Sharing successes and hiding failures

Reporting Bias' in Learning and Teaching Research

Dados Bibliográficos

ID5087907
AutoresPhillip Dawson (0000-0002-4513-8287, Deakin University, autor correspondente), Samantha L Dawson (0000-0002-4701-1220, Deakin University)
Ano2018
Volume43
Fascículo8
Páginas1405-1416
Data de publicação2018-08-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2016.1258052
OpenAlexW2551957108
IdiomaEN
Citações recebidas5
Referências citadas33

When researchers selectively report significant positive results, and omit non-significant or negative results, the published literature skews in a particular direction. This is called ‘reporting bias’, and it can cause both casual readers and meta-analysts to develop an inaccurate understanding of the efficacy of an intervention. This paper identifies potential reporting bias in a recent high-profile higher education meta-analysis. It then examines a range of potential factors that may make higher education learning and teaching research particularly susceptible to reporting bias. These include the fuzzy boundaries between learning and teaching research, scholarship and teaching; the positive agendas of ‘learning and teaching’ funding bodies; methodological issues; and para-academic researchers in roles without tenure or academic freedom. Recommendations are provided for how researchers, journals, funders, ethics committees and universities can reduce reporting bias

Academic freedom · Casual · Gender bias · Higher education · Medical education · Pedagogy · Political science · Public relations · Scholarship · Scholarship of Teaching and Learning · Teaching and learning center · Teaching method · Evaluation of Teaching Practices · Innovations in Medical Education · Medicine · Psychology · Radiology practices and education · Social Psychology