Exploring Dissertation Students’ Experiences of Working with Ethical Issues when Undertaking their Dissertation Research

Students studying for British Psychology Society (BPS) accredited degree pathways (Psychology, Forensic Psychology, Social Psychology and Psychology with Counselling) complete a final year dissertation module (DE300).  This module trains students in advanced research methods and involves them in designing and conducting a research project supported by a tutor.  The module equips students with the research skills required for PG training pathways in psychology, as well as for professional careers which involve contributing to and engaging with evidence-based practice.   

In designing and conducting their research, students are expected to develop their understanding of the BPS Code of Human Research Ethics to a level where they are able to apply ethical principles to their own research context. It is clear from feedback from tutors and students that this is a particularly challenging aspect of the project work and reflects the wider higher education literature, which suggests that undergraduate students find it difficult to apply ethical principles when designing and conducting research projects (e.g Di You, 2014; Simpson & Wilson-Smith, 2017).  However, as yet there is no evidence-base for how undergraduate psychology students who are undertaking dissertation research in a distance-learning context, work with ethical issues. By definition, a distance-learning context leads to student experiences which are likely to be less ‘visible’ to the University compared to brick-university contexts.  

This project seeks to address that gap in our knowledge by developing an understanding of how students engage with ethical issues, including how students approach managing risks to participants, managing informed consent, participants’ right to withdraw, data protection confidentiality and data management issues, and recognising the impact of the research on themselves.  The project involves semi-structured interviews with 20 student participants currently studying DE300 and a grounded theory analysis of the transcribed interview data.  The findings from this project will facilitate the design and development of appropriate resources to support students on future presentations of the dissertation module, as well as other undergraduate and postgraduate research modules.