Question

Abstract
The strict adherence to ethical principles (namely respect for persons, beneficence/non-maleficence and justice) when conducting research involving human participants is the bedrock of research. There has been little research on students’ experiences with the research ethics process and how these students incorporate ethical standards into their research work, despite previous research looking into teaching methodologies, curricula, and the educational environment for postgraduate students. The purpose of the study was to investigate postgraduate students’ experiences with research ethics during their research project. A sample of 11 participants was used. Through online interviews, this qualitative study, underpinned by the interpretivist paradigm, collected data from postgraduate students from different disciplines and universities in South Africa between June and August 2021. The findings showed different perspectives on the training received in research ethics, and on support and guidance received from supervisors, and the application of research ethics principles in their research projects. Most participants indicated gaps in the teaching and support they received and had not read their university research ethics policies. By focusing on students’ experiences in a developing country and different disciplines, the study contributes to the body of knowledge on postgraduate student experiences. Furthermore, the findings suggest that there is need for more research ethics training amongst postgraduate students in South Africa.......Q.1.1 Identify the paradigm/tradition for each article. You will need to motivate each (10)
choice of paradigm using examples from each of the articles as well as a critical discussion of each of the paradigms chosen.give me also in-text references

Answer 1

Based on the abstract provided for the study, the paradigm adopted is the **interpretivist paradigm**. Below is the identification and motivation for this choice, along with examples from the abstract.

### Choice of Paradigm: Interpretivist Paradigm

#### Motivation for Choice:
1. **Focus on Individual Experiences**: The study seeks to explore the experiences of postgraduate students regarding research ethics, which aligns with the interpretivist paradigm's aim to understand the subjective meanings that individuals attach to their experiences (Smith, 2015). The research collects qualitative data through online interviews, which allows for an in-depth understanding of the participants' perspectives.

2. **Contextual Understanding**: The interpretivist approach emphasizes understanding phenomena within their social context. The study specifically investigates students from different disciplines and universities in South Africa, highlighting the contextual factors influencing their experiences with research ethics (Denzin & Lincoln, 2011). This allows for a nuanced understanding of how cultural and educational environments shape their perceptions and practices.

3. **Multiplicity of Perspectives**: The findings reveal a variety of perspectives on training and support related to research ethics. By collecting qualitative data from multiple participants, the study acknowledges the diversity of experiences among postgraduate students, which is a hallmark of the interpretivist approach (Creswell, 2014).

4. **Focus on Communication and Interpretation**: The use of interviews indicates a focus on dialogue and interaction, highlighting the importance of verbal communication in understanding participants' views. This aligns with the interpretivist paradigm, which values the intricate relationship between the researcher and the participants to co-construct meaning (Guba & Lincoln, 1994).

### Examples from the Abstract:
- The study mentions, "different perspectives on the training received in research ethics," which illustrates the interpretivist emphasis on understanding various individual experiences rather than seeking a single objective truth (Smith, 2015).
- The statement "gaps in the teaching and support they received" indicates a subjective assessment by participants and their interpretation of the efficacy of their education, which is a central concept in interpretivism (Denzin & Lincoln, 2011).

### Critical Discussion of the Interpretivist Paradigm
The interpretivist paradigm is particularly useful in educational research where individual perceptions play a significant role in understanding the complexities of experiences. It allows researchers to delve into the intricacies of student experiences, furthering the body of knowledge on how factors such as cultural context and institutional policies influence ethical research practices.

However, one criticism of this paradigm is its reliance on subjective data, which can lead to challenges in generalizability. The findings may not be universally applicable due to the unique contexts of the participants involved (Creswell, 2014). Despite this limitation, the insights gained from interpretivist research can produce rich, contextual understandings that can inform policy and practice in educational settings.

In summary, the study's qualitative approach, focus on individual experiences, and contextual analysis firmly place it within the interpretivist paradigm, contributing to a deeper understanding of postgraduate students' encounters with research ethics in South Africa.

### References
- Creswell, J. W. (2014). *Research Design: Qualitative, Quantitative, and Mixed Methods Approaches*. Sage Publications.
- Denzin, N. K., & Lincoln, Y. S. (2011). *The SAGE Handbook of Qualitative Research*. Sage Publications.
- Guba, E. G., & Lincoln, Y. S. (1994). *Competing Paradigms in Qualitative Research*. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 105-117). Sage Publications.
- Smith, J. A. (2015). *Qualitative Psychology: A Practical Guide to Research Methods*. Sage Publications.