Table 2 Courses, learning outcomes (as stated in the syllabi for the courses, Stockholm university) and topics to address

Research Ethics 1: Introduction

- Understand basic research ethical questions.

- Be familiar with important principles for argumentation in ethics

- Be familiar with regulations that are significant to research ethics.

- Characterisation of ethical problems as involving conflicts of interest.

- Solutions to ethical problems cannot be deduced from non-ethical premises (The Is-Ought gap). Reference to principles or values is needed.

- Research ethical principles and their justification

- Concerning the idea that adherence to them furthers the goals of science.

- Concerning the idea that research ethical principles are specifications of principles found in “ordinary morality”

- Principles in ordinary morality and their connection to full-fledged theories like Utilitarianism, duty-based theories, theory of rights and virtue ethics.

- Nuremberg Code, Helsinki Declaration, GDPR

Research Ethics 2: Scientific Conduct and Misconduct

- Identify and reason about relevant types of cheating and misconduct that may occur in connection with research.

- Show an in-depth understanding of the concepts of plagiarism and idea theft.

- Understand the most critical ethical issues in scientific publishing, including "self-plagiarism".

- Good research practice and deviations from it.

- Misconduct is defined in terms of Fabrication, Falsification and Plagiarism.

- Problems with misconduct.

- Authorship, co-authorship, “self-plagiarism”, predatory journals.

- Data management, legal and moral requirements

- How (allegations) of misconduct are handled (country dependent), whistleblowing.

Research Ethics 3 Privacy and Consent

- Understand the various risks of harm and invasion of privacy, violation of integrity, and infringement of integrity that may arise in research.

- Be able to reflect on their discipline and their research from this point of view.

- Understand what "consent" means in different contexts and when such consent can, should or must be obtained.

- Morality is about constraining self-interest.

- Consent as a way of removing constraints

- Implicit and explicit consent.

- The greater the possible harm, the stronger the need for explicit consent- Informed consent and its components (competence, disclosure, understanding, voluntariness).

- The importance of informed consent (protects liberty, privacy, autonomy).

- Deception and informed consent.

Research Ethics 4: The Value of Science

- Show in-depth insight into the possibilities and limitations of science, its role in society and people's responsibility for how it is used.

- Be able to reason about the value of science in general and about one's subject area.

- The value-free ideal is put into question. Science is infused with values, and values enable scientific progress.

- The value of science and its realisation:

- What value? (Intrinsic value, welfare, liberty, emancipation).

- The beneficiaries (Science, employer, researcher, informants, industry, the public):

- Spreading (Scientific articles, conferences, blog posts, policy experts)

- The values in science:

- Scientists shape the values of others.

- Values behind choices (Choices of theory, methodology, language use, communication of results):

- Values are needed to bridge the gap between evidence and theory.

Research Ethics 5: Ethical Vetting of Research Projects Review

- Be able to assess whether a research project should or must undergo ethical vetting and to know how to apply for ethical vetting based on their research area.

- National regulations.

- How to apply (the students work on their applications).