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For knowledge to benefit research and society, it must be trustworthy. Trustworthy research is robust, rigorous, and transparent at all stages of design, execution, and reporting. Assessment of researchers still rarely includes considerations related to trustworthiness, rigor, and transparency. We have developed the Hong Kong Principles (HKPs) as part of the 6th World Conference on Research Integrity with a specific focus on the need to drive research improvement through ensuring that researchers are explicitly recognized and rewarded for behaviors that strengthen research integrity. We present five principles: responsible research practices; transparent reporting; open science (open research); valuing a diversity of types of research; and recognizing all contributions to research and scholarly activity. For each principle, we provide a rationale for its inclusion and provide examples where these principles are already being adopted.

In this response to Labib and Evans, authors of the Hong Kong Principles look forward to collaborating with those from the broad research integrity community to ensure that issues of equity, diversity and inclusion will become part of the ecosystem of research integrity.

Background: Recognising the importance of addressing ethics and research integrity (ERI) in Europe, in 2017, the All European Academies (ALLEA) published a revised and updated European Code of Conduct for Research Integrity (ECoC). Consistent application of the ECoC by researchers across Europe will require its widespread dissemination, as well as an innovative training programme and novel tools to enable researchers to truly uphold and internalise the principles and practices listed in the Code. Aim: VIRT 2 UE aims to develop a sustainable train-the-trainer blended learning programme enabling contextualised ERI teaching across Europe focusing on understanding and upholding the principles and practices of the ECoC. Vision: The VIRT 2 UE project recognises that researchers not only need to have knowledge of the ECoC, but also to be able to truly uphold and internalise the principles underpinning the code. They need to learn how to integrate them into their everyday practice and understand how to act in concrete situations. VIRT 2 UE addresses this challenge by providing ERI trainers and researchers with an innovative blended (i.e. combined online and off-line approaches) learning programme that draws on a toolbox of educational resources and incorporates an e-learning course (including a YouTube channel) and face-to-face sessions designed to foster moral virtues. ERI trainers and researchers from academia and industry will have open access to online teaching material. Moreover, ERI trainers will learn how to facilitate face-to-face sessions of researchers, which focus on learning how to apply the content of the teaching material to concrete situations in daily practice. Objectives: VIRT 2 UE’s work packages (WP) will: conduct a conceptual mapping amongst stakeholders to identify and rank the virtues which are essential for good scientific practice and their relationship to the principles and practices of the ECoC (WP1); identify and consult ERI trainers and the wider scientific community to understand existing capacity and deficiencies in ERI educational resources (WP2); develop the face-to-face component of the train-the-trainer programme which provides trainers with tools to foster researchers’ virtues and promote the ECoC and iteratively develop the programme based on evaluations (WP3); produce educational materials for online learning by researchers and trainers (WP4); implement and disseminate the train-the-trainer programme across Europe, ensuring the training of sufficient trainers for each country and build capacity and consistency by focusing on underdeveloped regions and unifying fragmented efforts (WP5); and develop the online training platform and user interface, which will be instrumental in evaluation of trainers’ and researchers’ needs and project sustainability (WP6). Impact: The VIRT 2 UE training programme will promote consistent application of the ECoC across Europe. The programme will affect behaviour on the individual level of trainers and researchers – simultaneously developing an understanding of the ECoC and other ERI issues, whilst also developing scientific virtues, enabling the application of the acquired knowledge to concrete situations and complex moral dilemmas. Through a dedicated embedding strategy, the programme will also have an impact on an institutional level. The train-the-trainer approach multiplies the impact of the programme by reaching current and future European ERI trainers and, subsequently, the researchers they train.

Counselling, coaches and collegiality — how institutions can share resources to promote best practice in science. Counselling, coaches and collegiality — how institutions can share resources to promote best practice in science.

Table of contents I1 Proceedings of the 4 th World Conference on Research Integrity Concurrent Sessions: 1. Countries' systems and policies to foster research integrity CS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive university Susan Patricia O'Brien CS01.2 Measures to promote research integrity in a university: the case of an Asian university Danny Chan, Frederick Leung 2. Examples of research integrity education programmes in different countries CS02.1 Development of a state-run “cyber education program of research ethics” in Korea Eun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho Lee CS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachers Helga Nolte, Michael Gommel, Gerlinde Sponholz 3. The research environment and policies to encourage research integrity CS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practice Yordanka Krastev, Yamini Sandiran, Julia Connell, Nicky Solomon CS03.2 The Slovenian initiative for better research: from national activities to global reflections Ursa Opara Krasovec, Renata Sribar CS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate (SOuRCe) and the experience with its use at Michigan State University Brian C. Martinson, Carol R. Thrush, C.K. Gunsalus 4. Expressions of concern and retractions CS04.1 Proposed guidelines for retraction notices and their dissemination Ivan Oransky, Adam Marcus CS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archives Chris Graf, Verity Warne, Edward Wates, Sue Joshua CS04.3 An exploratory content analysis of Expressions of Concern Miguel Roig CS04.4 An ethics researcher in the retraction process Michael Mumford 5. Funders' role in fostering research integrity CS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activities Mylène Deschênes, Catherine Olivier, Raphaëlle Dupras-Leduc CS05.2 U.S. Public Health Service funds in an international setting: research integrity and compliance Zoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra Titus CS05.3 Analyzing decision making of funders of public research as a case of information asymmetry Karsten Klint Jensen CS05.4 Research integrity management: Empirical investigation of academia versus industry Simon Godecharle, Ben Nemery, Kris Dierickx 5A: Education: For whom, how, and what? CS05A.1 Research integrity or responsible conduct of research? What do we aim for? Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren Hoej CS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activities Nicholas H. Steneck CS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteres Camille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda 6. Country examples of research reward systems and integrity CS06.1 Improving systems to promote responsible research in the Chinese Academy of Sciences Ding Li, Qiong Chen, Guoli Zhu, Zhonghe Sun CS06.4 Exploring the perception of research integrity amongst public health researchers in India Parthasarathi Ganguly, Barna Ganguly 7. Education and guidance on research integrity: country differences CS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe. Noémie Aubert Bonn, Kris Dierickx, Simon Godecharle CS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updating Daniele Bourcier, Jacques Bordé, Michèle Leduc CS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of research Chien Chou, Sophia Jui-An Pan CS07.4 Educating principal investigators in Swiss research institutions: present and future perspectives Louis Xaver Tiefenauer 8. Measuring and rewarding research productivity CS08.1 Altimpact: how research integrity underpins research impact Daniel Barr, Paul Taylor CS08.2 Publication incentives: just reward or misdirection of funds? Lyn Margaret Horn CS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethics Deborah Poff 9. Plagiarism and falsification: Behaviour and detection CS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can? Martina Mavrinac, Gordana Brumini, Mladen Petrovečki CS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy? Christiane Coelho Santos, Sonia Vasconcelos CS09.3 What have we learnt?: The CrossCheck Service from CrossRef Rachael Lammey CS09.4 High p-values as a sign of data fabrication/falsification Chris Hartgerink, Marcel van Assen, Jelte Wicherts 10. Codes for research integrity and collaborations CS10.1 Research integrity in cross-border cooperation: a Nordic example Hanne Silje Hauge CS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of research Aaron Manka CS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partners Raffael Iturrizaga 11. Countries' efforts to establish mentoring and networks CS11.1 ENRIO (European Network of Research Integrity Offices): a network facilitating common approaches on research integrity in Europe Nicole Foeger CS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in Peru A. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G Lescano CS11.3 Netherlands Research Integrity Network: the first six months Fenneke Blom, Lex Bouter CS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administrators Laetus OK Lategan 12. Training and education in research integrity at an early career stage CS12.1 Research integrity in curricula for medical students Gustavo Fitas Manaia CS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-making Wayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. Verderame CS12.4 Research integrity and career prospects of junior researchers Snezana Krstic 13. Systems and research environments in institutions CS13.1 Implementing systems in research institutions to improve quality and reduce risk Louise Handy CS13.2 Creating an institutional environment that supports research integrity Debra Schaller-Demers CS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrity Paul Taylor, Daniel Barr CS13.4 A culture of integrity at KU Leuven Inge Lerouge, Gerard Cielen, Liliane Schoofs 14. Peer review and its role in research integrity CS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology (COST) “New Frontiers of Peer Review (PEERE)” Ana Marusic, Flaminio Squazzoni CS14.2 Using blinding to reduce bias in peer review David Vaux CS14.3 How to intensify the role of reviewers to promote research integrity Khalid Al-Wazzan, Ibrahim Alorainy CS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewer Chris Graf, Verity Warne 15. Research ethics and oversight for research integrity: Does it work? CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationality Nolan O'Brien, Suzanne Guerin, Philip Dodd CS15.2 Investigator irregularities: iniquity, ignorance or incompetence? Frank Wells, Catherine Blewett CS15.3 Academic plagiarism Fredric M. Litto 16. Research integrity in Europe CS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrity Itziar De Lecuona, Erika Löfstrom, Katrien Maes CS16.2 Research integrity guidance in European research universities Kris Dierickx, Noémie Bonn, Simon Godecharle CS16.3 Research Integrity: processes and initiatives in Science Europe member organisations Tony Peatfield, Olivier Boehme, Science Europe Working Group on Research Integrity CS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche (CNR) Cinzia Caporale, Daniele Fanelli 17. Training programs for research integrity at different levels of experience and seniority CS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programs John Carfora, Eric Strauss, William Lynn CS17.2 \"Recognize, respond, champion\": Developing a one-day interactive workshop to increase confidence in research integrity issues Dieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der Burght CS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a project José Roberto Lapa e Silva, Sonia M. R. Vasconcelos 18. Research and soci

Table of contents I1 Proceedings of the 4th World Conference on Research Integrity Concurrent Sessions: 1. Countries' systems and policies to foster research integrity CS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive university Susan Patricia O'Brien CS01.2 Measures to promote research integrity in a university: the case of an Asian university Danny Chan, Frederick Leung 2. Examples of research integrity education programmes in different countries CS02.1 Development of a state-run “cyber education program of research ethics” in Korea Eun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho Lee CS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachers Helga Nolte, Michael Gommel, Gerlinde Sponholz 3. The research environment and policies to encourage research integrity CS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practice Yordanka Krastev, Yamini Sandiran, Julia Connell, Nicky Solomon CS03.2 The Slovenian initiative for better research: from national activities to global reflections Ursa Opara Krasovec, Renata Sribar CS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate (SOuRCe) and the experience with its use at Michigan State University Brian C. Martinson, Carol R. Thrush, C.K. Gunsalus 4. Expressions of concern and retractions CS04.1 Proposed guidelines for retraction notices and their dissemination Ivan Oransky, Adam Marcus CS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archives Chris Graf, Verity Warne, Edward Wates, Sue Joshua CS04.3 An exploratory content analysis of Expressions of Concern Miguel Roig CS04.4 An ethics researcher in the retraction process Michael Mumford 5. Funders' role in fostering research integrity CS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activities Mylène Deschênes, Catherine Olivier, Raphaëlle Dupras-Leduc CS05.2 U.S. Public Health Service funds in an international setting: research integrity and compliance Zoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra Titus CS05.3 Analyzing decision making of funders of public research as a case of information asymmetry Karsten Klint Jensen CS05.4 Research integrity management: Empirical investigation of academia versus industry Simon Godecharle, Ben Nemery, Kris Dierickx 5A: Education: For whom, how, and what? CS05A.1 Research integrity or responsible conduct of research? What do we aim for? Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren Hoej CS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activities Nicholas H. Steneck CS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteres Camille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda 6. Country examples of research reward systems and integrity CS06.1 Improving systems to promote responsible research in the Chinese Academy of Sciences Ding Li, Qiong Chen, Guoli Zhu, Zhonghe Sun CS06.4 Exploring the perception of research integrity amongst public health researchers in India Parthasarathi Ganguly, Barna Ganguly 7. Education and guidance on research integrity: country differences CS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe. Noémie Aubert Bonn, Kris Dierickx, Simon Godecharle CS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updating Daniele Bourcier, Jacques Bordé, Michèle Leduc CS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of research Chien Chou, Sophia Jui-An Pan CS07.4 Educating principal investigators in Swiss research institutions: present and future perspectives Louis Xaver Tiefenauer 8. Measuring and rewarding research productivity CS08.1 Altimpact: how research integrity underpins research impact Daniel Barr, Paul Taylor CS08.2 Publication incentives: just reward or misdirection of funds? Lyn Margaret Horn CS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethics Deborah Poff 9. Plagiarism and falsification: Behaviour and detection CS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can? Martina Mavrinac, Gordana Brumini, Mladen Petrovečki CS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy? Christiane Coelho Santos, Sonia Vasconcelos CS09.3 What have we learnt?: The CrossCheck Service from CrossRef Rachael Lammey CS09.4 High p-values as a sign of data fabrication/falsification Chris Hartgerink, Marcel van Assen, Jelte Wicherts 10. Codes for research integrity and collaborations CS10.1 Research integrity in cross-border cooperation: a Nordic example Hanne Silje Hauge CS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of research Aaron Manka CS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partners Raffael Iturrizaga 11. Countries' efforts to establish mentoring and networks CS11.1 ENRIO (European Network of Research Integrity Offices): a network facilitating common approaches on research integrity in Europe Nicole Foeger CS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in Peru A. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G Lescano CS11.3 Netherlands Research Integrity Network: the first six months Fenneke Blom, Lex Bouter CS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administrators Laetus OK Lategan 12. Training and education in research integrity at an early career stage CS12.1 Research integrity in curricula for medical students Gustavo Fitas Manaia CS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-making Wayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. Verderame CS12.4 Research integrity and career prospects of junior researchers Snezana Krstic 13. Systems and research environments in institutions CS13.1 Implementing systems in research institutions to improve quality and reduce risk Louise Handy CS13.2 Creating an institutional environment that supports research integrity Debra Schaller-Demers CS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrity Paul Taylor, Daniel Barr CS13.4 A culture of integrity at KU Leuven Inge Lerouge, Gerard Cielen, Liliane Schoofs 14. Peer review and its role in research integrity CS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology (COST) “New Frontiers of Peer Review (PEERE)” Ana Marusic, Flaminio Squazzoni CS14.2 Using blinding to reduce bias in peer review David Vaux CS14.3 How to intensify the role of reviewers to promote research integrity Khalid Al-Wazzan, Ibrahim Alorainy CS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewer Chris Graf, Verity Warne 15. Research ethics and oversight for research integrity: Does it work? CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationality Nolan O'Brien, Suzanne Guerin, Philip Dodd CS15.2 Investigator irregularities: iniquity, ignorance or incompetence? Frank Wells, Catherine Blewett CS15.3 Academic plagiarism Fredric M. Litto 16. Research integrity in Europe CS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrity Itziar De Lecuona, Erika Löfstrom, Katrien Maes CS16.2 Research integrity guidance in European research universities Kris Dierickx, Noémie Bonn, Simon Godecharle CS16.3 Research Integrity: processes and initiatives in Science Europe member organisations Tony Peatfield, Olivier Boehme, Science Europe Working Group on Research Integrity CS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche (CNR) Cinzia Caporale, Daniele Fanelli 17. Training programs for research integrity at different levels of experience and seniority CS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programs John Carfora, Eric Strauss, William Lynn CS17.2 \"Recognize, respond, champion\": Developing a one-day interactive workshop to increase confidence in research integrity issues Dieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der Burght CS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a project José Roberto Lapa e Silva, Sonia M. R. Vasconcelos 18. Research and socie