Abstract
Introduction
Pharmacy is a dynamic scientific discipline undergoing rapid expansion, attracting a growing number of students to pursue postgraduate studies in this field (Brazeau et al., 2009). Postgraduate education is crucial in shaping and advancing pharmacy practice across diverse settings, as it addresses challenges and fills gaps within the profession (ElKhalifa et al., 2024). The overarching goal of graduate education is to immerse students in the research culture and cultivate students capable of producing innovative and rigorous scientific work, achieved through a synergistic blend of academic coursework and mentor-guided independent research (Han & Wang, 2024; Tiyuri et al., 2018; Van der Westhuizen, 2014). Academic research thus plays a crucial role in postgraduates’ education (Laupland et al., 2021). Engaging in academic research allows postgraduates to explore new frontiers of knowledge, contributing to the advancement of their disciplines and the dissemination of scientific knowledge (Han & Wang, 2024). The academic research capabilities of pharmacy postgraduates are a fundamental indicator of the quality of their training and education (Y. Liu et al., 2018). These capabilities are shaped by the rigor of their academic programs and are essential for their future contributions to the field of pharmacy (Gu et al., 2005). The research skills acquired equip them to tackle research questions and develop evidence-based recommendations for patient care (McLaughlin et al., 2017), thus enhancing patient care and advancing population health outcomes (ElKhalifa et al., 2024). Furthermore, their understanding of research ethics, which is intricately tied to their education, is fundamental to the conduct of rigorous and ethical research (X. Liu et al., 2023). This ethical dimension is essential for maintaining the integrity and reliability of scientific advancements in the pharmacy field. While a growing number of pharmacy education systems have been established to enhance the research capabilities and academic output of pharmacy postgraduates, their research capabilities still need to be improved (Hu et al., 2014; Shu et al., 2020). Therefore, there is a distinct need to provide a comprehensive understanding of the perceptions of pharmacy postgraduates regarding academic research, including their research interest, motivations, and attitudes toward academic ethics. This exploration is essential as it reveals their cognitive processes when navigating the intricate domain of academic research and their responses to academic challenges they encounter. Its findings will provide evidence-based insights that can lead to the enhancement of educational experiences, research capabilities, and professional development opportunities, informing more effective educational strategies and support systems.
Background
In conducting academic research, academic motivation is regarded as a crucial factor for postgraduates’ academic outcomes and performance (Amida et al., 2020; Eccles & Wigfield, 2020; Kotera et al., 2021). Academic motivation is characterized by its complexity and multidimensionality within academic settings, exerting a significant influence on postgraduates’ performance (Fong, 2022). Researchers have been focusing on elucidating the mechanisms by which academic motivation influences postgraduates’ academic outcomes and performances and exploring the principal motivations that drive individuals to pursue, maintain, and complete graduate education (Amida et al., 2020; Ryan & Deci, 2020), primarily informed by self-determination theory (Deci & Ryan, 1985) and social cognitive theory (Bandura, 1994). These investigations deepen our understanding of the intricate role that motivation plays in academic achievement. However, the majority of previous studies have predominantly centered on samples comprising children, primary and secondary school students, and undergraduates, thereby resulting in a relative dearth of research focused on postgraduates in Asian educational settings (e.g., Nausheen & Richardson, 2013; Saeed et al., 2018; Salili, 1996; Wang et al., 2022; Zhang et al., 2021). What motivates pharmacy postgraduates to engage in research has not been thoroughly investigated. Furthermore, previous studies have mainly employed quantitative methods and treated the postgraduates’ motivation as a research variable to explore the relationship between their motivation and other variables, such as research productivity, course experience, self-compassion, self-efficacy, and cultural capital (e.g., Arastaman & Özdemir, 2019; Kotera et al., 2021; Nausheen & Richardson, 2013; Wang et al., 2022). They tend to focus on what can be measured rather than understanding participants’ research experiences, perceptions, and motivations in different contexts. Therefore, a qualitative investigation into the academic motivation of pharmacy postgraduates is essential for delving into the intricate and varied factors that shape their motivations. Such an investigation will provide a deeper understanding of the individual experiences, perceptions, and attitudes of pharmacy postgraduates toward academic research, thereby shedding light on the intricate interplay of factors that motivate or deter their engagement in academic research. This understanding is crucial for tailoring interventions and strategies for bolstering their research motivation and increasing their research output and academic achievements.
Additionally, academic integrity, the cornerstone of research ethics, is crucial for maintaining research authenticity and quality (Liao et al., 2018). However, academic misconduct is pervasive in global scientific communities, with some researchers cheating, fabricating/falsifying data, and duplicating publications (Fanelli, 2009). Survey-based systematic reviews and meta-analyses reveal that 2.0% of scientists have admitted to fabricating, falsifying, or modifying data, while up to 33.7% have engaged in other questionable research practices such as plagiarism and duplicate publication (Fanelli, 2009). Another study shows that 1.7% of scientists have committed plagiarism, with 30% having witnessed it (Pupovac & Fanelli, 2015). Therefore, to address these challenges, it is crucial to not only strengthen ethical education but also actively engage scholars in discussions about the real-world implications of academic misconduct. A deeper understanding of ethical principles and their application is vital, especially for emerging scientists who must navigate the complexities of modern research environments. In this context, examining the ethical knowledge of postgraduates becomes essential, as it is intricately linked to their education and underpins the execution of rigorous and ethical research (X. Liu et al., 2023). Evaluating their understanding of research ethics and academic misconduct allows educators to identify and address training gaps, thus reinforcing ethical standards and fostering integrity in postgraduates. Therefore, assessing the knowledge and perceptions of pharmacy postgraduates toward research ethics and academic misconduct in China is not only necessary but also contributes to improving the quality of medical education and research. Despite this need, there remains a paucity of research focusing on the views of Chinese pharmacy postgraduates concerning academic misconduct. Additionally, while scholars have increasingly explored undergraduate students’ perspectives on this issue (e.g., Bayaa Martin Saana et al., 2016; Devlin & Gray, 2007; Finchilescu & Cooper, 2017; Tatum et al., 2017), studies specifically targeting Asian educational settings remain limited (e.g., Costley, 2018; Jian et al., 2020). Moreover, the differences in cultures and educational systems between Asian and Western educational systems can impact the perceptions and behaviors of students, including their attitudes toward academic research and misconduct. In Western cultures, academic research is typically seen as an individualistic endeavor, prioritizing personal achievements and the cultivation of independent thinking, while in Asian cultures, especially in China, there is a stronger emphasis on collectivism, where group success is prioritized over individual accomplishments (Niles, 1995). Asian students emphasize effort and performance objectives, in contrast to Western students who place importance on the learning process and the acquisition of knowledge (Grant & Dweck, 2001). This discrepancy highlights a research gap, as the unique context of Chinese pharmacy postgraduate education may present distinct challenges and opportunities that are not fully captured by existing studies. Addressing this gap is essential for developing a comprehensive understanding of academic integrity and misconduct across different educational levels and cultural contexts.
Extensive research provides valuable insights into the motivations behind individuals’ pursuit of pharmaceutical postgraduate education and how their academic experiences shape their professional aspirations. However, empirical studies on Chinese pharmacy postgraduates’ views on research conduct and academic misconduct remain limited. Assessing these perceptions is further complicated by their variability across different cultural and educational contexts (e.g., Costley, 2018; Jian et al., 2020; Niles, 1995). This study employs inductive content analysis to explore pharmacy postgraduates’ perceptions of academic research and misconduct at one medical university in China, revealing how they navigate the complexities of academic research and address academic challenges. This study offers insights for improving educational strategies and support systems and contributes to enhancing the quality of pharmaceutical education while serving as a guide for addressing academic challenges, thus promoting a more ethically conscious and research-effective academic environment.
Research Design and Methods
This study was ethically approved by the relevant institution. Informed consent was obtained from all participants before conducting formal interviews, ensuring that the data would be utilized solely for research purposes.
Study Design
The study design was a qualitative study by adopting inductive content analysis to describe and interpret the perceptions and experiences of pharmacy postgraduates regarding conducting academic research. Semi-structured interviews were conducted face-to-face or by telephone from April 11 to June 30, 2022. An inductive approach was chosen for describing original, first-hand information on the perceptions and experiences of Chinese postgraduates regarding their academic research. This study intended to answer the following two questions: What are the perceptions and experiences of Chinese pharmacy postgraduates on academic research? What are the perceptions of Chinese pharmacy postgraduates on academic misconduct? By examining these two interconnected questions, this study sought to provide a more comprehensive understanding of the academic environment and the challenges faced by pharmacy postgraduates. It also aimed to identify the underlying factors that contribute to both positive and negative behaviors, paving the way for more effective interventions. The findings of this study were presented according to the consolidated criteria proposed by Tong et al. (2007) for reporting qualitative research (COREQ).
Participants
Seventeen Chinese pharmacy postgraduates from five different majors at one medical university in China were recruited through the purposive sampling method, including seven males and 10 females, as shown in Table 1. We consulted faculty members in pharmacy departments who had in-depth knowledge of the postgraduates’ research activities to recommend individuals who would be highly relevant to this study. The inclusion criteria were (1) enrolled in a Master’s pharmacy postgraduate program,(2) full-time pharmacy postgraduates; and (3) having engaged in academic research through projects, publications, or conference presentations. Once suitable participants were identified, we formally invited them to join the research, clearly highlighting that their participation was entirely voluntary and that their identities and responses would be kept strictly confidential to ensure honest and uninhibited feedback. They were mainly second-year and third-year postgraduate students who were both capable and obligated to undertake research activities under the mentorship of their supervising professors. The mean age of participants was 24.7 years.
Demographic Information of the Participants.
Data Collection
We employed purposive sampling to recruit participants, allowing us to deliberately choose pharmacy postgraduates with experience in academic research, who could offer valuable insights into perceptions of academic research and misconduct. This method ensures the data collected is directly relevant and effectively addresses the research questions by meeting the criteria of our study (Elo et al., 2014). To ensure the effectiveness and appropriateness of our interview protocol, we initially conducted pilot interviews with five pharmacy postgraduates. We assessed the appropriateness of the interview questions and made necessary refinements based on the feedback. After finalizing the interview protocol, we conducted semi-structured interviews with all participants who had experience conducting academic research. These interviews were conducted either face-to-face or by telephone. A total of 17 participants were interviewed based on the interview guide (see Table 2). All interviews were audio-recorded under the permission of all participants and lasted 23 to 40 min, averaging 28.9 min. Open-ended questions were used to encourage participants to describe their perceptions of conducting research and academic misconduct. Interview questions started with participants’ perceptions and experiences of conducting academic research. Recruitment and data collection were carried out concurrently, with the process continuing until data redundancy was reached following the 15th interview. Thereafter, two additional interviews were performed to confirm data saturation, which resulted in no new insights (Boddy, 2016). A total of 17 participants were recruited between April and June 2022.
Interview Guide.
Data Analysis
We adopted the method of inductive content analysis to analyze the data, which involves the systematic interpretation of text content through a classification process of identifying and coding themes (Green & Thorogood, 2004). Specifically, we conducted a three-phase analysis of the interview content: preparation, organization, and reporting, as outlined by Elo and Kyngäs (2008).
The preparation phase consists of gathering and reviewing data, and selecting the units for analysis (Elo & Kyngäs, 2008). After data collection, the audio recordings of the interviews were transcribed verbatim by the first three authors. Then all the transcripts were independently checked and verified by all researchers by listening to the interview recordings several times to ensure data accuracy. Then all researchers reached a consensus on selecting sentences as the unit of analysis for this study (Elo et al., 2014), as the unit of analysis can encompass words, sentences, or other syntactic elements (Graneheim & Lundman, 2004).
During the organization phase, three key steps were undertaken: open coding, categorization, and abstraction (Elo & Kyngäs, 2008). Each researcher independently identified and examined meaningful sentences in all transcripts. Subsequently, all researchers performed and discussed open codes related to the research questions (Hsieh & Shannon, 2005). The leading researcher then summarized the codes and presented them for group discussion. All researchers participated in the discussion and reached a consensus on the final codes. Next, all researchers organized the open codes into subthemes and grouped subthemes with similar content into five themes, moving beyond mere summarization of interviewees’ opinions (Krippendorff, 2004; Saldaña, 2013). The leading researcher then summarized the subthemes and themes and presented them for further discussion. All researchers discussed and reached a consensus on the final subthemes and themes.
In the reporting phase, detailed descriptions of the context, selection, and characteristics were provided. The presentation of the identified themes was clear and comprehensible. To reinforce the connection between findings and data and bolster the credibility of the results, direct participant quotes were included (Elo et al., 2014). Both the analysis procedures and the results were reported in line with the Consolidated Criteria for Reporting Qualitative Research (Tong et al., 2007). Moreover, to ensure that the English translations accurately reflected the participants’ intended meanings, all researchers first discussed and established a standardized translation protocol. Subsequently, three researchers independently translated the themes and subthemes. Afterward, all researchers compared their translations and reached a consensus on the final English versions. To verify the accuracy, one researcher back-translated the English transcripts into Chinese. In addition, we invited an experienced researcher not involved in the research group to review and provide feedback on the results to further enhance the trustworthiness of the analysis (Graneheim et al., 2017). In the following, we will present and discuss all themes and sub-themes in detail.
Results
Five themes and 19 sub-themes regarding perceptions and experiences of Chinese pharmacy postgraduates from one medical university regarding conducting academic research and academic misconduct were identified, detailed in Table 3 and visually represented in Figure 1. It is important to note that this study was conducted at a single university in China, and the findings are specific to the participants from this institution. While the results provided valuable insights into the perceptions and experiences of pharmacy postgraduates at this university, they might not be representative of all pharmacy postgraduates in China.
Five Themes and 13 Sub-Themes of Chinese Pharmacy Postgraduates’ Perceptions and Experiences of Conducting Academic Research.
Themes and subthemes and their relationships.
Motivations for Engaging in Academic Research
This theme explored Chinese pharmacy postgraduates’ motivations for conducting academic research. By analyzing the interview data, we found that Chinese pharmacy postgraduates’ motivations for conducting academic research could be classified into two sub-themes: extrinsic motivations and intrinsic motivations.
Extrinsic Motivations for Academic Engagement
Participants in this study reported that they had different extrinsic motivations for conducting academic research, including meeting the requirements of university training programs, competing for scholarships, and strengthening competitiveness for future jobs and further study. The results showed that participants conducted academic research to avoid punishment, obtain academic rewards, and gain advantages in preparing for future jobs.
Meeting the Requirements of Training Programs
In China, many universities mandate that postgraduates undertake academic research and contribute to academic discourse by publishing their findings in peer-reviewed journals. Participants disclosed that the completion of academic research was an obligatory component of their university curriculum. More specifically, their postgraduate training programs explicitly required the publication of at least one academic article in a peer-reviewed journal as a prerequisite for graduation. This stipulation served as a significant motivator, compelling postgraduates to proactively engage in academic research endeavors.
The postgraduate training program at my university stipulated that to graduate and be awarded a master’s degree, it was imperative to complete all coursework and publish a minimum of one academic article in a peer-reviewed journal. These were considered the fundamental requirements of our academic progression. (Participant 12) At our university, the conduct of academic research was a mandatory component of the postgraduate training. It was a stipulated condition that each postgraduate must author and publish at least one journal article to fulfill the criteria for graduation. (Participant 6)
Competing for Scholarships
In China, universities offer various levels of scholarships to exceptional postgraduates. Higher education institutions provide a spectrum of scholarships to postgraduates who demonstrate exceptional academic prowess. The allocation of these scholarships is generally predicated on criteria such as academic performance and academic achievements. The participants in this study unanimously concurred that active engagement in academic research and the publication of academic articles could confer tangible advantages, notably the prospect of securing financial support through scholarships. Furthermore, a subset of participants underscored the pivotal role that academic research accomplishments played in the competitive process for scholarships at their university. They posited that the pursuit of research and the publication of articles in reputable, high-impact journals could significantly bolster their eligibility and competitiveness for these merit-based awards.
Active engagement in academic research and the attainment of academic milestones have yielded tangible rewards for me, including the acquisition of scholarships. I have found that a proactive approach to publishing research articles significantly improves my prospects of securing financial support through competitive scholarship opportunities. (Participant 9) The criteria for scholarship eligibility are often heavily weighted toward academic excellence. I believe that by bolstering my academic record with consistently high performance, I can elevate my standing in the competitive landscape for scholarships and thereby augment my likelihood of being awarded such financial assistance. (Participant 12)
Strengthening Competitiveness in Landing a Job
Engaging in academic research is instrumental in honing the analytical skills and logical capabilities of pharmacy postgraduates. This rigorous training equips them with a competitive edge in the job market. The participants in our study stated that achieving academic milestones not only enhanced their employability but also significantly bolstered their prospects for securing research positions within academic and research institutions. Some participants specifically highlighted that the pursuit of academic research and the accumulation of academic accomplishments were viewed as pivotal for advancing their careers in research-oriented roles at universities and research centers.
In the current climate of intense societal competition, individuals are confronted with significant employment pressures. To excel in such fierce competition, ongoing education and professional development are imperative. One of the most direct and impactful methods for achieving continuous learning is through active engagement in scientific research. (Participant 17) Among the recruitment criteria for the pharmacy department of top-tier hospitals is the stipulation that candidates must possess a minimum of a master’s degree. Furthermore, the premier hospital in my locality has specific requirements that applicants must have authored at least one publication in the Science Citation Indexed journals, with the applicant listed as the primary author. (Participant 2)
In China, when pharmacy postgraduates pursue opportunities for advanced studies, their academic achievements are taken into account as a significant factor. Furthermore, during the recruitment process for Ph.D. candidates, supervisors frequently place considerable emphasis on assessing the scientific research potential of the candidates. Several participants in the study reported that actively engaging in research and attaining academic accomplishments could substantially enhance their competitiveness when applying for further academic pursuits.
As I contemplate advancing my academic career post-graduation, I have recognized that dedicating myself to academic research and the publication of academic articles would significantly bolster my profile when applying for a doctoral program. (Participant 14)
Intrinsic Motivations for Academic Engagement
Participants in this study described a variety of intrinsic motivations that inspired and drove them to engage in academic research. The intrinsic motivations identified included pursuing self-betterment, realizing personal aspirations, attaining a sense of accomplishment and happiness, and avoiding potential disapproval.
Pursuing Self-Betterment
The majority of pharmacy postgraduates in this study articulated that the knowledge and competencies garnered through their research endeavors were profoundly beneficial to their personal and professional development. A subset of participants explicitly stated that engaging in academic research served as a catalyst for broadening their intellectual horizons and enriching their experiential base. They believed that the research process was instrumental in nurturing key personal attributes and enhancing their overall capabilities.
Graduate education is distinguished from undergraduate studies by a heightened level of intellectual engagement and critical thinking. As a graduate student, I have observed a significant evolution in my cognitive approach, marked by an openness to novel ideas and a proactive stance toward problem-solving. The rigor of academic research necessitates the development of sophisticated project design strategies and the capacity to navigate the complexities that arise from project failures. Such challenges are invaluable, serving to refine my analytical skills and resilience. (Participant 2) Academic research is a crucible for the cultivation of essential personal attributes. It is a platform that not only hones cognitive abilities but also instills qualities such as perseverance, concentration, and an eagerness to learn. These attributes are foundational for the advancement of academic pursuits and are indicative of the transformative impact of graduate research on my professional development. (Participant 4)
Realizing Personal Aspirations
In the context of China’s educational landscape, pharmacy postgraduates who have demonstrated a robust record of academic accomplishments are often positioned favorably to actualize their professional aspirations, including securing prestigious employment opportunities upon graduation. The majority of the participants in this study harbored the expectation that the pursuit of postgraduate education, complemented by rigorous scientific research, would catalyze attaining their personal objectives.
The primary objective I endeavor to achieve post-graduation is to obtain a professional position within a prestigious medical institution. Such an accomplishment is anticipated to yield superior occupational prospects and, concurrently, to fortify my financial autonomy. I will achieve my goal after completing my postgraduate study with rigorous scientific research. (Participant 1) The impetus behind my engagement in academic research and the pursuit of academic accomplishments is driven by the ambition to bolster my vocational trajectory and to procure a commendable employment position. The culmination of these efforts is underpinned by the overarching goal of the successful completion of my postgraduate studies. (Participant 10)
Attaining a Sense of Achievement and Happiness
In China, students are introduced to patriotic values from an early age, underscoring the significance of devotion to their country. Pharmacy postgraduates, in particular, possess a strong desire to make meaningful contributions to their society and nation. Participants firmly believed that reinvesting their knowledge and expertise into the society and country was a meaningful endeavor. In doing so, they also experienced a sense of accomplishment and happiness.
Our research group embarked upon an academic initiative to augment the scientific exploration of ethnic pharmacopeias in regions where technological advancement is nascent. The overarching goal of this project is to rigorously evaluate the therapeutic efficacy of these indigenous medicinal systems and to investigate their potential for transformation into formal pharmaceuticals. This endeavor seeks to underpin the economic progress of these regions, perpetuate the legacy of China’s ethnic medicinal traditions, and actualize their intrinsic scientific merits. My engagement in this project is a source of profound personal fulfillment, as it represents a venture of notable significance and societal impact (Participant 2) From my perspective, the potential to contribute even a modest number of innovative treatments for various diseases through my independent research efforts would constitute a profoundly gratifying and joyful achievement. This aspiration aligns with the fundamental purpose of conducting rigorous scientific research—to advance knowledge and improve human well-being. (Participant 17)
Avoiding Potential Disapproval
In China, postgraduate programs are often structured around a supervisor-centric model. This paradigm necessitates a heightened dependency of postgraduates on their supervisors and the collective research group led by them. A strong desire exists among postgraduates for recognition and validation from their supervisors and research groups. Some participants intensified their academic endeavors primarily driven by the anxiety of potential disapproval or criticism from their supervisors and peers of their research teams. This fear stemmed from a concern over the unrecognized potential and ability if their academic research proved unsuccessful or achieved uncommendable results.
If I fail to attain academic accomplishments, it would lead to introspective doubt regarding my competencies and trepidation of potential disapproval from my academic supervisors. This concern is further compounded by a sense of falling behind my peers in the academic race. (Participant 5) As a postgraduate student, my inability to excel in my academic responsibilities and to produce a notable record of academic achievements could impede my societal recognition in my future professional endeavors. The absence of such achievements may diminish my visibility and credibility upon my integration into the professional world. (Participant 11)
Challenges Encountered in Academic Research
This theme focused on the challenges of conducting academic research encountered by participants. After a detailed analysis of the data, we found that the challenges of conducting academic research reported by participants could be further divided into two sub-themes: internal and external factors.
Internal Challenges in Academic Research
The majority of participants identified a constellation of internal factors as the principal barriers hindering their academic research endeavors. These internal challenges encompassed insufficient comprehensive knowledge and practical experience, lack of persistence, and inadequate preparation.
Insufficient Comprehensive Knowledge and Practical Experience
Some participants explicitly identified the scarcity of robust academic knowledge and a paucity of empirical experience as the predominant internal challenges impeding the conduct and success of their academic research. They reported that these deficiencies in academic acumen and practical expertise could potentially culminate in the unsuccessful outcomes of their experimental endeavors.
The experimental process, as anticipated, entails complexities beyond my initial expectations. The intricacies of inoculating viruses into experimental animal subjects require meticulous division into various groups, including controls and experimental cohorts. Unfortunately, the acknowledged shortfalls in experiential knowledge and academic reserves may jeopardize the success of my experimental endeavors (Participant 1) In my academic research pursuits, I have discerned that the principal obstacles stem from personal limitations. Specifically, the depth and breadth of my academic knowledge are yet to reach the necessary comprehensiveness, the underpinning knowledge base requires further consolidation, and the proficiency in technical skills demands enhancement. These gaps are perceived as formidable barriers to the execution of rigorous academic research. (Participant 16)
Lack of Persistence
The pursuit of academic research and the attainment of academic achievements demand rigorous dedication and consistent efforts. The collective consensus among the participants in this study was that the process of academic research was both time-intensive and energy-demanding. Some participants acknowledged their own deficiency in perseverance, which hindered their ability to see their research projects through to completion, particularly in the face of challenges and setbacks.
Given the extended timeframes often associated with experimental research, spanning several months or more, the absence of anticipated results can engender a degree of apprehension and consternation. The success of the overall experiment is contingent upon my steadfast perseverance. (Participant 1) The experimental process is inherently fraught with challenges, and setbacks, including instances of failure, are a common occurrence. The key to achieving success in such an endeavor is the demonstration of relentless perseverance coupled with an unyielding spirit. Without these attributes, the aspiration for academic accomplishments becomes exceedingly arduous to realize. (Participant 5)
Inadequate Preparation
The derailment of certain experimental endeavors could often be traced back to a lack of thorough preparatory work. Some participants in this study expressed similar opinions, highlighting that an absence of comprehensive initial planning and groundwork in their academic research precipitated subsequent complications. They were inclined to impute the unsuccessful outcomes of their research endeavors to these initial lapses in preparation.
Due to inadequate preparation prior to the commencement of my experiments, I encountered substantial challenges in the subsequent stages, ultimately resulting in the abandonment of my research. (Participant 12) Selecting an engaging research topic was particularly challenging for me, stemming from my lack of adequate preparation beforehand, which hindered my ability to identify compelling avenues for investigation. (Participant 8)
External Challenges in Academic Research
Beyond the internal challenges, participants in this study identified a set of external factors that impeded their research endeavors and academic progress. The predominant external barriers reported were the insufficient funding allocated to academic research and the disruptive impact of the COVID-19 pandemic.
Insufficient Funding for Academic Research
Experimental instruments and materials play a crucial role in pharmacy postgraduates’ research. Some participants reported that the inadequacy of financial support emerged as a formidable barrier. They expressed concerns about the financial constraints they faced, particularly in procuring the requisite apparatus and materials for their research endeavors. Additionally, the scarcity of enrollment in their specific major resulted in sharing laboratory facilities with peers from disparate fields. This pooling of resources, unfortunately, culminated in restricted access to the essential experimental apparatus required for their academic pursuits.
Insufficient research funding often resulted in the inability to procure essential reagents and experimental apparatus, thereby rendering some of my experiments infeasible. (Participant 8) The quality of our laboratory facilities pales in comparison to international standards, lacking the sophistication of foreign experimental equipment. This disparity limits our capacity to conduct a multitude of experiments within our own laboratory. (Participant 9)
Influence of the COVID-19 Pandemic
Amidst the COVID-19 pandemic, academic institutions implemented strict lockdown measures. The participants reported that this situation impeded the timely repair of defective equipment and caused delays in the delivery of laboratory supplies, some of which expired before use. Consequently, the university lockdowns significantly disrupted the continuity and productivity of their research endeavors and, in some instances, resulted in the failure of their experimental processes. This period of disruption was a source of considerable physical and psychological strain for the participants.
The COVID-19 pandemic has had a detrimental impact on transportation services, subsequently impeding the timely delivery of vital research supplies, encompassing both experimental animals and materials, to our academic institution. This disruption has, in turn, obstructed the advancement of our experimental procedures. (Participant 3) The abrupt malfunction of the laboratory’s air conditioning system, compounded by the inaccessibility of maintenance staff due to the lockdown imposed by the COVID-19 pandemic, led to a precipitous drop in laboratory temperature. This unforeseen change in environmental conditions rendered the experimental mice dormant, thereby undermining the ability to uphold uniform experimental conditions. Consequently, the experiment was unsuccessful, placing considerable stress on me. (Participant 1)
Strategies for Overcoming Research Challenges
Participant in this study described their strategies for addressing impediments encountered during the scientific research process. They reported that upon confronting such challenges, most of them opted to initially resolve them independently, employing methods such as self-regulation and online research for potential solutions. Should these autonomous efforts prove insufficient, they would then proceed to solicit advice and assistance from peers and academic advisors.
Self-Regulation
The majority of participants declared that they frequently adopted a proactive approach to managing the challenges they encountered in their scholarly pursuits. Upon facing impediments in their scientific research, they expressed a preference for a brief cessation of their work to facilitate a period of respite. This interlude, characterized by relaxation, permitted a period of introspection on the actions taken thus far. They posited that such a hiatus was instrumental not only in alleviating stress but also in enabling a reassessment and recalibration of their research methodologies and strategic plans.
When experiencing overwhelming stress, I opted to take a brief respite from my work to recharge. This period of rest allowed me to return to my tasks with renewed vigor and a clearer mind. (Participant 7) Encountering obstacles in my research journey, I found solace in brief intermissions. These breaks provided the opportunity to critically evaluate and recalibrate my research approaches and methodologies, thereby facilitating more effective problem-solving. (Participant 9)
Online Research for Solutions
Faced with research quandaries, the majority of participants reported that the predominant course of action was to initiate an online quest for solutions. They described that they routinely sought the required information via the Internet, citing the vast repository of resources available online. They were able to access a comprehensive array of materials pertinent to their research, including scientific articles, books, and other educational content.
In the event of encountering challenges within my research, my customary approach was to consult online literature. Specifically, I frequently utilized databases such as the Web of Science and China National Knowledge Infrastructure (CNKI), the preeminent academic search platform in China, to discover insights from prior scientific work. (Participant 1) Confronted with methodological issues, including the processing and analysis of data, my initial step was invariably to seek guidance online. I would search for methodologies and procedural instructions on the Internet to address and rectify my research quandaries. (Participant 4)
Seeking Help From Others
In addition to leveraging online resources to address research challenges, participants reported that they frequently engaged with their immediate academic community for support. They described that, when confronted with scientific research obstacles, they frequently sought assistance from their peers and academic advisors. They attested to the beneficial impact of the guidance and recommendations received from these interactions.
On occasion, I have sought the expertise of my classmates who share my field of study. Their assistance has been instrumental in resolving the issues I encountered, thereby significantly advancing my research. (Participant 6) Given the demanding schedule of my supervisor, which precluded me from consulting them on minor issues, I often resorted to my classmates for guidance. Their prior experiences with analogous challenges proved invaluable in navigating and resolving my research difficulties. (Participant 11)
The majority of participants in this study, in their quest to overcome research challenges, not only engaged in self-directed problem-solving and leveraged the support of their peers but also frequently availed themselves of the expertise of their academic supervisors. They attested to the fact that they approached their supervisors for guidance when faced with impediments in their research endeavors. The feedback provided by these supervisors, characterized by critical insights and constructive suggestions, was reported as highly beneficial.
Encountering obstacles during my research that hindered progress, I routinely sought the guidance of my academic supervisor. Their expertise was frequently instrumental in navigating the challenges I faced. (Participant 1) In the face of research difficulties, I engaged in regular communication and discussion with my supervisor. The constructive feedback and valuable insights they provided were crucial in surmounting the issues encountered throughout the research process. (Participant 14)
Some participants described that they frequently employed the strategy of soliciting guidance from scholars, both domestically and internationally, as a means to overcome research-related challenges. They specifically highlighted their engagement with online academic communities and other researchers to address and navigate the impediments encountered in their scholarly pursuits.
I routinely shared my research conundrums and inquiries on academic forums and collaborative platforms, including ResearchGate, in order to garner insights from the global research community. This proactive approach typically yielded beneficial feedback and constructive suggestions that aided in my research endeavors. (Participant 17)
Perceptions of Academic Misconduct
All participants unanimously affirmed that academic integrity served as the cornerstone of academic research and expressed grave concerns regarding academic misconduct. This theme showcased the perceptions of pharmacy postgraduates on academic dishonesty, which was categorized into two distinct sub-themes: the underlying reasons for academic misconduct and its subsequent impacts.
The Underlying Reasons for Academic Misconduct
Participants in this study identified reasons for academic misconduct, which were categorized into intrinsic and extrinsic motivations.
Intrinsic Motivations for Academic Misconduct
Intrinsic motivations included a deficiency in research competencies, which led to a lack of confidence and fear of criticism, and academic procrastination, which resulted in perceived time pressure and ineffective time management. Participants reported that these factors contributed to postgraduates’ inclination toward academic misconduct as a means to cope with the challenges they faced.
A Deficiency in Research Competencies
Some participants highlighted a deficiency in research capability as a principal catalyst for academic misconduct. They described that some pharmacy postgraduates, feeling unprepared for the rigors of academic research and lacking the requisite expertise for effective research, were prone to engaging in acts such as plagiarism of published works, falsification of data, or the employment of third parties to author their papers. This insufficiency in skills and knowledge leads to a lack of confidence in their abilities and appears to drive these individuals toward unethical conduct in an attempt to fulfill academic mandates or avoid failure, embarrassment, or criticism from supervisors or peers.
The task of writing and publishing academic articles presented challenges for us. Additionally, some postgraduates majoring in science and engineering sometimes tampered with data due to their insufficient ability to design research and obtain satisfactory results from their experiments. Some resorted to plagiarism or delegated the writing of papers to others. (Participant 11) Some postgraduates expressed concerns about being criticized by supervisors or peers for poor research performance. They modified the data to achieve satisfactory results. (Participant 2)
Academic Procrastination
Some participants described that they were required to submit their thesis in the last semester. They admitted to procrastinating on their research tasks, leading to a perceived lack of time to complete assignments or projects. Procrastination and challenges in meeting the thesis submission deadline were not uncommon. This was particularly the case for those who exhibited a lack of interest in academic research or who found themselves deficient in the necessary scientific research competencies. Under such circumstances, these individuals were prone to engaging in dishonest academic conduct, such as plagiarism, and employing third parties to complete their theses within the constrained temporal parameters.
Some postgraduates exhibited a lack of initiative in composing their thesis, neglecting essential preparatory steps such as data collection and literature review. As the submission deadline approached, they found themselves pressed for time, which led to desperate measures, including the plagiarism of published works and the manipulation of data, in a misguided attempt to complete their thesis within the narrow timeframe. (Participant 1)
Extrinsic Motivations for Academic Misconduct
Extrinsic motivations consisted of an aspiration for academic reputation and practical rewards, such as scholarships, awards, and enhanced career prospects, as well as the pressure of meeting the requirements for graduation, including the need to publish a certain number of papers. Participants reported that these factors created a high-stakes environment that sometimes led postgraduates to consider academic misconduct as a means to fulfill these expectations and secure their academic and professional futures.
An Aspiration for Academic Reputation and Practical Rewards
Some participants stated that academic misconduct, such as plagiarizing others’ publications and hiring someone to write and publish papers, allowed some pharmacy postgraduates to seek academic reputation and practical rewards in a short period. These individuals might be driven by the desire for quick success and recognition in their academic pursuits. Participants reported that some postgraduates pursued reputation and rewards and wanted to publish more papers in a short time. In their pursuit of these goals, some resorted to unethical practices such as paying others to write and publish papers on their behalf.
The ambition to accumulate a reputation and secure tangible rewards led some postgraduates to aim for an accelerated publication record. In this quest, some resorted to unethical strategies, such as compensating others to produce and disseminate their academic works on their behalf. (Participant 11) The aspiration for a commendable academic reputation through notable research achievements often underpinned the actions of postgraduates. However, constrained by their own limitations in academic writing and publication processes, some engaged in dishonest conduct, including copying others’ works and falsifying the data, to secure publication. (Participant 3)
The Pressure of Meeting the Requirements for Graduation
Some participants expressed significant pressure to complete and defend their theses before graduation. The pressure to enhance the persuasiveness of their theses and to fulfill these academic obligations might lead some postgraduates to be inclined to adopt unethical strategies. Such strategies could encompass the replication of existing publications, the fabrication of experimental data, or the engagement of external parties to write their theses. These actions were often motivated by the desire for a more convincing thesis and the pressure to meet graduation requirements.
The majority of pharmacy postgraduates were subject to the pressures associated with university graduation requirements. The inability to fulfill the prerequisites for graduation, such as publishing academic articles and completing their theses, jeopardized their academic standing. Consequently, some students engaged in acts of plagiarism or enlisted the services of others to write and publish their research papers. (Participant 6)
Impacts of Academic Misconduct
All participants in our study unanimously concurred that academic misconduct was ethically reprehensible and must be assiduously circumvented. They articulated profound concerns regarding the detrimental effects that such misconduct could inflict upon the broader academic community. They specifically underscored several negative effects of academic dishonesty, encompassing infringing upon the rights of other researchers, hindering the personal development of students, and impeding academic advancement.
Infringing Upon the Rights of Other Researchers
The majority of participants in our study expressed their concerns regarding the detrimental effects of academic misconduct. They emphasized the direct infringement of academic dishonesty on the legitimate rights of other researchers and its erosive impact on the equitable nature of academic competition.
Initially, it was imperative to recognize that academic misconduct was an inherently unethical act, infringing upon the legitimate rights and intellectual property of others. Such actions not only encroached upon the labor and scholarly contributions of fellow researchers but also eroded the foundational principles of fairness and equitable competition within the academic sphere. (Participant 3) In my view, academic misconduct should be banned. The arduous journey to achieve research outcomes was well understood, and the presence of academic dishonesty only served to exacerbate existing inequalities within the academic community. (Participant 9)
Hindering Personal Development
Participants in the study unanimously conveyed that the employment of deceitful tactics in academic research was fundamentally detrimental to personal academic growth and the development of knowledge and skills. They posited that an overreliance on such methods resulted in a loss of opportunity for genuine engagement with the subject matter, impeding the deepening of understanding and the enhancement of critical thinking abilities.
Academic misconduct was pernicious, exerting a negative influence rather than a positive one. It detracted from the earnest pursuit of knowledge and the commitment to diligent research, thereby proving disadvantageous for us. Engaging in plagiarism and the misappropriation of others’ creative works not only failed to foster personal growth but also posed a risk to our professional reputation. (Participant 5) Academic dishonesty was detrimental to the development of our capabilities and our long-term academic and professional prospects. Moreover, it imparted a plethora of negative consequences not only on us but also on educators and peers within the academic community. (Participant 13)
Impeding Academic Advancement
Participants in this study expressed their concerns that the endorsement or emulation of unethical practices posed a significant threat to the integrity and credibility of the research endeavor. Such tolerance could diminish the resolve of researchers to partake in meticulous and committed scientific inquiry. Consequently, this precipitated a stagnation in the advancement of science and technology, as the morale and trust of researchers in the academic community were compromised.
Addressing academic misconduct was imperative, as it contributed no beneficial outcomes. Failure to correct and regulate such behavior could significantly disrupt the integrity of our national academic sphere. (Participant 6) The unchecked spread of academic misconduct posed a risk of instilling detrimental study habits within institutions of higher learning. Without proper punishment and deterrence, there was a likelihood that others might emulate such practices, thereby fostering a culture of academic dishonesty within the scholarly community. (Participant 7)
Discussion
This study conducted an in-depth exploration of the perceptions of Chinese pharmacy postgraduates concerning academic research and academic misconduct at a medical university in China. We identified and reported five themes, that is, motivations for engaging in academic research, challenges encountered in academic research, strategies for overcoming research challenges, underlying causes of academic misconduct, and impacts of academic misconduct. To our knowledge, this is one of the pioneering qualitative investigations delving into the perceptions of Chinese pharmacy postgraduates on these critical aspects of academic life.
This study identified the extrinsic and intrinsic motivations that propelled pharmacy postgraduates in their academic research endeavors. These motivations were instrumental in fostering an active and engaged participation in designing and conducting academic research. This study showed that pharmacy postgraduates were goal-oriented in conducting academic research. They perceived research engagement and academic achievements as instrumental in fulfilling the academic program’s prerequisites, securing academic rewards, and bolstering their competitiveness for prospective employment opportunities and further educational pursuits. It also demonstrated that intrinsic motivations for research contributed to enhancing the active involvement and commitment of pharmacy postgraduates in their research, concurrently improving their research competencies. These observations were consistent with and provided evidence for the findings of previous studies (e.g., An et al., 2020; Fischer et al., 2019; Kotera et al., 2021; Mueller & Kamdar, 2011; Peng & Gao, 2019; Smith et al., 2014; Zhang et al., 2022).
This study revealed the internal and external challenges encountered by pharmacy postgraduates in their academic research endeavors, consistent with the results of the previous studies on the barriers affecting undergraduate students’ research (e.g., Caldwell et al., 2017; Chen et al., 2020; Zhang et al., 2022). It showed that the low level of research capability was considered by most participants as the critical factor that impeded their engagement in academic research, underscoring the imperative need for enhancing the research capabilities of pharmacy postgraduates (see also Zhang et al., 2022). Furthermore, this study elucidated the external barriers that Chinese pharmacy postgraduates confronted, specifically highlighting insufficient funding for scientific research and the disruptive effects of the COVID-19 pandemic. It demonstrated that the scarcity of funding might arise from the inability to secure government-funded projects or limitations in available project funding for mentors. The escalating costs of experimental equipment and materials, coupled with increased consumption of supplies, exacerbated the funding shortfall. This study also revealed the impact of the COVID-19 pandemic and the resultant policies on the research progress of the participants. The lockdown measures imposed by various departments and institutions led to delays in procuring experimental materials and maintaining optimal experimental conditions. However, with the relaxation of these temporary policies, the associated impacts have subsided. Additionally, in addressing research obstacles, the majority of participants reported an initial attempt at independent problem-solving by adjusting their research methodologies and seeking information online. Unsuccessful attempts at resolution prompted them to seek assistance from classmates, supervisors, and team members. Contrary to the findings of Freeman et al. (2007), this study demonstrated that Chinese pharmacy postgraduates exhibited a strong sense of belonging to an academic community centered around their supervisors and team members. In the face of research challenges, these postgraduates actively sought advice and support from their academic affiliates.
In addition, this study identified the causes and harms of academic misconduct perceived by pharmacy postgraduates. Corroborating the findings of Patrzek et al. (2014), it showed that academic procrastination contributed to academic misconduct among pharmacy students. However, different from attributing academic procrastination to students’ surfing and communicating online (Patrzek et al., 2014 ), this study identified inadequate research ability and low academic writing skills as a precipitating factor for academic procrastination. Furthermore, the exigencies of graduation requirements could precipitate irrational choices among pharmacy postgraduates. This observation aligned with the finding of Hambrick et al. (2005) suggesting that individual stress perception, emanating from emotional stressors, could readily evoke adverse emotional responses and potentially incite unethical conduct.
Despite its contributions, this study is not without limitations. We only recruited a limited number of participants from a single medical university in China, which may limit the generalizability of our findings. The perceptions and experiences of pharmacy postgraduates at this institution might not reflect those at other universities or regions within China. Future research should validate and expand upon these findings by involving a larger and more diverse group of participants. This should include individuals from various academic disciplines within China’s diverse higher education system and from institutions in other countries. Such an approach would enhance the study’s representativeness and provide richer comparative insights into academic research and misconduct across different cultural and educational settings.
Conclusion
This study demonstrated how Chinese pharmacy postgraduates perceived academic research and academic misconduct at a medical university in China. Participants showed a range of individual motivations driving their academic endeavors while facing numerous internal and external challenges. They overcame these obstacles through self-adjustment, independent problem-solving, and seeking external support. Collectively, participants strongly believed that academic misconduct was not only inappropriate but potentially illegal. The study identified several underlying causes of such behavior and emphasized that misconduct threatened not just individual interests but also the broader academic community, potentially impeding the progression of the entire field. These findings provide a valuable perspective for understanding the attitudes and perceptions of Chinese pharmacy postgraduates regarding the benefits and ethical challenges of academic research and misconduct. The findings presented in this study offered a valuable vantage point for enhancing our comprehension of the attitudes and perceptions of Chinese pharmacy postgraduates concerning both the merits and ethical challenges inherent in academic research and the misconduct that could arise. Future research should conduct similar studies at multiple universities and across different regions in China to enhance the generalizability of the findings, which can contribute to a more comprehensive understanding of the perceptions and experiences of pharmacy postgraduates.
Practical Implications
The present study offers a suite of recommendations for academic educators. Firstly, the study discerned that pharmacy postgraduates in this study were predominantly motivated by goal-oriented incentives in their academic research, with external incentives often surpassing internal ones. We thus suggest that educators should concentrate on scrutinizing the research interests and potential of postgraduate candidates during the selection process. This can be achieved through a two-stage admission process involving written research proposals and oral presentations to help identify candidates with strong research motivations. After admission, educators should enhance the research interests of postgraduates by organizing regular seminars and workshops. For example, they can organize monthly research seminars with guest speakers from the practice and academia to increase student engagement and interest in research. They can also implement mentorship programs to pair new postgraduates with experienced researchers who offer guidance and inspiration.
Secondly, the study identified a low research capacity as a principal impediment to academic research. To address this, we suggest that educators implement strategies to bolster the research competencies of pharmacy postgraduates. They can implement mandatory training programs in research design, data analysis, and information literacy. Specifically, they can offer short-term intensive training programs and a series of workshops centered on practical applications of research design and data analysis for new postgraduates to enhance their research skills. They can invite specialized librarians to offer tailored sessions on information literacy. Furthermore, they can create collaborative learning projects, where postgraduates design and conduct a small research study, to reinforce these skills. Additionally, the provision of courses focused on academic writing and publication is advocated to better guide postgraduates. Enhancing the research and writing proficiencies of postgraduates can, in turn, mitigate academic procrastination and act as a deterrent to academic misconduct. For instance, they can offer academic writing and publication courses that include peer review sessions and writing workshops to enhance postgraduates’ writing and publishing abilities.
Thirdly, while students who publish journal articles may exhibit superior performance (Gnjidic et al., 2023), we suggest that the evaluation criteria for graduate scholarships and honors should not be predicated solely on publication records. A more holistic approach that considers additional factors, such as engagement in academic conferences, collaborative research projects with mentors, and participation in societal practices, is recommended. For example, institutions can implement a points-based system to recognize achievements across different areas (e.g., Rahayu et al., 2022), where students earn points for conference presentations, successful grant applications, or research and social services. Top performers in this system can be rewarded with scholarships and honors. This approach could lessen the likelihood of postgraduates resorting to academic misconduct driven by an overly zealous pursuit of academic accolades. Postgraduates can be more engaged in diverse research activities, leading to a more well-rounded and ethical research environment.
Finally, the study suggests a reevaluation of the graduation requirements for pharmacy postgraduates. The criteria should be broadened to encompass a range of achievements beyond published papers, such as commendable performance in internships, innovative experimental breakthroughs, and contributions to national or public welfare initiatives. An example of a successful intervention is integrating capstone experiences (e.g., Fraser & Wotring, 2020), where students tackle real-world problems aligned with public welfare needs. This approach can reduce the pressure on students to publish at all costs.
Footnotes
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