Thesis (doctoral)--Universität Heidelberg.

Thesis (M.A.)--University of Nevada, Las Vegas, 1999. / Typescript (photocopy). Vita. Abstract. Includes appendices. Includes bibliographical references (leaves 145-146).

Thesis (M.A.)--Trinity Evangelical Divinity School, 1995. / Abstract. Includes bibliographical references (leaves 43-48).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1981. / Also available in print.

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2002. / Includes abstract. Includes bibliographical references (leaves 121-123).

Part I. Claims to knowledge require justification. In science, such justification is made possible by the ability to reproduce or replicate experiments, thereby confirming their validity. Additionally, reproducibility serves as a self-correcting tool in science as it weeds out faulty experiments. It is therefore essential that experimental studies be replicated and confirmed. Recently, attempts to reproduce studies in several fields have failed, leading to what has been referred to as "a crisis of reproducibility." This crisis is largely a result of the current culture in the scientific world. Specifically, it is a result of a system that incentivizes individual success in the form of publications in high-impact journals over collaboration and careful conductance of research. This environment contributes to the crisis of reproducibility by increasing biases, incentivizing researchers to engage in manipulative statistics, decreasing quality control and transparency, and increasing the likelihood of researchers engaging in fraudulent behavior. Possible solutions to the problem of irreproducibility could tackle individual factors. A more prudent approach would be to focus on changing the current culture in the scientific world. Increased transparency had been suggested as a way to solve this problem. There is currently a movement advocating for increased transparency in science through "open science." Part II. Retraction of scientific papers due to evidence of research misconduct is on the rise, having increased tenfold from 2000 to 2009. Previous work on this topic focused on published retraction notices, using notices to identify the percent of retracted articles that were caused by research misconduct. This study utilized a different approach. Using the Office of Research Integrity database, we first identified publications that resulted from research misconduct. We then searched those articles to determine whether they were indeed retracted. Once retraction notices were identified, they were scored based on scoring elements reflecting guidelines for transparency. Lastly, we investigated whether a correlation exists between the quality of a retraction notice and journal impact factor. Our findings suggest that 21% of papers containing data derived from scientific misconduct are not retracted. Moreover, the quality of retraction notices varies, with some elements more likely to be present than others. No significant correlation between retraction notices and journal impact factor was found.

The present research seeks to identify the risks, rewards and challenges associated with hypothetical restorative justice based responses to sexual misconduct at the University of Oregon. Prior to this project here was limited research directly applicable to identifying these risks, rewards and challenges because no university-based restorative justice programs designed to respond to sexual misconduct existed to be studied. The present research uses a literature review to investigate the nature of restorative justice, sexual misconduct, and the laws and statutes that govern both at the University of Oregon. The literature review is supplemented by qualitative data gathered from a series of personal interviews with specialists on the subject. The research shows that restorative justice offers a potentially valuable supplement to existing university responses to sexual misconduct, albeit one that has a variety of limitations and barriers that would need to be surmounted in order for it to be beneficial.

abstract: Perceptions of legitimacy are an important antecedent of rule-abiding behavior. However, most research on the link between legitimacy and compliance has focused on legal authorities (i.e., police, courts, and corrections). To help fill this gap, the present study investigates the relationship between students' perceptions of the legitimacy of institutional authority and compliance with a code of conduct in a university context. This study uses cross-sectional data from pencil-and-paper surveys administered to 517 individuals 18 years and older that were enrolled in 12 undergraduate classes at a large southwestern university. Results from the multivariate regression models show that procedural justice judgments are associated with perceived legitimacy. The evidence also supports the link between legitimacy and compliance in that the former is inversely related to students' behavioral intentions to cheat on an exam. However, legitimacy was not significantly associated with plagiarism. Overall, findings support the application of the process-based model of regulation to the university context in regards to academic misconduct. In addition to contributing to the process-based model literature, this study emphasizes the utility of the process-based model as a guide for the development of fair processes, in order to reduce the prevalence of student academic misconduct. / Dissertation/Thesis / Masters Thesis Criminology and Criminal Justice 2015

Thesis advisor: Alyssa Goldman / This research aims to investigate if the undergraduate Greek life involvement percentage on college campuses can influence the vernacular and phrasing found in sexual harassment policies in universities. A matching approach is utilized to compare schools with similar geographic locations, undergraduate population sizes, religious affiliation and status as a public or private school, who only differ in what percentage of their undergraduate population is involved in Greek life. / Thesis (BA) — Boston College, 2021. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

published_or_final_version / Sociology / Doctoral / Doctor of Philosophy