Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Cutri, Jennifer; Abraham, Amarpreet; Karlina, Yeni; Patel, Sweta; Moharami, Mehdi; Zeng, Shaoru; Manzari, Elham; Pretorius, Lynette

doi:10.1007/s40979-021-00074-w

Cited by 37 publications

(26 citation statements)

References 47 publications

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“…Therefore, negative feelings may emerge when students gain knowledge and then come to the realization that there are gaps in their understanding and that there are new things to learn. This finding may provide further evidence of a link between academic integrity and the imposter syndrome often felt by graduate students (Cutri et al 2021).…”

Section: Discussionmentioning

confidence: 52%

International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions

et al. 2021

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This study investigated the knowledge of academic integrity and associated emotions of a small sample of international students studying at Canadian postsecondary institutions (n = 60) using survey methodology. Depending on the survey item, 25–60 participants provided responses. Many respondents appeared knowledgeable about academic integrity and misconduct and reported that expectations in their home countries and in Canada were similar. There was, however, disagreement on the concept of duplicate submission/self-plagiarism, indicating an important gap in educating students about specific aspects of policy in postsecondary education in Canada. In addition, more than a third of respondents provided neutral responses to a situation involving contract cheating, suggesting a lack of certainty in how to respond when witnessing peers’ engagement in outsourcing academic work. Many respondents reported feeling confident upon reading the academic integrity and misconduct policies of their Canadian postsecondary institution, although nearly one third indicated feeling fearful, anxious, and/or confused. These negative feelings were associated with reduced knowledge of academic integrity and misconduct. Future research should further explore the experiences and emotions of international students related to academic integrity and misconduct to better understand the successes and challenges that they face in their postsecondary studies in Canada. Our findings have important implications for the delivery of academic integrity education, enhancing supports and resources, and refining academic integrity policies and procedures to improve the experience of students who come from abroad to study in Canada.

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Section: Discussionmentioning

confidence: 52%

International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions

et al. 2021

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“…Students' and teachers' culture, political views and religious belief and practices can also influence their propensity to academic integrity (Akbar & Picard, 2020;Hongwei et al, 2017;Nelson et al, 2017). Cutri et al (2021) imply that an individual's "decisions and meaning making capacity" (p. 8) can be influenced and guided by their culture. Consequently, a plethora of studies pointed out that cultural barriers and differences put students at greater risk of academic malpractice (Campbell, 2017;Thompson et al, 2017, Velliaris & Breen, 2016, be it intentionally or unintentionally.…”

Section: Literature Reviewmentioning

confidence: 99%

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Hossain¹

2022

Int J Educ Integr

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Academic Integrity Literacy (AIL) is a critical transdisciplinary skill for academic success but many students do not receive this skill in their K-12 years regardless of their schooling system or characteristics of the community they belong to. Numerous research studies in higher education document that high school graduates lack AIL skills, but hardly any studies attempt to empirically investigate students’ K-12 years AIL education experience. Using a mixed-method approach, this study explores university freshmen’s AIL education experience in their K-12 years, and their opinions on the appropriate grade level to introduce AIL education. Of the university freshmen surveyed (n = 431), roughly 1 in 10 received AIL education in middle school and 1 in 5 during high school. The survey of students’ current university instructors indicates a handful of freshmen have a fair understanding of academic integrity and plagiarism but their combined AIL application capacity, such as adhering to a referencing style and the quality of in-text source attributions in academic writing, is limited. The study results and professional experience allow the author to suggest rigorous AIL instruction and policy development for K-12 institutions to educate, empower and execute AIL education.

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“…For example, supervisors might inculcate an integrity-centred career in research and publishing and deemphasise rank and position in an ECR's career of research and publishing (Pather & Remenyi, 2019). For the purpose of this paper, academic integrity in research is defined using the definition provided by Cutri et al (2021: 3): 'conducting research in a fair, respectful and honest manner, and reporting findings responsibly and honestly.' Yet, in reality, ECRs might encounter a playing field that consists of status quo indexed, ranked or metricised journals that are being gamed and driven by prestige and rewards (Hatch & Curry, 2020).…”

Section: Who Are Early Career Researchers and Why Does It Matter?mentioning

confidence: 99%

Challenges that Early Career Researchers Face in Academic Research and Publishing

Silva¹

2021

EIRJ

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the academic community. Yet, in some respects, they occupy a selectively inferior niche due to structural constraints, as well as personal and professional limitations. ECRs, who are at an initial stage of their careers, face multiple challenges in research and publishing due to a relative lack of experience. These may make them vulnerable to abuse and cause stress and anxiety. Those challenges may have been amplified in the COVID-19 era. ECRs' efforts may unfairly boost the reputation of their mentors and/or supervisors (Matthew Effect), so greater credit equity is needed in research and publishing. This opinion paper provides a broad appreciation of the struggles that ECRs face in research and publishing. This paper also attempts to identify extraneous factors that might make ECRs professionally more vulnerable in the COVID-19 era than their established seniors. ECRs may find it difficult to establish a unique career path that embraces creativity and accommodates their personal or professional desires. This is because they may encounter a rigid research and publishing environment that is dominated by a structurally determined status quo. The role of ECRs' supervisors is essential in guiding ECRs in a scholarly volatile environment, allowing them to adapt to it. ECRs also need to be conscientious of the constantly evolving research and publishing landscape, the importance of open science and reproducibility, and the risks posed by spam and predatory publishing. Flexibility, sensitivity, creativity, adaptability, courage, good observational skills, and a focus on research and publishing integrity are key aspects that will hold ECRs in good stead on their scientific career path in a post-COVID-19 era.

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Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing

Cited by 37 publications

References 47 publications

International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions

International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Challenges that Early Career Researchers Face in Academic Research and Publishing

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