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Part-time Preventive Technician (maternity cover)
Bodleian Libraries: Conservation and Collection Care
University of Oxford

Part-time Sedimentary Geochemistry Laboratory Technical/Manager
Department of Earth Sciences
University of Oxford

Senior Laboratory Technician/Technical Administrator
NIAB

AV IT Technician (76008-117)
IT Services - Service Delivery
University of Warwick

Research Technician - Pule Group
UCL Cancer Institute - Research Department of Haematology
University College London

Senior Learning Technologist
Technology Enhanced Learning
University of Sussex

Senior End User Computing Analyst
Information & Communications Technology
Southampton Solent University

Online Education Support Analyst x 3
University College of Estate Management

IT IS Technical Support Assistant
Library & Information Services, Information Services Division
Cardiff Metropolitan University

IT IS Systems Support Officer
Library & Information Services, Information Services Division
Cardiff Metropolitan University

Research Technician
School of Chemistry
University of East Anglia

IT Support Technician
Faculty of Science and Technology
Bournemouth University


Training undergraduates to be ethical researchers

It is a given that integrity underpins all university research. These days, universities have embedded ethics policies to which all members of a university (students as well as staff) must subscribe. It is also a matter of routine that all students submitting work for assessment must now do so by stating (or ticking a box to say) that all sources used have been properly acknowledged. Given the comprehensive coverage of the subject via such university-wide mechanisms, it might well seem that there is little for the university lecturer to do when it comes to training undergraduates to be ethical researchers.

But the commonplace practice of embedding ethics policies across teaching and learning practice may, paradoxically, mean that these have become the unexamined background to undergraduate life. Taken in the round, it might then be argued that a lecturer's job is to defamiliarise the routine aspects of intellectual life, in order to produce critical and analytical thinkers who can then carry such values into the professional environment and into civic life in general. In other words, is it really enough to ask a student to sign a plagiarism form, or to tick a box, without getting that student to consider the reasoning behind it?

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