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‘Dual use research’ is research with results that can potentially cause harm as well as benefits. Harm can be to people, animals or the environment. For most research, harms can be difficult to predict and quantify, so in this sense almost all research could be seen as having dual use potential. This chapter will present a framework for reviewing dual use research by justifying why the responsibility for approving and conducting research does not sit with Research Ethics Committees (RECs) alone. By mapping out the wider research landscape, it will be argued that both responsibility and accountability for dual use research sits on the shoulders of broader governance structures that reflect the philosophical and political aspirations of society as a whole. RECs are certainly still important for identifying potential ‘dual use research of concern’, and perhaps teasing out some of the details that may be hidden within research plans or projects, but in a well-functioning system should never be the sole gate keepers that determine which research should, and should not, be allowed to proceed.

Academic integrity is of great importance to insure a consistent determination of what constitutes plagiarism across regions of the world. Academic integrity research spans a global scale and regardless of where the researcher is from, they are building on a pool of research findings that have no physical boundaries. Basic agreed upon research standards and fundamentals must be established to ensure the validity and reliability of the body of academic research. Problematic to the situation are differences in cultural definitions of what constitutes plagiarism. Therefore, this study aimed to build the body of knowledge on the current condition of plagiarism levels as well as perform a sample comparison of some patterns in Eastern and Western culture. A document analysis was conducted for two universities, one in the USA and one in Saudi Arabia. In addition, a survey was conducted in an academic context in Saudi Arabia to investigate students’ and faculty’s understanding of what constitutes plagiarism. It was predicted that Saudi Arabia is shifting towards a Westernized definition of plagiarism; results partially supported this hypothesis.

ﺗﻌ ﺗﺑ ر اﻟﻧز ا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾﺔ ذا ت أ ھﻣﯾ ﺔ ﻛﺑﯾ رة ﻟ ﺿ ﻣﺎ ن ﺗ ﺣدﯾد ﺛﺎﺑ ت ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل ﻋﺑ ر ﻣﻧﺎ طق اﻟ ﻌﺎﻟ م. ﺗ ﻣﺗد أﺑ ﺣﺎ ث اﻟﻧ زا ھﺔ ا ﻷﻛﺎ دﯾ ﻣﯾ ﺔ ﻋﻠ ﻰ ﻧ طﺎ ق ﻋﺎﻟ ﻣ ﻲ وﺑ ﻐ ض اﻟﻧ ظر ﻋن اﻟ ﻣﻛﺎ ن اﻟذ ي ﯾﻧﺗ ﻣ ﻲ إﻟﯾﮫ اﻟﺑﺎ ﺣ ث، ﻓﮭ ﻲ ﺗ ﻌﺗ ﻣد ﻋﻠ ﻰ ﻣ ﺟﻣوﻋﺔ ﻣ ن ﻧﺗﺎﺋ ﺞ ا ﻷﺑ ﺣﺎ ث اﻟﺗ ﻲ ﻻ ﺗ وﺟد ﻟ ﮭﺎ ﺣد ود ﻣﺎدﯾﺔ. ﯾ ﺟ ب و ﺿﻊ اﻟﻣﻌﺎﯾﯾر ا ﻷﺳﺎ ﺳﯾﺔ اﻟﻣﺗﻔ ق ﻋﻠﯾﮭﺎ وا ﻷﺳﺎ ﺳﯾﺎ ت ﻟ ﺿﻣﺎ ن ﺻﺣﺔ وﻣوﺛوﻗﯾﺔ ھﯾﺋﺔ اﻟﺑ ﺣث ا ﻷﻛﺎدﯾﻣﻲ. ا ﻹﺷﻛﺎﻟﯾﺔ ﻓ ﻲ اﻟﻣو ﻗ ف ھ ﻲ ا ﺧ ﺗ ﻼ ﻓﺎ ت ﻓ ﻲ اﻟ ﺗ ﻌر ﯾﻔﺎ ت اﻟ ﺛﻘ ﺎﻓﯾ ﺔ ﻟ ﻣﺎ ﯾ ﺷ ﻛ ل ا ﻻ ﻧﺗ ﺣ ﺎ ل . وﻟ ذﻟ ك ، ھدﻓ ت ھذه اﻟ د را ﺳﺔ إﻟ ﻰ ﺑﻧﺎ ء ﺟﺳد اﻟ ﻣﻌرﻓﺔ ﺣول اﻟ ﺣﺎﻟ ﺔ اﻟ را ھﻧ ﺔ ﻟﻣﺳﺗ وﯾﺎ ت ا ﻻﻧﺗ ﺣﺎ ل وﻛذﻟ ك إ ﺟرا ء ﻣﻘﺎ رﻧ ﺔ ﻧ ﻣوذ ﺟﯾ ﺔ ﻟﺑﻌ ض ا ﻷﻧﻣﺎ ط ﻓ ﻲ اﻟﺛﻘﺎﻓﺔ اﻟ ﺷرﻗﯾ ﺔ واﻟ ﻐرﺑ ﯾ ﺔ. ﺗم إ ﺟرا ء ﺗ ﺣﻠﯾ ل ﻟﻠ وﺛﺎﺋ ق ﻟ ﺟﺎ ﻣﻌﺗﯾ ن، وا ﺣدة ﻓ ﻲ اﻟ وﻻﯾﺎ ت اﻟ ﻣﺗ ﺣدة ا ﻷﻣرﯾ ﻛﯾ ﺔ ووا ﺣدة ﻓ ﻲ اﻟ ﻣﻣﻠ ﻛﺔ اﻟ ﻌرﺑ ﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ. ﺑﺎ ﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ذﻟ ك، أ ﺟرﯾ ت د را ﺳﺔ ا ﺳﺗﻘ ﺻ ﺎﺋﯾ ﺔ ﻓ ﻲ ﺳﯾﺎ ق أﻛ ﺎ دﯾﻣﻲ ﻓ ﻲ اﻟ ﻣﻣﻠﻛﺔ اﻟ ﻌرﺑﯾ ﺔ اﻟ ﺳﻌودﯾ ﺔ ﻟﻠﺗ ﺣﻘﯾ ق ﻓ ﻲ ﻓﮭم اﻟ طﻼب وھﯾﺋ ﺔ اﻟﺗد رﯾ س ﻟ ﻣﺎ ﯾ ﺷﻛ ل ا ﻻﻧﺗ ﺣﺎ ل. ﻛﺎ ن ﻣ ن اﻟ ﻣﺗ وﻗ ﻊ أ ن ﺗﺗﺟ ﮫ اﻟﻣﻣﻠ ﻛﺔ اﻟﻌر ﺑﯾ ﺔ اﻟﺳ ﻌو دﯾ ﺔ ﻧﺣو ﺗﻌرﯾ ف اﻟ ﻐرﺑﯾﯾ ن ﻟ ﻼﻧﺗﺣ ﺎ ل وﻗ د د ﻋﻣ ت اﻟ ﻧﺗ ﺎﺋﺞ ھذه اﻟﻔ ر ﺿ ﯾﺔ ﺟز ﺋﯾﺎ.