By Ying-Syuan (Elaine) Huang and Julia Wittmayer.
2. Julia Wittmayer (biography)
How can we design an ethics governance system that can better respond when ethical dilemmas emerge after institutional approval has been granted?
This question is increasingly pressing for researchers engaged in participatory, transdisciplinary, and transformative work. Ethical concerns often arise in-situ where partnerships evolve, power dynamics shift, community expectations change, and research begins to have effects beyond the original project design.
These concerns do not fit neatly into conventional ethics review procedures at universities, which still tend to be organised around upfront review: researchers submit an application, a committee assesses it, and approval is granted before the research begins. This model matters for safeguarding participants, researchers, and institutions. But it is increasingly misaligned with the type of engaged research that emphasises social learning and democratically deliberative process for positive societal change.
Two logics in productive tension
To support researchers in handling ethical concerns once the research has started, ethics committees need to be able to hold two logics in productive tension:
- Reflexive accountability emphasises safeguarding: protecting participants, researchers, and institutions through consistent procedures and defensible approval decisions. It provides clarity and reassurance, but risks abstracting ethics from the lived realities of engaged research.
- Accountable reflexivity treats ethics as an ongoing, relational practice that unfolds across the research lifecycle through dialogue, situated judgement, and shared responsibility with partners and communities. It is more responsive to the realities of engaged research, but raises questions about consistency and institutional accountability.
Both logics are necessary. The challenge is how institutions can hold them in productive tension. This has opened up four questions for reimagining ethics governance:
- What if research ethics boards held expanded mandates, with standardised exemptions, mandatory training, and lifecycle monitoring?
- What if community-led protocols took precedence, with research ethics boards repositioned as coordinators, capacity builders, and mediators?
- What if research ethics boards evolved into learning hubs: offering coaching, iterative review, and relational check-ins alongside formal oversight?
- What if formal research ethics boards were phased out, and replaced by embedded ethics officers, drop-in labs, peer reflection circles, and anonymous advice hotlines?
We summarise each of these in the table below, highlighting the key institutional adaptation, the trade-offs and the potential benefits. These proposals do not all point in the same direction. Some strengthen formal oversight. Others distribute ethical responsibility more widely. Some emphasise institutional accountability. Others emphasise relational judgement and learning. That is precisely the point!
| Illustrative Scenario | Key Institutional Adaptation | Trade-offs | Potential Benefits |
|
Regulatory Ethics Governance: Compliance-focused, centralised oversight |
Expand REBCs’ mandates; align with legal departments; standardise exemptions; require mandatory training; use IT-based dashboards for lifecycle monitoring and audit trails |
Creates a surveillance culture; reinforces top-down control; risks compliance-driven disengagement; limited attention to wider social and ecological impacts |
Strengthens scientific credibility and participant protection; shields researchers and institutions; ensures consistent procedural safeguards |
|
Embedded Ethics Facilitation: Iterative learning and supportive monitoring |
Transform REBCs into learning hubs; use pre-review consultations and iterative feedback; reframe IT monitoring as supportive check-ins; embed ethics training and peer learning |
Requires sustained investment and coordination; iterative cycles may slow research; risk of overburdening staff |
Positions REBCs as guides; fosters continuous ethical reflection; integrates societal and ecological impacts into the research lifecycle |
|
Community-Integrated Ethics Stewardship: Decentralised, relationship-based governance |
Decentralise governance; prioritise community-led protocols; reduce university review to a minimal checklist; position REBCs as coordinators and mediators; invest in trust-building |
Lack of structure can unsettle researchers; negotiated outputs may affect academic independence; risks overlooking indirect or long-term impacts; clinical contexts still need external safeguards |
Enhances legitimacy and reciprocity; builds shared responsibility; strengthens links between institutional and societal ethics |
|
Post-REBCs Ethics Ecosystem: Fully embedded, decentralised ethics |
Phase out formal REBCs; embed ethics officers in projects; create drop-in labs, advice hotlines, whistleblower mechanisms, and peer reflection spaces; integrate embedded ethics approaches |
Accountability challenges without formal oversight; uneven practices; lack of clear rules may discomfort researchers; conflicting values can complicate negotiation |
Embeds ethics as ongoing practice; integrates wider societal and ecological impacts; enables adaptive, context-sensitive governance |
Four potential ways research ethics governance could better support participatory, transdisciplinary and transformation-oriented research. (RECBs is the abbreviation for university research ethics boards and committees; IT is the abbreviation for information technology.) (For those using small screens, please note: this is a four column table and columns that flow off the right-hand side of the screen can be scrolled to. An image version of this table is also available.)
A call for institutional experimentation
Moving forward on improved ethics governance requires experimentation on what kinds of ethical support different forms of research need, and who is best placed to provide that support.
We suggest four possibilities that many universities already have the foundation to explore:
- Proportionate and staged review. Not all research needs the same level of scrutiny. Clearer routes for low-, medium- and high-risk research, with more iterative review for projects where risks evolve over time, could make oversight both more efficient and more responsive.
- Community and data ethics protocols. In engaged research, communities and partners often have their own ethical expectations and data governance practices. Universities could create ways for these to be recognised and connected to institutional responsibilities.
- Cross-faculty learning. Many ethics committees face similar grey-zone cases but handle them separately. Shared repositories of anonymised dilemmas and regular learning sessions could build collective judgement across the institution.
- Ethics coaching and embedded facilitation. Researchers working with societal partners often need timely support during fieldwork, not just before it. Ethics coaching, peer reflection, or embedded ethics roles could help researchers navigate dilemmas as they arise.
In developing such experiments, small pilots may initially be more useful than large reforms. A university might test ethics coaching with a group of doctoral researchers, pilot staged review in one faculty, or convene a cross-faculty discussion around anonymised cases.
What do you think?
Do the limitations of the ethics governance system that we have described apply in your research? How have you experienced this? What kinds of ethical support would have been useful? What do you think of our suggestions for re-imagining ethics governance? Are there additional trade-offs and benefits that you would add? What experiments do you think your university would be well-placed to conduct?
To find out more:
Huang, Y. S., Wittmayer, J. M., Gelens, T., Bauer, K., Mena, R., Egger, C. and Stenico, C. (2026). Reimagining Research Ethics for the Participatory and Transformative Turn: Between Reflexive Accountability and Accountable Reflexivity. International Journal of Qualitative Methods, 25, 16094069261436025. (Online – open access) (DOI): https://doi.org/10.1177/16094069261436025 and https://journals.sagepub.com/doi/full/10.1177/16094069261436025
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Biography: Ying-Syuan (Elaine) Huang PhD is an Adjunct Professor in the Faculty of Education at McGill University, Montreal, Canada. In September 2026, she will join the Erasmus School of Philosophy at Erasmus University Rotterdam, the Netherlands, as a postdoctoral researcher. She is interested in transformative research transdisciplinary collaboration, with a specific focus on how research governance and social learning processes shape science-policy-society interfaces for sustainability and climate justice.
Biography: Julia Wittmayer PhD is Professor of Transdisciplinarity and Societal Transformations at the Erasmus School of Philosophy, and senior researcher at the Dutch Research Institute for Transitions (DRIFT) – both at the Erasmus University Rotterdam, the Netherlands. To support the development of knowledge and action which addresses societal challenges, she designs and implements various collaborative action-oriented research formats. Recent work analyses how the academic system itself is changing – and must change – to more effectively address intensifying challenges such as climate change, inequality, and polarisation.