Academic Integrity in Social Sciences

Löfström, Erika

doi:10.1007/978-981-287-098-8_47

Cited by 2 publications

(1 citation statement)

References 54 publications

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“…The academic community is strongly opposed to explicitly stating the mentor's liability in the case that the thesis does not meet integrity standards, so the paragraph is just a statement of the obvious the mentor supervises…. As such, this provision should not constitute part of the law, despite the fact that mentoring is the most powerful tool in preventing non-academic behaviour (Löfström, 2016). Perhaps the most rational suggestion is to acknowledge that the mentor shall perform his or her supervising duties with a reasonable degree of care (or to a reasonable extent).…”

Section: Originality Checkmentioning

confidence: 99%

Rethinking Legislation Governing Academic Integrity in the European Context

Bošković

2023

CEPSj

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This paper argues that legislative intervention rather than deontological rules could be an adequate tool to address academic integrity concerns, particularly in civil law jurisdictions, which is the case in the majority of European countries. The recently enacted Montenegrin law on academic integrity offers a promising foundation for developing such an intervention in the European context, along with suggested improvements drawing upon four years of the implementation experience. Analysis of the law is also conducted with regard to several provisions of the Council of Europe’s recently adopted Recommendation on Education Fraud. The paper does not offer a ready-made concept, but its deliberation can serve as an inspiration for governments trying to improve existing rules on academic integrity. A legal approach will be taken in examining the problems and the relevant legislation.

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Section: Originality Checkmentioning

confidence: 99%

Rethinking Legislation Governing Academic Integrity in the European Context

Bošković

2023

CEPSj

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Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity

2020

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Globally, the number of COVID-19 cases continues to rise daily despite strict measures being adopted by many countries. Consequently, universities closed down to minimise the face-to-face contacts, and the majority of the universities are now conducting degree programmes through online delivery. Remote online delivery and assessment are novel experiences for many universities, which presents many challenges, particularly when safeguarding academic integrity. For example, invigilated assessments, often considered as more secure, are not an option given the current situation and detecting any cheating would be significantly challenging. This paper reviews assessment security in the digital domain and critically evaluates the practices from different universities in safeguarding academic integrity, including associated challenges.

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Academic Integrity in Social Sciences

Cited by 2 publications

References 54 publications

Rethinking Legislation Governing Academic Integrity in the European Context

Rethinking Legislation Governing Academic Integrity in the European Context

Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity

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