Academic Integrity in Canada: Historical Perspectives and Current Trends

Abstract

In this chapter we discuss the development of academic integrity in Canada. We begin by offering insights into how provincial and territorial educational governance and policy structures have affected academic integrity in Canada, compared to other countries, such as the United States. In particular, we discuss why it may not make sense for Canadian schools to try to adopt the American honour code model. We explore the evolution of higher education in Canada, highlighting the earliest incidents of academic misconduct on record as well as the development of academic integrity scholarship, focusing on significant contributions and its impact over time. In particular, we draw attention to the emergence of policies, practices, associations, and networks intended to help Canada’s higher educational institutions develop and strengthen cultures of integrity. Following, we discuss how the academic integrity landscape has shifted, noting recent trends such as the rise of contract cheating. We conclude with a call to action for more enhanced support for academic integrity scholarship to support advocacy, policy, and practice.

Understanding Provincial and Territorial Academic Integrity Policies for Elementary and Secondary Education in Canada

“…There is no federal ministry and no national oversight in Canadian education (see Bosetti et al, 2017;Capano, 2015;Eaton & Christensen Hughes, 2022); education is decentralised to Canada's ten provinces and three territories. In six provinces and territories, single ministries of education are responsible for K-12 and postsecondary education, and separate ministries of education are responsible for K-12 and postsecondary education in seven provinces (see Table 7.1).…”

Canadian Open Digital Distance Education Universities and Academic Integrity

“…Honour Code. As previously mentioned, honour code systems may be less effective specifically as they apply to ODDUs but they are also less effective more generally within a Canadian context (see Eaton & Christensen Hughes, 2022). However, because it is not the honour code itself that reduces cheating but rather the values of academic integrity, honesty, trust, respect, fairness, courage, and responsibility (ICAI fundamental values, 2021) that are supported by the code, these can be facilitated in ways other than strict adherence to an honour code system (Lang, 2013).…”

Student Integrity Violations in the Academy: More Than a Decade of Growing Complexity and Concern

“…In Chapter 1 of this book (see Eaton & Christensen Hughes, 2022), we provided highlights of research conducted by Christensen Hughes & McCabe (2006a, b) and here we elaborate further. In 2006, the Canadian Journal of Higher Education published two articles on student academic misconduct, by Julia Christensen Hughes and the late Don McCabe (2006a, b), the second of which was awarded with the Canadian Society for Studies in Higher Education's Sheffield Award (2007), as "best paper" for the previous year.…”

“…Exam invigilation also needs to be substantially revisited, vigorously defending against impersonation and the use of prohibited electronic devices, while ensuring that students are not writing under duress or falsely accused. Finally, we wonder if the time may be right to signal institutional commitment by having faculty and students adopt an honour pledge (in contrast to the traditional or modified honour codes used in the United States, see Eaton & Christensen Hughes, 2022). Such a pledge could help communicate institutional commitment to the highest standards of integrity, perhaps taken at an invocation ceremony for new students.…”