This is a very interesting discussion. Just wanted to thank everyone who
contributed.

These types of discussions remind us of the importance of two goals we have
as research administrators: service and compliance. When you combine genuine
concern for achieving both those goals, and protecting the rights of human
subjects, AND an appreciation for the natural tendency of people to have
different perspectives on ethical concerns--then you are in for an
interesting time!

All best regards,
Glenn Krell

=======================
Glenn Krell MPA, CRA
Director, Research Compliance
and Proposal Development
Illinois Institute of Technology
Main Building, Suite 301
3300 South Federal Street
Chicago, Illinois 60616
312-567-7141 (voice)
312-567-7517 (fax)
http://www.grad.iit.edu/research/ORCPD/orcpdhome.html
Did you know? You can search IIT research expertise at:
http://gradweb.iit.edu/gradresearch/searchengine.htm

-----Original Message-----
From: Research Administration List [mailto:xxxxxx@hrinet.org] On Behalf Of
Gene Stein
Sent: Friday, February 22, 2008 11:48 AM
To: xxxxxx@hrinet.org
Subject: Re: [RESADM-L] Anthropology, History and Rhetoric

The Holocaust study is a very good example of why oral history projects
should be reviewed by the IRB.

Among the criteria for IRB review are those projects that have the potential
to cause physical, psychological, social, or economic harm.
Questions asked of the population involved (prison guards and others)
certainly do that.  Most importantly, though, is the ability of subjects to
know they can say "NO" to the researcher.  Informed consent forms tell the
subjects that they don't have to respond.  If there's no IRB review, there
is probably no informed consent form, which means the subjects may not know
they can refuse to answer.  In addition, the fact that the interviewer is
from a university adds "authority" to the questions, and a respectful older
person may feel compelled to answer the questions.

The term "generalizable" does not mean it has a predictive quality, as
Barbara suggests.  In fact, it has a more vague or indefinite meaning.
It also implies, in a research way of thinking, that the information
uncovered will be disseminated.

Robert Bloomberg does not need approval to talk to his uncle about World War
II.  Bob isn't doing research with a large sample, he's not planning on
publishing, he's doing the questioning as a nephew, not a university
professor, and---above all--his uncle has the ability to say "No."

Gene Stein
San Diego State University Research Foundation

-----Original Message-----
From: Research Administration List [mailto:xxxxxx@hrinet.org] On Behalf Of
Barbara Gray
Sent: Friday, February 22, 2008 8:44 AM
To: xxxxxx@hrinet.org
Subject: Re: [RESADM-L] Anthropology, History and Rhetoric

Our IRB has been having similar discussions.  The question that keeps coming
up is about the definition of research and specifically "contributing to
generalizable knowledge," with "generalizable" being the undefined word.
Does "generalizable" connote an ability to predict outcomes based on
research results?  If ability to predict is what makes the activity one that
contributes to generalizable knowledge, then where do all the studies using
qualitative methods fit in?

One of our IRB members is actually doing an oral history project about the
Holocaust that the IRB has not reviewed (our current policy based on the
OHA/OHRP decision).  Some of her interviewees served as guards in the
concentration camps.  Disclosure of what some have told her could definitely
put these people at risk.  She also interviews survivors, who can obviously
have some strong emotional/psychological response to recall of events.  Some
IRB members think this should have been reviewed by the IRB because of
potential harms; others think that, although she should be (and is) well
aware of her ethical responsibilities, it is not an IRB matter because the
project will not contribute to generalizable knowledge (i.e., offer a
predictive model of some sort).

Perhaps it is the sensitivity of the research, and not the generalizability,
specific activities, research design, or discipline that should drive what
is subject to IRB review, tempered with a healthy respect for the varying
accepted disciplinary methods for collecting research data within the social
sciences.

Our IRB is talking about developing a parallel review structure for
non-federally funded research--don't know if it would be any less
restrictive, but it may at least be more understandable to social
scientists, historians, and educators.  But we're waiting to see the result
of the proposed changes to expedited review criteria. I have mixed feelings
about this, and like all of you, no good answers.

Ms. Barbara H. Gray
Director of Grants & Contracts
Valdosta State University
1500 North Patterson Street
Valdosta, GA  31698-0429

Telephone:  229-333-7837
Fax:  229-245-3853
Email:  xxxxxx@valdosta.edu

-----Original Message-----
From: Research Administration List [mailto:xxxxxx@hrinet.org] On Behalf Of
Bloomberg, Robert
Sent: Friday, February 22, 2008 11:17 AM
To: xxxxxx@hrinet.org
Subject: Re: [RESADM-L] Anthropology, History and Rhetoric

So let me see if I got this right--

If I ask my uncle, who is 84, to relate to me his experiences, say, during
WWII, I need informed consent and IRB approval?

-----Original Message-----
From: Research Administration List [mailto:xxxxxx@hrinet.org]On Behalf Of
Elisabeth Sherwin
Sent: Friday, February 22, 2008 10:57 AM
To: xxxxxx@hrinet.org
Subject: Re: [RESADM-L] Anthropology, History and Rhetoric

So do you make History submit to IRB and then get exempt?

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