Leader sensemaking style in response to crisis: Consequences and insights from the COVID-19 pandemic.

The international scope of the 2020 COVID-19 crisis compelled a response from world leaders across the globe. However, the nature of these responses was far from universal. These circumstances present a unique opportunity to study how leader style influences, and is influenced by, a common crisis. To explore these relationships, the present effort used a content analysis of weekly COVID-19 statements from world leaders spanning the first 19 weeks of the crisis. Results suggest that leaders shifted toward increasingly pragmatic sensemaking approaches as COVID-19 infections increased and that sustained use of pragmatic leadership styles was associated with fewer infections in the long term. In contrast, sustained use of the charismatic sensemaking style was associated with higher observed infection rates.

Review of Instructional Approaches in Ethics Education.

Increased investment in ethics education has prompted a variety of instructional objectives and frameworks. Yet, no systematic procedure to classify these varying instructional approaches has been attempted. In the present study, a quantitative clustering procedure was conducted to derive a typology of instruction in ethics education. In total, 330 ethics training programs were included in the cluster analysis. The training programs were appraised with respect to four instructional categories including instructional content, processes, delivery methods, and activities. Eight instructional approaches were identified through this clustering procedure, and these instructional approaches showed different levels of effectiveness. Instructional effectiveness was assessed based on one of nine commonly used ethics criteria. With respect to specific training types, Professional Decision Processes Training (d = 0.50) and Field-Specific Compliance Training (d = 0.46) appear to be viable approaches to ethics training based on Cohen's d effect size estimates. By contrast, two commonly used approaches, General Discussion Training (d = 0.31) and Norm Adherence Training (d = 0.37), were found to be considerably less effective. The implications for instruction in ethics training are discussed.

Differences in Biases and Compensatory Strategies Across Discipline, Rank, and Gender Among University Academics.

The study of ethical behavior and ethical decision making is of increasing importance in many fields, and there is a growing literature addressing the issue. However, research examining differences in ethical decision making across fields and levels of experience is limited. In the present study, biases that undermine ethical decision making and compensatory strategies that may aid ethical decision making were identified in a series of interviews with 63 faculty members across six academic fields (e.g., biological sciences, health sciences, social sciences) and three levels of rank (assistant professor, associate professor, and full professor) as well as across gender. The degree to which certain biases and compensatory strategies were used in justifications for responses to ethical situations was compared across fields, level of experience, and gender. Major differences were found across fields for several biases and compensatory strategies, including biases and compensatory strategies related to use of professional field principles and field-specific guidelines. Furthermore, full professors tend to differ greatly from assistant and associate professors on a number of constructs, and there were differences in the consistency with which biases and compensatory strategies were displayed within these various groups. Implications of these findings for ethics training and future research are discussed.

Researcher Perspectives on Conflicts of Interest: A Qualitative Analysis of Views from Academia.

The increasing interconnectedness of academic research and external industry has left research vulnerable to conflicts of interest. These conflicts have the potential to undermine the integrity of scientific research as well as to threaten public trust in scientific findings. The present effort sought to identify themes in the perspectives of faculty researchers regarding conflicts of interest. Think-aloud interview responses were qualitatively analyzed in an effort to provide insights with regard to appropriate ways to address the threat of conflicts of interest in research. Themes in participant responses included disclosure of conflicts of interest, self-removal from situations where conflict exists, accommodation of conflict, denial of the existence of conflict, and recognition of complexity of situations involving conflicts of interest. Moral disengagement operations are suggested to explain the appearance of each identified theme. In addition, suggestions for best practices regarding addressing conflicts of interest given these themes in faculty perspectives are provided.

Making sense of crisis: Charismatic, ideological, and pragmatic leadership in response to COVID-19.

The incursion of coronavirus disease 2019 (COVID-19) reached global scale in 2020, requiring a response from leaders worldwide. Although the virus is a ubiquitous problem, world leaders have varied appreciably in their responses resulting in substantially different outcomes in terms of virus mitigation, population health, and economic stability. One explanation for this inconsistency is that leaders have taken differential approaches to making sense of the crisis that, in turn, have driven their approaches to decision making and communication. The present article elaborates on the role of leaders as sensemakers and explains how a leader's sensemaking approach is a critical element in successful crisis management efforts. Through the charismatic, ideological, pragmatic (CIP) leadership model, a sensemaking-focused theory of leadership, it is explained how specific, relatively stable sensemaking approaches manifest and what actions leaders engaged in those styles are likely to take in times of crisis. These connections are then reinforced through case examples of 3 world leaders, framed through CIP, and demonstrate how their sensemaking approach has influenced their response to COVID-19. The article concludes with a discussion of the impacts that these differential approaches to COVID-19 may have on the global community, and recommendations for more explicit incorporation of sensemaking into our understanding of leadership. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Double-Edged Scalpels: The Trials and Triumphs of Women Surgeons.

The narratives presented in this symposium describe the many ways in which women are harassed from medical school to residency to fellowship and throughout their careers as surgeons. A clear double-edged pattern in the tactics these women used to cope, the challenges they faced, and the responses they encountered emerge, with each being protective or helpful while simultaneously holding them back. Addressing the systemic cultural issues described throughout will be no easy challenge, but the authors of these narratives provide hope that it can be different for future generations of women pursuing surgical careers.

Are Ethics Training Programs Improving? A Meta-Analytic Review of Past and Present Ethics Instruction in the Sciences.

Given the growing public concern and attention placed on cases of research misconduct, government agencies and research institutions have increased their efforts to develop and improve ethics education programs for scientists. The present study sought to assess the impact of these increased efforts by sampling empirical studies published since the year 2000. Studies published prior to 2000 examined in other meta-analytic work were also included to provide a baseline for assessing gains in ethics training effectiveness over time. In total,this quantitative review consisted of 66 empirical studies, 106 ethics courses, 150 effect sizes, and 10,069 training participants. Overall, the findings indicated that ethics instruction resulted in sizable benefits to participants and has improved considerably within the last decade. A number of specific findings also emerged regarding moderators of instructional effectiveness. Recommendations are discussed for improving the development, delivery, and evaluation of ethics instruction in the sciences.

Qualitative Evaluation Methods in Ethics Education: A Systematic Review and Analysis of Best Practices.

Although qualitative research offers some unique advantages over quantitative research, qualitative methods are rarely employed in the evaluation of ethics education programs and are often criticized for a lack of rigor. This systematic review investigated the use of qualitative methods in studies of ethics education. Following a review of the literature in which 24 studies were identified, each study was coded based on 16 best practices characteristics in qualitative research. General thematic analysis and grounded theory were found to be the dominant approaches used. Researchers are effectively executing a number of best practices, such as using direct data sources, structured data collection instruments, non-leading questioning, and expert raters. However, other best practices were rarely present in the courses reviewed, such as collecting data using multiple sources, methods, raters, and timepoints, evaluating reliability, and employing triangulation analyses to assess convergence. Recommendations are presented for improving future qualitative research studies in ethics education.

Validation and Use of a Predictive Modeling Tool: Employing Scientific Findings to Improve Responsible Conduct of Research Education.

Although recent evidence suggests ethics education can be effective, the nature of specific training programs, and their effectiveness, varies considerably. Building on a recent path modeling effort, the present study developed and validated a predictive modeling tool for responsible conduct of research education. The predictive modeling tool allows users to enter ratings in relation to a given ethics training program and receive instantaneous evaluative information for course refinement. Validation work suggests the tool's predicted outcomes correlate strongly (r = 0.46) with objective course outcomes. Implications for training program development and refinement are discussed.

How Do We Know What Works? A Review and Critique of Current Practices in Ethics Training Evaluation.

Training is a costly investment. As such, it is of great interest to know the extent to which that investment is yielding a positive return. Recent meta-analytic efforts have observed that ethics training programs are, indeed, having a positive effect, leading to the conclusion that the programs are working. However, they have also uncovered considerable variability in the effectiveness of ethics training programs, which leads to the purpose of the present study-to review current practices in ethics training evaluation. Through this review of 243 studies, consisting of 380 ethics trainings, we identified major themes in evaluation practices and training design. The tradeoffs associated with these evaluation procedures and designs are discussed, along with directions for future research.

Playing, sitting out, and observing the game: an investigation of faculty members' perspectives on political behavior in ethical decision making.

Ethical dilemmas are inherently ambiguous, complex, and ill-defined. Additionally, these dilemmas involve multiple stakeholders. These characteristics may induce political behavior as a resolution tactic. Thus, the goal of the present effort was to investigate perspectives on politics among researchers in an ethical decision-making context. A qualitative analysis of interviews with university faculty members revealed that faculty members' perspectives on political behavior in an ethical decision-making context fall into a number of categories, including positive, negative, and realistic views of political activity. The implications of these varying perspectives on ethical decision making are discussed.

A Qualitative Analysis of Power Differentials in Ethical Situations in Academia.

Power and organizational hierarchies are ubiquitous to social institutions that form the foundation of modern society. Power differentials may act to constrain or enhance people's ability to make good ethical decisions. However, little scholarly work has examined perceptions of this important topic. The present effort seeks to address this issue by interviewing academics about hypothetical ethical problems that involve power differences among those involved. Academics discussed what they would do in these scenarios, often drawing on their own experiences. Using a think-aloud protocol, participants were prompted to discuss their reasoning and thinking behind their ethical decisions. These interview data were content analyzed using a semantic analysis program that identified a number of distinct ways that academics think about power differences and abuses in ethical situations. Implications of these findings are discussed.

The Influence of Compensatory Strategies on Ethical Decision Making.

Ethical decision making is of concern to researchers across all fields. However, researchers typically focus on the biases that may act to undermine ethical decision making. Taking a new approach, this study focused on identifying the most common compensatory strategies that counteract those biases. These strategies were identified using a series of interviews with university researchers in a variety of areas, including biological, physical, social, and health as well as scholarship and the performing arts. Interview transcripts were assessed with two scoring procedures, an expert rating system and computer-assisted qualitative analysis. Although the expert rating system identified Understanding Guidelines, Recognition of Insufficient Information, and Recognizing Boundaries as the most frequently used compensatory strategies across fields, other strategies, Striving for Transparency, Value/Norm Assessment, and Following Appropriate Role Models, were identified as most common by the computer-assisted qualitative analyses. Potential reasons for these findings and implications for training and practice are identified and discussed.