Informed consent

Since the researcher chose academic staff members for the sample of his research, he must provide informed consent forms (ICFs). These would fully and clearly explain all the necessary information, which would be sufficient to enable all participants decide whether to participate in the research, or not. According to Bogdan and Biklen (1998), there are some particular principles of ethics, which have to be considered as bases for research. These practices are: subjects’ identities should be protected, treating subjects with respect and securing their cooperation in the research, and negotiating permission with participants to do the study and seek the truth when writing and reporting findings.

A number of areas are covered by the ICF, namely, an introduction to the research topic, the main aims and objectives of the research, and an explanation of the main questions that the researcher was going to address in his proposal. Also covered in the form, were issues o f anonymity, confidentiality, how the data was going to be used, contact information, as well as issues regarding publication, storage and disposal of data. The researcher would inform all participants about all aspects o f the research in order that they may decide whether or not to participate, and to prevent any misunderstanding o f the nature of the research from coming between them and their ability to reach a fully informed decision (Oliver, 2003).

With regard to the main questions presented to the participants in the study, the researcher would explain them, in their various aspects. The explanation would mention all issues o f faculty members’ academic freedom, which were to be investigated in this study.

The researcher would allow participants sufficient time to answer questions, and also assure them they were free to decline to answer any question in the study, or decline to discuss any particular topic without having to provide a reason for doing so. If the participant wished, they could also withdraw completely from the study at any time,

without advance notice and without giving any reason, as advised by Gay and Airasian

(2000).

For example, if a participant while filling in the questionnaire decided not to continue, due to a perceived emotional distress that their answers may cause them, they were allowed to withdraw without being asked the reason for changing their mind. The researcher only asked if they wished to continue at a later date; if so, their answers would be kept for that later date. If on the other hand, they decided not to continue, the information they provided would be destroyed and their participation, in accordance with the outlined confidentiality agreement, not be mentioned to anyone.

Also, if the researcher noticed any discomfort on the part of the participant regarding any part o f the study, the researcher would try and ease the situation. Moreover, if the participant allowed, the researcher would discuss the reasons behind such a reaction in order that the researcher may take such factors into consideration when working with other participants, to minimise any possible harm and protect the participant from any inconvenience. Sieber and Stanley (1988) advise researchers to take such action as to reduce risks in the research. They suggest that this can be done by the identification of these risks, and then assessing them in such a way as to find out the positive and negative effects in taking such risks. Therefore, in designing the interview and questionnaire, the researcher reviewed all the questions perceived to be on sensitive areas, according to Kuwaiti culture. For example, he did his best to use an acceptable method of stating the questions to the participants based on considerations for Kuwaiti culture, to minimise any possible embarrassment or distress. In this regard, a review of the questions by expert academics in Kuwait and the UK was conducted before undertaking the research. These steps aimed to help participants feel at ease, and to help develop a cooperative relationship between the researcher and the participants. Therefore, the researcher, as advised by Wilson (1993), aimed to learn from the participants through a relationship based on mutual respect and openness; however, being aware not to exaggerate this relationship and always remain neutral.

The researcher also encouraged participants to reflect upon their experience of the interview conversation, and how valuable they found the conversation in order to comfort them and give them another chance to participate in the future, and reveal more data (Schatzman and Strauss, 1973).

The researcher also provided full personal information about himself, such as his name, area o f his study, the sponsor of his research, the university in which his work is

being supervised and the researcher’s address in Kuwait and the UK, including his email, to allow all participants to contact him for any enquiry in the future.

The researcher asked all participants to read the ICF carefully and were given the time they felt necessary to do so. They were then contacted by telephone, email or face-to- face. They were encouraged to ask any question, make any comments or raise any concerns regarding the document in order to help them decide whether or not to participate.

From the researcher's experience working in Kuwait University, academics and students in the university are very helpful in participating in the issues related to their affairs.

For example, several academic articles were published in academic journals in Kuwait University related to the academic affairs of teachers, students and policy makers in Kuwait and other Arab countries, which indicates a willingness to participate in such studies. These studies have indicated that the participants value such efforts that benefit higher education, and which contribute to improving the educational system. Therefore, the researcher felt very confident that the academics o f Kuwait University would be willing to participate n this research.