryonic stem cells, research guidelines are essential. The International Society for Stem Cell Research (ISSCR) provides international stem cell research guidelines. They call for “public conversations touching on the scientific significance as well as the societal and ethical issues raised by ESC research.” [3] The ISSCR also publishes updates about culturing human embryos 14 days post fertilization, suggesting local policies and regulations should continue to evolve as ESC research develops. [4] Like the ISSCR, which calls for local law and policy to adapt to developing stem cell research given cultural acceptance, this paper highlights the importance of local social factors such as religion and culture.

I. Global Cultural Perspective of Embryonic Stem Cells

Views on ESCs vary throughout the world. Some countries readily embrace stem cell research and therapies, while others have stricter regulations due to ethical concerns surrounding embryonic stem cells and when an embryo becomes entitled to moral consideration. The philosophical issue of when the “someone” begins to be a human after fertilization, in the morally relevant sense, [5] impacts when an embryo becomes not just worthy of protection but morally entitled to it. The process of creating embryonic stem cell lines involves the destruction of the embryos for research. [6] Consequently, global engagement in ESC research depends on social-cultural acceptability.

a. US and Rights-Based Cultures

In the United States, attitudes toward stem cell therapies are diverse. The ethics and social approaches, which value individualism, [7] trigger debates regarding the destruction of human embryos, creating a complex regulatory environment. For example, the 1996 Dickey-Wicker Amendment prohibited federal funding for the creation of embryos for research and the destruction of embryos for “more than allowed for research on fetuses in utero.” [8] Following suit, in 2001, the Bush Administration heavily restricted stem cell lines for research. However, the Stem Cell Research Enhancement Act of 2005 was proposed to help develop ESC research but was ultimately vetoed. [9] Under the Obama administration, in 2009, an executive order lifted restrictions allowing for more development in this field. [10] The flux of research capacity and funding parallels the different cultural perceptions of human dignity of the embryo and how it is socially presented within the country’s research culture. [11]

b. Ubuntu and Collective Cultures

African bioethics differs from Western individualism because of the different traditions and values. African traditions, as described by individuals from South Africa and supported by some studies in other African countries, including Ghana and Kenya, follow the African moral philosophies of Ubuntu or Botho and Ukama , which “advocates for a form of wholeness that comes through one’s relationship and connectedness with other people in the society,” [12] making autonomy a socially collective concept. In this context, for the community to act autonomously, individuals would come together to decide what is best for the collective. Thus, stem cell research would require examining the value of the research to society as a whole and the use of the embryos as a collective societal resource. If society views the source as part of the collective whole, and opposes using stem cells, compromising the cultural values to pursue research may cause social detachment and stunt research growth. [13] Based on local culture and moral philosophy, the permissibility of stem cell research depends on how embryo, stem cell, and cell line therapies relate to the community as a whole. Ubuntu is the expression of humanness, with the person’s identity drawn from the “’I am because we are’” value. [14] The decision in a collectivistic culture becomes one born of cultural context, and individual decisions give deference to others in the society.

Consent differs in cultures where thought and moral philosophy are based on a collective paradigm. So, applying Western bioethical concepts is unrealistic. For one, Africa is a diverse continent with many countries with different belief systems, access to health care, and reliance on traditional or Western medicines. Where traditional medicine is the primary treatment, the “’restrictive focus on biomedically-related bioethics’” [is] problematic in African contexts because it neglects bioethical issues raised by traditional systems.” [15] No single approach applies in all areas or contexts. Rather than evaluating the permissibility of ESC research according to Western concepts such as the four principles approach, different ethics approaches should prevail.

Another consideration is the socio-economic standing of countries. In parts of South Africa, researchers have not focused heavily on contributing to the stem cell discourse, either because it is not considered health care or a health science priority or because resources are unavailable. [16] Each country’s priorities differ given different social, political, and economic factors. In South Africa, for instance, areas such as maternal mortality, non-communicable diseases, telemedicine, and the strength of health systems need improvement and require more focus [17] Stem cell research could benefit the population, but it also could divert resources from basic medical care. Researchers in South Africa adhere to the National Health Act and Medicines Control Act in South Africa and international guidelines; however, the Act is not strictly enforced, and there is no clear legislation for research conduct or ethical guidelines. [18]

Some parts of Africa condemn stem cell research. For example, 98.2 percent of the Tunisian population is Muslim. [19] Tunisia does not permit stem cell research because of moral conflict with a Fatwa. Religion heavily saturates the regulation and direction of research. [20] Stem cell use became permissible for reproductive purposes only recently, with tight restrictions preventing cells from being used in any research other than procedures concerning ART/IVF. Their use is conditioned on consent, and available only to married couples. [21] The community's receptiveness to stem cell research depends on including communitarian African ethics.

c. Asia

Some Asian countries also have a collective model of ethics and decision making. [22] In China, the ethics model promotes a sincere respect for life or human dignity, [23] based on protective medicine. This model, influenced by Traditional Chinese Medicine (TCM), [24] recognizes Qi as the vital energy delivered via the meridians of the body; it connects illness to body systems, the body’s entire constitution, and the universe for a holistic bond of nature, health, and quality of life. [25] Following a protective ethics model, and traditional customs of wholeness, investment in stem cell research is heavily desired for its applications in regenerative therapies, disease modeling, and protective medicines. In a survey of medical students and healthcare practitioners, 30.8 percent considered stem cell research morally unacceptable while 63.5 percent accepted medical research using human embryonic stem cells. Of these individuals, 89.9 percent supported increased funding for stem cell research. [26] The scientific community might not reflect the overall population. From 1997 to 2019, China spent a total of $576 million (USD) on stem cell research at 8,050 stem cell programs, increased published presence from 0.6 percent to 14.01 percent of total global stem cell publications as of 2014, and made significant strides in cell-based therapies for various medical conditions. [27] However, while China has made substantial investments in stem cell research and achieved notable progress in clinical applications, concerns linger regarding ethical oversight and transparency. [28] For example, the China Biosecurity Law, promoted by the National Health Commission and China Hospital Association, attempted to mitigate risks by introducing an institutional review board (IRB) in the regulatory bodies. 5800 IRBs registered with the Chinese Clinical Trial Registry since 2021. [29] However, issues still need to be addressed in implementing effective IRB review and approval procedures.

The substantial government funding and focus on scientific advancement have sometimes overshadowed considerations of regional cultures, ethnic minorities, and individual perspectives, particularly evident during the one-child policy era. As government policy adapts to promote public stability, such as the change from the one-child to the two-child policy, [30] research ethics should also adapt to ensure respect for the values of its represented peoples.

Japan is also relatively supportive of stem cell research and therapies. Japan has a more transparent regulatory framework, allowing for faster approval of regenerative medicine products, which has led to several advanced clinical trials and therapies. [31] South Korea is also actively engaged in stem cell research and has a history of breakthroughs in cloning and embryonic stem cells. [32] However, the field is controversial, and there are issues of scientific integrity. For example, the Korean FDA fast-tracked products for approval, [33] and in another instance, the oocyte source was unclear and possibly violated ethical standards. [34] Trust is important in research, as it builds collaborative foundations between colleagues, trial participant comfort, open-mindedness for complicated and sensitive discussions, and supports regulatory procedures for stakeholders. There is a need to respect the culture’s interest, engagement, and for research and clinical trials to be transparent and have ethical oversight to promote global research discourse and trust.

d. Middle East

Countries in the Middle East have varying degrees of acceptance of or restrictions to policies related to using embryonic stem cells due to cultural and religious influences. Saudi Arabia has made significant contributions to stem cell research, and conducts research based on international guidelines for ethical conduct and under strict adherence to guidelines in accordance with Islamic principles. Specifically, the Saudi government and people require ESC research to adhere to Sharia law. In addition to umbilical and placental stem cells, [35] Saudi Arabia permits the use of embryonic stem cells as long as they come from miscarriages, therapeutic abortions permissible by Sharia law, or are left over from in vitro fertilization and donated to research. [36] Laws and ethical guidelines for stem cell research allow the development of research institutions such as the King Abdullah International Medical Research Center, which has a cord blood bank and a stem cell registry with nearly 10,000 donors. [37] Such volume and acceptance are due to the ethical ‘permissibility’ of the donor sources, which do not conflict with religious pillars. However, some researchers err on the side of caution, choosing not to use embryos or fetal tissue as they feel it is unethical to do so. [38]

Jordan has a positive research ethics culture. [39] However, there is a significant issue of lack of trust in researchers, with 45.23 percent (38.66 percent agreeing and 6.57 percent strongly agreeing) of Jordanians holding a low level of trust in researchers, compared to 81.34 percent of Jordanians agreeing that they feel safe to participate in a research trial. [40] Safety testifies to the feeling of confidence that adequate measures are in place to protect participants from harm, whereas trust in researchers could represent the confidence in researchers to act in the participants’ best interests, adhere to ethical guidelines, provide accurate information, and respect participants’ rights and dignity. One method to improve trust would be to address communication issues relevant to ESC. Legislation surrounding stem cell research has adopted specific language, especially concerning clarification “between ‘stem cells’ and ‘embryonic stem cells’” in translation. [41] Furthermore, legislation “mandates the creation of a national committee… laying out specific regulations for stem-cell banking in accordance with international standards.” [42] This broad regulation opens the door for future global engagement and maintains transparency. However, these regulations may also constrain the influence of research direction, pace, and accessibility of research outcomes.

e. Europe

In the European Union (EU), ethics is also principle-based, but the principles of autonomy, dignity, integrity, and vulnerability are interconnected. [43] As such, the opportunity for cohesion and concessions between individuals’ thoughts and ideals allows for a more adaptable ethics model due to the flexible principles that relate to the human experience The EU has put forth a framework in its Convention for the Protection of Human Rights and Dignity of the Human Being allowing member states to take different approaches. Each European state applies these principles to its specific conventions, leading to or reflecting different acceptance levels of stem cell research. [44]

For example, in Germany, Lebenzusammenhang , or the coherence of life, references integrity in the unity of human culture. Namely, the personal sphere “should not be subject to external intervention.” [45] Stem cell interventions could affect this concept of bodily completeness, leading to heavy restrictions. Under the Grundgesetz, human dignity and the right to life with physical integrity are paramount. [46] The Embryo Protection Act of 1991 made producing cell lines illegal. Cell lines can be imported if approved by the Central Ethics Commission for Stem Cell Research only if they were derived before May 2007. [47] Stem cell research respects the integrity of life for the embryo with heavy specifications and intense oversight. This is vastly different in Finland, where the regulatory bodies find research more permissible in IVF excess, but only up to 14 days after fertilization. [48] Spain’s approach differs still, with a comprehensive regulatory framework. [49] Thus, research regulation can be culture-specific due to variations in applied principles. Diverse cultures call for various approaches to ethical permissibility. [50] Only an adaptive-deliberative model can address the cultural constructions of self and achieve positive, culturally sensitive stem cell research practices. [51]

II. Religious Perspectives on ESC

Embryonic stem cell sources are the main consideration within religious contexts. While individuals may not regard their own religious texts as authoritative or factual, religion can shape their foundations or perspectives.

The Qur'an states:

“And indeed We created man from a quintessence of clay. Then We placed within him a small quantity of nutfa (sperm to fertilize) in a safe place. Then We have fashioned the nutfa into an ‘alaqa (clinging clot or cell cluster), then We developed the ‘alaqa into mudgha (a lump of flesh), and We made mudgha into bones, and clothed the bones with flesh, then We brought it into being as a new creation. So Blessed is Allah, the Best of Creators.” [52]

Many scholars of Islam estimate the time of soul installment, marked by the angel breathing in the soul to bring the individual into creation, as 120 days from conception. [53] Personhood begins at this point, and the value of life would prohibit research or experimentation that could harm the individual. If the fetus is more than 120 days old, the time ensoulment is interpreted to occur according to Islamic law, abortion is no longer permissible. [54] There are a few opposing opinions about early embryos in Islamic traditions. According to some Islamic theologians, there is no ensoulment of the early embryo, which is the source of stem cells for ESC research. [55]

In Buddhism, the stance on stem cell research is not settled. The main tenets, the prohibition against harming or destroying others (ahimsa) and the pursuit of knowledge (prajña) and compassion (karuna), leave Buddhist scholars and communities divided. [56] Some scholars argue stem cell research is in accordance with the Buddhist tenet of seeking knowledge and ending human suffering. Others feel it violates the principle of not harming others. Finding the balance between these two points relies on the karmic burden of Buddhist morality. In trying to prevent ahimsa towards the embryo, Buddhist scholars suggest that to comply with Buddhist tenets, research cannot be done as the embryo has personhood at the moment of conception and would reincarnate immediately, harming the individual's ability to build their karmic burden. [57] On the other hand, the Bodhisattvas, those considered to be on the path to enlightenment or Nirvana, have given organs and flesh to others to help alleviate grieving and to benefit all. [58] Acceptance varies on applied beliefs and interpretations.

Catholicism does not support embryonic stem cell research, as it entails creation or destruction of human embryos. This destruction conflicts with the belief in the sanctity of life. For example, in the Old Testament, Genesis describes humanity as being created in God’s image and multiplying on the Earth, referencing the sacred rights to human conception and the purpose of development and life. In the Ten Commandments, the tenet that one should not kill has numerous interpretations where killing could mean murder or shedding of the sanctity of life, demonstrating the high value of human personhood. In other books, the theological conception of when life begins is interpreted as in utero, [59] highlighting the inviolability of life and its formation in vivo to make a religious point for accepting such research as relatively limited, if at all. [60] The Vatican has released ethical directives to help apply a theological basis to modern-day conflicts. The Magisterium of the Church states that “unless there is a moral certainty of not causing harm,” experimentation on fetuses, fertilized cells, stem cells, or embryos constitutes a crime. [61] Such procedures would not respect the human person who exists at these stages, according to Catholicism. Damages to the embryo are considered gravely immoral and illicit. [62] Although the Catholic Church officially opposes abortion, surveys demonstrate that many Catholic people hold pro-choice views, whether due to the context of conception, stage of pregnancy, threat to the mother’s life, or for other reasons, demonstrating that practicing members can also accept some but not all tenets. [63]

Some major Jewish denominations, such as the Reform, Conservative, and Reconstructionist movements, are open to supporting ESC use or research as long as it is for saving a life. [64] Within Judaism, the Talmud, or study, gives personhood to the child at birth and emphasizes that life does not begin at conception: [65]

“If she is found pregnant, until the fortieth day it is mere fluid,” [66]

Whereas most religions prioritize the status of human embryos, the Halakah (Jewish religious law) states that to save one life, most other religious laws can be ignored because it is in pursuit of preservation. [67] Stem cell research is accepted due to application of these religious laws.

We recognize that all religions contain subsets and sects. The variety of environmental and cultural differences within religious groups requires further analysis to respect the flexibility of religious thoughts and practices. We make no presumptions that all cultures require notions of autonomy or morality as under the common morality theory , which asserts a set of universal moral norms that all individuals share provides moral reasoning and guides ethical decisions. [68] We only wish to show that the interaction with morality varies between cultures and countries.

III. A Flexible Ethical Approach

The plurality of different moral approaches described above demonstrates that there can be no universally acceptable uniform law for ESC on a global scale. Instead of developing one standard, flexible ethical applications must be continued. We recommend local guidelines that incorporate important cultural and ethical priorities.

While the Declaration of Helsinki is more relevant to people in clinical trials receiving ESC products, in keeping with the tradition of protections for research subjects, consent of the donor is an ethical requirement for ESC donation in many jurisdictions including the US, Canada, and Europe. [69] The Declaration of Helsinki provides a reference point for regulatory standards and could potentially be used as a universal baseline for obtaining consent prior to gamete or embryo donation.

For instance, in Columbia University’s egg donor program for stem cell research, donors followed standard screening protocols and “underwent counseling sessions that included information as to the purpose of oocyte donation for research, what the oocytes would be used for, the risks and benefits of donation, and process of oocyte stimulation” to ensure transparency for consent. [70] The program helped advance stem cell research and provided clear and safe research methods with paid participants. Though paid participation or covering costs of incidental expenses may not be socially acceptable in every culture or context, [71] and creating embryos for ESC research is illegal in many jurisdictions, Columbia’s program was effective because of the clear and honest communications with donors, IRBs, and related stakeholders. This example demonstrates that cultural acceptance of scientific research and of the idea that an egg or embryo does not have personhood is likely behind societal acceptance of donating eggs for ESC research. As noted, many countries do not permit the creation of embryos for research.

Proper communication and education regarding the process and purpose of stem cell research may bolster comprehension and garner more acceptance. “Given the sensitive subject material, a complete consent process can support voluntary participation through trust, understanding, and ethical norms from the cultures and morals participants value. This can be hard for researchers entering countries of different socioeconomic stability, with different languages and different societal values. [72]

An adequate moral foundation in medical ethics is derived from the cultural and religious basis that informs knowledge and actions. [73] Understanding local cultural and religious values and their impact on research could help researchers develop humility and promote inclusion.

IV. Concerns

Some may argue that if researchers all adhere to one ethics standard, protection will be satisfied across all borders, and the global public will trust researchers. However, defining what needs to be protected and how to define such research standards is very specific to the people to which standards are applied. We suggest that applying one uniform guide cannot accurately protect each individual because we all possess our own perceptions and interpretations of social values. [74] Therefore, the issue of not adjusting to the moral pluralism between peoples in applying one standard of ethics can be resolved by building out ethics models that can be adapted to different cultures and religions.

Other concerns include medical tourism, which may promote health inequities. [75] Some countries may develop and approve products derived from ESC research before others, compromising research ethics or drug approval processes. There are also concerns about the sale of unauthorized stem cell treatments, for example, those without FDA approval in the United States. Countries with robust research infrastructures may be tempted to attract medical tourists, and some customers will have false hopes based on aggressive publicity of unproven treatments. [76]

For example, in China, stem cell clinics can market to foreign clients who are not protected under the regulatory regimes. Companies employ a marketing strategy of “ethically friendly” therapies. Specifically, in the case of Beike, China’s leading stem cell tourism company and sprouting network, ethical oversight of administrators or health bureaus at one site has “the unintended consequence of shifting questionable activities to another node in Beike's diffuse network.” [77] In contrast, Jordan is aware of stem cell research’s potential abuse and its own status as a “health-care hub.” Jordan’s expanded regulations include preserving the interests of individuals in clinical trials and banning private companies from ESC research to preserve transparency and the integrity of research practices. [78]

The social priorities of the community are also a concern. The ISSCR explicitly states that guidelines “should be periodically revised to accommodate scientific advances, new challenges, and evolving social priorities.” [79] The adaptable ethics model extends this consideration further by addressing whether research is warranted given the varying degrees of socioeconomic conditions, political stability, and healthcare accessibilities and limitations. An ethical approach would require discussion about resource allocation and appropriate distribution of funds. [80]

While some religions emphasize the sanctity of life from conception, which may lead to public opposition to ESC research, others encourage ESC research due to its potential for healing and alleviating human pain. Many countries have special regulations that balance local views on embryonic personhood, the benefits of research as individual or societal goods, and the protection of human research subjects. To foster understanding and constructive dialogue, global policy frameworks should prioritize the protection of universal human rights, transparency, and informed consent. In addition to these foundational global policies, we recommend tailoring local guidelines to reflect the diverse cultural and religious perspectives of the populations they govern. Ethics models should be adapted to local populations to effectively establish research protections, growth, and possibilities of stem cell research.

For example, in countries with strong beliefs in the moral sanctity of embryos or heavy religious restrictions, an adaptive model can allow for discussion instead of immediate rejection. In countries with limited individual rights and voice in science policy, an adaptive model ensures cultural, moral, and religious views are taken into consideration, thereby building social inclusion. While this ethical consideration by the government may not give a complete voice to every individual, it will help balance policies and maintain the diverse perspectives of those it affects. Embracing an adaptive ethics model of ESC research promotes open-minded dialogue and respect for the importance of human belief and tradition. By actively engaging with cultural and religious values, researchers can better handle disagreements and promote ethical research practices that benefit each society.

This brief exploration of the religious and cultural differences that impact ESC research reveals the nuances of relative ethics and highlights a need for local policymakers to apply a more intense adaptive model.

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[7] Socially, at its core, the Western approach to ethics is widely principle-based, autonomy being one of the key factors to ensure a fundamental respect for persons within research. For information regarding autonomy in research, see: Department of Health, Education, and Welfare, & National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (1978). The Belmont Report. Ethical principles and guidelines for the protection of human subjects of research.; For a more in-depth review of autonomy within the US, see: Beauchamp, T. L., & Childress, J. F. (1994). Principles of Biomedical Ethics . Oxford University Press.

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Culturally, autonomy practices follow a relational autonomy approach based on a paternalistic deontological health care model. The adherence to strict international research policies and religious pillars within the regulatory environment is a great foundation for research ethics. However, there is a need to develop locally targeted ethics approaches for research (as called for in Alahmad, G., Aljohani, S., & Najjar, M. F. (2020). Ethical challenges regarding the use of stem cells: interviews with researchers from Saudi Arabia. BMC medical ethics, 21(1), 35. https://doi.org/10.1186/s12910-020-00482-6), this decision-making approach may help advise a research decision model. For more on the clinical cultural autonomy approaches, see: Alabdullah, Y. Y., Alzaid, E., Alsaad, S., Alamri, T., Alolayan, S. W., Bah, S., & Aljoudi, A. S. (2022). Autonomy and paternalism in Shared decision‐making in a Saudi Arabian tertiary hospital: A cross‐sectional study. Developing World Bioethics , 23 (3), 260–268. https://doi.org/10.1111/dewb.12355 ; Bukhari, A. A. (2017). Universal Principles of Bioethics and Patient Rights in Saudi Arabia (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/124; Ladha, S., Nakshawani, S. A., Alzaidy, A., & Tarab, B. (2023, October 26). Islam and Bioethics: What We All Need to Know . Columbia University School of Professional Studies. https://sps.columbia.edu/events/islam-and-bioethics-what-we-all-need-know

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[43] The EU’s definition of autonomy relates to the capacity for creating ideas, moral insight, decisions, and actions without constraint, personal responsibility, and informed consent. However, the EU views autonomy as not completely able to protect individuals and depends on other principles, such as dignity, which “expresses the intrinsic worth and fundamental equality of all human beings.” Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3

[44] Council of Europe. Convention for the protection of Human Rights and Dignity of the Human Being with regard to the Application of Biology and Medicine: Convention on Human Rights and Biomedicine (ETS No. 164) https://www.coe.int/en/web/conventions/full-list?module=treaty-detail&treatynum=164 (forbidding the creation of embryos for research purposes only, and suggests embryos in vitro have protections.); Also see Drabiak-Syed B. K. (2013). New President, New Human Embryonic Stem Cell Research Policy: Comparative International Perspectives and Embryonic Stem Cell Research Laws in France. Biotechnology Law Report , 32 (6), 349–356. https://doi.org/10.1089/blr.2013.9865

[45] Rendtorff, J.D., Kemp, P. (2019). Four Ethical Principles in European Bioethics and Biolaw: Autonomy, Dignity, Integrity and Vulnerability. In: Valdés, E., Lecaros, J. (eds) Biolaw and Policy in the Twenty-First Century. International Library of Ethics, Law, and the New Medicine, vol 78. Springer, Cham. https://doi.org/10.1007/978-3-030-05903-3_3

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[47] Regulation of Stem Cell Research in Germany . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-germany

[48] Regulation of Stem Cell Research in Finland . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-finland

[49] Regulation of Stem Cell Research in Spain . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-spain

[50] Some sources to consider regarding ethics models or regulatory oversights of other cultures not covered:

Kara MA. Applicability of the principle of respect for autonomy: the perspective of Turkey. J Med Ethics. 2007 Nov;33(11):627-30. doi: 10.1136/jme.2006.017400. PMID: 17971462; PMCID: PMC2598110.

Ugarte, O. N., & Acioly, M. A. (2014). The principle of autonomy in Brazil: one needs to discuss it ... Revista do Colegio Brasileiro de Cirurgioes , 41 (5), 374–377. https://doi.org/10.1590/0100-69912014005013

Bharadwaj, A., & Glasner, P. E. (2012). Local cells, global science: The rise of embryonic stem cell research in India . Routledge.

For further research on specific European countries regarding ethical and regulatory framework, we recommend this database: Regulation of Stem Cell Research in Europe . Eurostemcell. (2017, April 26). https://www.eurostemcell.org/regulation-stem-cell-research-europe

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[53] Lenfest, Y. (2017, December 8). Islam and the beginning of human life . Bill of Health. https://blog.petrieflom.law.harvard.edu/2017/12/08/islam-and-the-beginning-of-human-life/

[54] Aksoy, S. (2005). Making regulations and drawing up legislation in Islamic countries under conditions of uncertainty, with special reference to embryonic stem cell research. Journal of Medical Ethics , 31: 399-403.; see also: Mahmoud, Azza. "Islamic Bioethics: National Regulations and Guidelines of Human Stem Cell Research in the Muslim World." Master's thesis, Chapman University, 2022. https://doi.org/10.36837/ chapman.000386

[55] Rashid, R. (2022). When does Ensoulment occur in the Human Foetus. Journal of the British Islamic Medical Association , 12 (4). ISSN 2634 8071. https://www.jbima.com/wp-content/uploads/2023/01/2-Ethics-3_-Ensoulment_Rafaqat.pdf.

[56] Sivaraman, M. & Noor, S. (2017). Ethics of embryonic stem cell research according to Buddhist, Hindu, Catholic, and Islamic religions: perspective from Malaysia. Asian Biomedicine,8(1) 43-52. https://doi.org/10.5372/1905-7415.0801.260

[57] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.), Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues (pp. 79-94). Berkeley: University of California Press. https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[58] Lecso, P. A. (1991). The Bodhisattva Ideal and Organ Transplantation. Journal of Religion and Health , 30 (1), 35–41. http://www.jstor.org/stable/27510629 ; Bodhisattva, S. (n.d.). The Key of Becoming a Bodhisattva . A Guide to the Bodhisattva Way of Life. http://www.buddhism.org/Sutras/2/BodhisattvaWay.htm

[59] There is no explicit religious reference to when life begins or how to conduct research that interacts with the concept of life. However, these are relevant verses pertaining to how the fetus is viewed. (( King James Bible . (1999). Oxford University Press. (original work published 1769))

Jerimiah 1: 5 “Before I formed thee in the belly I knew thee; and before thou camest forth out of the womb I sanctified thee…”

In prophet Jerimiah’s insight, God set him apart as a person known before childbirth, a theme carried within the Psalm of David.

Psalm 139: 13-14 “…Thou hast covered me in my mother's womb. I will praise thee; for I am fearfully and wonderfully made…”

These verses demonstrate David’s respect for God as an entity that would know of all man’s thoughts and doings even before birth.

[60] It should be noted that abortion is not supported as well.

[61] The Vatican. (1987, February 22). Instruction on Respect for Human Life in Its Origin and on the Dignity of Procreation Replies to Certain Questions of the Day . Congregation For the Doctrine of the Faith. https://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_19870222_respect-for-human-life_en.html

[62] The Vatican. (2000, August 25). Declaration On the Production and the Scientific and Therapeutic Use of Human Embryonic Stem Cells . Pontifical Academy for Life. https://www.vatican.va/roman_curia/pontifical_academies/acdlife/documents/rc_pa_acdlife_doc_20000824_cellule-staminali_en.html ; Ohara, N. (2003). Ethical Consideration of Experimentation Using Living Human Embryos: The Catholic Church’s Position on Human Embryonic Stem Cell Research and Human Cloning. Department of Obstetrics and Gynecology . Retrieved from https://article.imrpress.com/journal/CEOG/30/2-3/pii/2003018/77-81.pdf.

[63] Smith, G. A. (2022, May 23). Like Americans overall, Catholics vary in their abortion views, with regular mass attenders most opposed . Pew Research Center. https://www.pewresearch.org/short-reads/2022/05/23/like-americans-overall-catholics-vary-in-their-abortion-views-with-regular-mass-attenders-most-opposed/

[64] Rosner, F., & Reichman, E. (2002). Embryonic stem cell research in Jewish law. Journal of halacha and contemporary society , (43), 49–68.; Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.), Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues (pp. 79-94). Berkeley: University of California Press. https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[65] Schenker J. G. (2008). The beginning of human life: status of embryo. Perspectives in Halakha (Jewish Religious Law). Journal of assisted reproduction and genetics , 25 (6), 271–276. https://doi.org/10.1007/s10815-008-9221-6

[66] Ruttenberg, D. (2020, May 5). The Torah of Abortion Justice (annotated source sheet) . Sefaria. https://www.sefaria.org/sheets/234926.7?lang=bi&with=all&lang2=en

[67] Jafari, M., Elahi, F., Ozyurt, S. & Wrigley, T. (2007). 4. Religious Perspectives on Embryonic Stem Cell Research. In K. Monroe, R. Miller & J. Tobis (Ed.), Fundamentals of the Stem Cell Debate: The Scientific, Religious, Ethical, and Political Issues (pp. 79-94). Berkeley: University of California Press. https://escholarship.org/content/qt9rj0k7s3/qt9rj0k7s3_noSplash_f9aca2e02c3777c7fb76ea768ba458f0.pdf https://doi.org/10.1525/9780520940994-005

[68] Gert, B. (2007). Common morality: Deciding what to do . Oxford Univ. Press.

[69] World Medical Association (2013). World Medical Association Declaration of Helsinki: ethical principles for medical research involving human subjects. JAMA , 310(20), 2191–2194. https://doi.org/10.1001/jama.2013.281053 Declaration of Helsinki – WMA – The World Medical Association .; see also: National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research . U.S. Department of Health and Human Services. https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.html

[70] Zakarin Safier, L., Gumer, A., Kline, M., Egli, D., & Sauer, M. V. (2018). Compensating human subjects providing oocytes for stem cell research: 9-year experience and outcomes. Journal of assisted reproduction and genetics , 35 (7), 1219–1225. https://doi.org/10.1007/s10815-018-1171-z https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6063839/ see also: Riordan, N. H., & Paz Rodríguez, J. (2021). Addressing concerns regarding associated costs, transparency, and integrity of research in recent stem cell trial. Stem Cells Translational Medicine , 10 (12), 1715–1716. https://doi.org/10.1002/sctm.21-0234

[71] Klitzman, R., & Sauer, M. V. (2009). Payment of egg donors in stem cell research in the USA. Reproductive biomedicine online , 18 (5), 603–608. https://doi.org/10.1016/s1472-6483(10)60002-8

[72] Krosin, M. T., Klitzman, R., Levin, B., Cheng, J., & Ranney, M. L. (2006). Problems in comprehension of informed consent in rural and peri-urban Mali, West Africa. Clinical trials (London, England) , 3 (3), 306–313. https://doi.org/10.1191/1740774506cn150oa

[73] Veatch, Robert M. Hippocratic, Religious, and Secular Medical Ethics: The Points of Conflict . Georgetown University Press, 2012.

[74] Msoroka, M. S., & Amundsen, D. (2018). One size fits not quite all: Universal research ethics with diversity. Research Ethics , 14 (3), 1-17. https://doi.org/10.1177/1747016117739939

[75] Pirzada, N. (2022). The Expansion of Turkey’s Medical Tourism Industry. Voices in Bioethics , 8 . https://doi.org/10.52214/vib.v8i.9894

[76] Stem Cell Tourism: False Hope for Real Money . Harvard Stem Cell Institute (HSCI). (2023). https://hsci.harvard.edu/stem-cell-tourism , See also: Bissassar, M. (2017). Transnational Stem Cell Tourism: An ethical analysis. Voices in Bioethics , 3 . https://doi.org/10.7916/vib.v3i.6027

[77] Song, P. (2011) The proliferation of stem cell therapies in post-Mao China: problematizing ethical regulation, New Genetics and Society , 30:2, 141-153, DOI: 10.1080/14636778.2011.574375

[78] Dajani, R. (2014). Jordan’s stem-cell law can guide the Middle East. Nature 510, 189. https://doi.org/10.1038/510189a

[79] International Society for Stem Cell Research. (2024). Standards in stem cell research . International Society for Stem Cell Research. https://www.isscr.org/guidelines/5-standards-in-stem-cell-research

[80] Benjamin, R. (2013). People’s science bodies and rights on the Stem Cell Frontier . Stanford University Press.

Olivia Bowers

MS Bioethics Columbia University (Disclosure: affiliated with Voices in Bioethics)

Mifrah Hayath

SM Candidate Harvard Medical School, MS Biotechnology Johns Hopkins University

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This work is licensed under a Creative Commons Attribution 4.0 International License .

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Ethics book recommendations from the Poe Business Ethics Center

Looking for ethical insights you can apply to a business setting? Check out these recommendations from Brian Ray , Poe Business Ethics Center Director.

Ethics and Values: A Complete Guide

By The Art of Service – Ethics And Values Publishing

This Ethics And Values Guide is unlike books you’re used to. If you’re looking for a textbook, this might not be for you. This book and its included digital components is for you who understands the importance of asking great questions. This gives you the questions to uncover the Ethics And Values challenges you’re facing and generate better solutions to solve those problems. Defining, designing, creating, and implementing a process to solve a challenge or meet an objective is the most valuable role… In EVERY group, company, organization and department.

Unless you are dealing with a one-time, single-use project, there should be a process. That process needs to be designed by someone with a broad enough perspective to ask the right questions. Someone able to ask the right questions and step back and say, ‘What are we really trying to accomplish here? And is there a different way to look at it?’

This Self-Assessment empowers people to do just that – whether their title is entrepreneur, manager, consultant, (Vice-)President, CxO etc… – they are the people who shape the future. They are the person who asks the right questions to make Ethics And Values investments work better. This Ethics And Values All-Inclusive Self-Assessment enables you to be that person.

Oxford Handbook of Ethics of AI

by Markus Dubber, Frank Pasquale, and Sunit Das

This volume tackles a quickly-evolving field of inquiry, mapping the existing discourse as part of placing current developments in historical context; at the same time, breaking new ground in taking on novel subjects and pursuing fresh approaches. The term “A.I.” is used to refer to a broad range of phenomena, from machine learning and data mining to artificial general intelligence. The recent advent of more sophisticated AI systems, which function with partial or full autonomy and are capable of tasks which require learning and ‘intelligence’, presents difficult ethical questions, and has drawn concerns from many quarters about individual and societal welfare, democratic decision-making, moral agency, and the prevention of harm. This work ranges from explorations of normative constraints on specific applications of machine learning algorithms today-in everyday medical practice, for instance-to reflections on the (potential) status of AI as a form of consciousness with attendant rights and duties and, more generally still, on the conceptual terms and frameworks necessarily to understand tasks requiring intelligence, whether “human” or “A.I.”

Ethics at Work: Dilemmas of the Near Future and How Your Organization Can Solve Them

by Kris Østergaard (Editor)

The accelerating pace of technological development combined with the massive challenges that humankind faces make ethics evermore important. If we do not stop to think about what is fundamentally important and act accordingly, then we might find ourselves in a world that we do not wish for.

Being an ethical company is fast becoming a business advantage but soon it will be a hygiene factor. I.e. you will not be rewarded for being an ethical company, but you will be punished if you are not. However, organizations lack a deep understanding of how to act ethically in a business context, they do not have a language to discuss it and they do not have the tools to develop ethical principles and operationalize them to ensure their businesses becomes part of the solution rather than part of the problem.

In this anthology, a select group of global thought leaders within fields such as AI, neuroscience, leadership, culture, strategy, and innovation provides inspiration, insights, and concrete tools to help you solve near future ethical dilemmas to the benefit of your organization and to the benefit of the world.

Ethics and Military Strategy in the 21st Century

by Geroge Lucas, Jr.

This book examines the importance of “military ethics” in the formulation and conduct of contemporary military strategy. Clausewitz’s original analysis of war relegated ethics to the side-lines in favor of political realism, interpreting the proper use of military power solely to further the political goals of the state, whatever those may be. This book demonstrates how such single-minded focus no longer suffices to secure the interest of states, for whom the nature of warfare has evolved to favor strategies that hold combatants themselves to the highest moral and professional standards in their conduct of hostilities. Waging war has thus been transformed in a manner that moves beyond Clausewitz’s original conception, rendering political success wholly dependent upon the cultivation and exercise of discerning moral judgment by strategists and combatants in the field. This book utilizes a number of perspectives and case studies to demonstrate how ethics now plays a central role in strategy in modern armed conflict. This book will be of much interest to students of just war, ethics, military strategy, and international relations.

Assistant professor of management awarded for excellence in research

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Undergraduate Spotlight: Isabella Jordan

Photo of Isabella Jordan

Isabella Jordan is a bachelor’s and master’s student in computer science. During her time at Stanford, she’s spent time being a research assistant at the Law school, co-founding the Cardinal Policy Group, and serving as the development coordinator for Camp Kesem. In terms of experience outside of school, she worked one summer for a machine learning healthcare startup and her past two summers interning as a software engineer at Google. Outside of school, Isabella loves to play soccer, run, and spend time with friends.

Why did you choose to participate in the Honors Program in Ethics in Society?

I decided to participate in the Honors Program in Ethics in Society ultimately due to a course I took during my freshman year, Computer Science 182, which focused on the intersection of ethics, public policy, and technology. This course ended up being the reason I chose to study computer science, as I felt so passionate about working in this complex intersection of technology and ethics. I decided to participate in the Honors Program so that I could further explore this area with an emphasis on ethics. I also underwent a senior honors independent study in high school that grappled with questions of morality, and because I had such a wonderful experience, I wanted to be able to write a thesis in a similar manner at Stanford.

What was the most rewarding aspect of your experience in the Honors Program?

During my time in the program, I was able to interview and talk to many inspiring, accomplished individuals on and off campus. From Hoover Institute fellows to HAI members, even my advisor Mehran Sahimi, I was able to have insightful and intellectual discussions with experts in the area of the work I was doing. I truly felt honored and privileged to have the opportunity to learn so much from people who are so well accomplished and knowledgeable in the area I am personally very interested in. I will always be very grateful for these conversations and experiences.

In a few sentences, describe your honors thesis research.

My thesis is framed around the issue of misinformation being exacerbated by generative artificial intelligence in the United States and how it might affect American political elections. Understanding the misinformation issue that is catalyzed by recent developments in generative artificial intelligence, I hope to look into ethical solutions to mitigate the risk of harm to American democracy in this new digital frontier. I do so by using other countries as case studies, looking at how they have regulated content and restricted freedom of speech in order to promote national safety and security. Ultimately, I hope to propose measures the United States could undertake to moderate content under an ethical framework.

What opportunities would you like to pursue within the next five years?

My ideal future would be working in the responsible innovation sector within big tech. I am very passionate about regulating new technology, especially artificial intelligence, to ensure it promotes equality and justice, considering the significant ability of technology to worsen inequality. More specifically, I would love to be a leader in tech regulation and ethics. Considering that many of these problems do not have clear solutions, as a woman of color, I want to be a stakeholder and advocate for minorities when answers to these complex problems are discussed and developed.

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Dissertations 4: Methodology: Ethics
Research Ethics. In the research context, ethics can be defined as "the standards of behaviour that guide your conduct in relation to the rights of those who become the subject of your work, or are affected by it" (Saunders, Lewis and Thornhill 2015, p239). The University itself is guided by the fundamental principle that research involving ...
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