<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412024000100111</article-id>
<article-id pub-id-type="doi">10.24320/redie.2024.26.e11.5937</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Supervision of Scientific Integrity by Postgraduate Academics]]></article-title>
<article-title xml:lang="es"><![CDATA[Supervisión de la integridad científica por académicos de posgrado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hirsch Adler]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Izarra Vielma]]></surname>
<given-names><![CDATA[Douglas A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Experimental Libertador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412024000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412024000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412024000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of the article is to develop a better understanding of how postgraduate academics from a Mexican university supervise the integrity of their research work. A qualitative inquiry was carried out with 291 postgraduate professors and researchers, who answered the question, &#8220;In your academic work, how is integrity in research supervised?&#8221; The analysis was conducted using grounded theory procedures. The results were organized in two categories: &#8220;Supervision of scientific integrity based on collective work,&#8221; which involves the participation of a variety of actors, and &#8220;Epistemic vigilance in the supervision of scientific integrity,&#8221; associated with an attitude of caution throughout project development. The conclusion highlights the relevance attributed by the professors and researchers to basic aspects of ethics in the generation of knowledge and in training processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene por objetivo desarrollar una mejor comprensión de las acciones que implementan académicos de posgrado de una universidad mexicana para supervisar la integridad en su trabajo de investigación. Se realizó una indagación cualitativa con 291 profesores e investigadores de dicho nivel que contestaron la pregunta, &#8220;En su trabajo académico, ¿cómo se supervisa la integridad en la investigación?&#8221; El análisis se desarrolló con base en los procedimientos de la teoría fundamentada. Los resultados se organizaron en dos categorías: &#8220;Supervisión de la integridad científica con base en el trabajo colectivo&#8221;, que involucra la participación de diversos actores, y &#8220;Vigilancia epistemológica en la supervisión de la integridad científica&#8221; asociada con una actitud de cautela a lo largo del desarrollo de los proyectos. La conclusión destaca la relevancia que dan los profesores e investigadores a los aspectos básicos de la ética en la generación del conocimiento y en los procesos formativos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[scientific researchers]]></kwd>
<kwd lng="en"><![CDATA[ethics of science]]></kwd>
<kwd lng="en"><![CDATA[research]]></kwd>
<kwd lng="en"><![CDATA[postgraduate education]]></kwd>
<kwd lng="en"><![CDATA[university professors]]></kwd>
<kwd lng="es"><![CDATA[investigadores científicos]]></kwd>
<kwd lng="es"><![CDATA[ética de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[educación de posgrado]]></kwd>
<kwd lng="es"><![CDATA[profesores universitarios]]></kwd>
</kwd-group>
</article-meta>
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