Amidst growing concerns over research misconduct in academic institutions, this study examines the complex causal mechanisms that influence research integrity among university faculty. In this article, we explore how the interplay between personal attributes and institutional environments influences ethical research behavior, drawing on perspectives from both individual and organizational dimensions. We analyzed data from 109 university teachers across six key conditions, including factors related to individual endowment and the organizational environment, using fuzzy-set Qualitative Comparative Analysis (fsQCA). The results revealed that no single factor is a necessary condition for ensuring research integrity. Four distinct causal pathways were identified as sufficient to promote integrity, reflecting the principle of equifinality. These findings revealed the various combinations of internal and external factors that can yield similar positive outcomes. Based on the results, promoting research integrity requires a contextualized approach, where universities should tailor interventions and institutional policies to the specific characteristics and needs of their faculty members. This configurational understanding enhances theoretical insights into ethical behavior in academic settings and offers practical guidance for fostering a culture of integrity in higher education.
Chen et al. (2026) studied this question.