Walker, Robert; Hoggart, Lesley and Hamilton, Gayle
(2008).
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(Version of Record)
Due to publisher licensing restrictions, this file is not available for public download |
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1177/1098214008317206 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
Although random assignment is generally the preferred methodology in impact evaluations, it raises numerous ethical concerns, some of which are addressed by securing participants' informed consent. However, there has been little investigation of how consent is obtained in social experiments and the amount of information that can be conveyed—and absorbed—prior to consent. This article reports on the implementation of the Employment Retention and Advancement (ERA) program, a large social experiment in the United Kingdom. Procedures to elicit informed consent were generally scrupulously followed, but even so many participants appeared to have only limited understanding of the experiment and their involvement in it. The reasons for this are articulated and recommendations are made to help ensure, to the extent possible, that potential random assignment study participants adequately understand their situation and their choices.
| Item Type: | Journal Item |
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| Copyright Holders: | 2008 American Journal of Evaluation |
| ISSN: | 1557-0878 |
| Keywords: | social experiments, informed consent, research ethics |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care > Health and Social Care Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care Faculty of Wellbeing, Education and Language Studies (WELS) |
| Related URLs: | |
| Item ID: | 38800 |
| Depositing User: | Christopher Biggs |
| Date Deposited: | 01 Jul 2010 14:31 |
| Last Modified: | 08 Dec 2018 06:19 |
| URI: | http://oro.open.ac.uk/id/eprint/38800 |
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