Academic integrity policies of Baltic state-financed universities in online public spaces

Anohina-Naumeca, Alla; Tauginienė, Loreta; Odiņeca, Tatjana

doi:10.1007/s40979-018-0031-z

Cited by 15 publications

(13 citation statements)

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“…Sudmale and Kulmane (2013), for example, surveyed 40 students in the first year of study at two Latvian universities to understand how students framed the concept of plagiarism. Anohina-Naumeca et al (2018), meanwhile, studied whether the academic integrity policies in Latvian and Lithuanian public universities contained the components of an exemplary academic integrity policy. Such research has not addressed the topic of student awareness of academic integrity policies.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ awareness of the academic integrity policy at a Latvian university

2020

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An academic integrity policy usually specifies the university’s ethical principles and values, the forms of appropriate academic behaviour, the penalties for academic malpractice and the procedures for handling policy violations. However, the policy does not itself create academic integrity, but needs to be consistently and effectively communicated, implemented, and applied. This paper presents a case study investigating the extent to which students at Riga Technical University (Latvia) are informed about the university’s academic integrity policy. This quantitative research was performed by surveying two groups of respondents: domestic students in the first year of their bachelor’s studies and the heads of the corresponding study programmes. The results revealed a low level of students’ awareness of the university policy on academic integrity and a lack of systematic institutional approach to promoting academic integrity. The study results also indicated that students with a higher awareness of the university policy on academic integrity were less tolerant towards violations and perceived academic integrity as an essential aspect for both the academic community and student life. These findings establish a foundation for a more extensive discussion of academic integrity issues in Latvia. They can also serve as impetus for similar studies in other Latvian universities, as well as research taking an international comparative perspective.

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Section: Literature Reviewmentioning

confidence: 99%

Students’ awareness of the academic integrity policy at a Latvian university

2020

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“…Academic integrity is academic honesty (Macfarlane et al, 2014). The meaning of the term is very broad, including the ethical use of information and resources (Anohina-Naumeca et al, 2018), while recognizing the original source of information (Blau & Eshet-Alkalai, 2017 (Fishman, 2014). It embodies originality and creativity which underlies the academic culture (Adyasha & Duraipandian, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The findings of the research clearly show that the academic integrity policy of the largest Latvian and Lithuanian public universities cannot fully satisfy the components of an exemplary academic integrity policy (Anohina-Naumeca et al, 2018). In order to implement changes in education institution policy, research is necessary to determine staff and student attitudes towards plagiarism and to develop a joint system, gathering evidence, raising awareness of these issues and raising a discussion on related pedagogical issues (Pikard, 2006).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…A value-based approach to studies promotes the development of professional values of pre-service professionals, if it is provided by education processes and transparency (Bieliauskaitė, 2014). Lithuanian universities communicate the message on academic integrity from an educative perspective, but the Latvian universities follow principally a punitive approach (Anohina-Naumeca et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Pre-Service Sport Specialists’ Perceptions of Academic Integrity

Fernāte

Smila

2020

SIE

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Academic integrity is fundamental value of pre-service sport specialists’ professional competence developing, which promote public confidence in coaching and teaching as a process for professional and personal development. There is an ethical dissonance that the distribution of all dishonesty types was significantly higher than the perception of their legitimacy and that students conduct academic dishonesty despite its perception as unethical (Blau & Eshet-Alkalai, 2017). The research aim is to reveal the pre-service sport specialists’ perceptions of academic integrity and to find out the ways for promotion of academic integrity. The methods: a theoretical analysis of scientific literature, an interpretative phenomenological semi-structured interview, open and axial coding. The research sample 135 pre-service sport specialist, voluntary participants, 47% – female, 53% – male. The main research results: academic integrity perception is important for the development of pre-service sport specialists’ professional competence. Pre-service sport specialists' main opinion about benefit of being academically dishonest is time saving and personal gain. The main causes of academic dishonesty are laziness, lack of knowledge and competence, searching for an easy way.

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“…It is a universal trust-bearing measure of the quality of academic and professional practices (teaching, learning, assessment, evaluation, research and community service) by individuals, groups or institutions within higher education systems. 4,5 Accordingly, the achievement of academic integrity is a critical goal that every higher education system aspires to reach, to be part of the national and global communities of integrity.…”

Section: Introductionmentioning

confidence: 99%

Quality assurance agencies: Creating a conducive environment for academic integrity

Garwe¹

2019

S. Afr. J. Sci.

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Academic integrity is a key measure of the quality, efficiency and competitiveness of higher education systems. This article explores how a quality assurance agency can foster a conducive environment for academic quality and integrity. A self-study methodology was used, with a focus on the insights and experiences of the Zimbabwe Council for Higher Education over a 10-year period. The findings show that by assuming an innovative and transformational leadership role in instilling a culture of self-evaluation, as well as maintaining its own integrity, an external quality assurance agency can improve academic integrity. The article adds value to the existing knowledge by advancing the higher education ecosystem approach as an integrity-based panacea and conducive way to induce integrity to flow from all players as opposed to the use of heavy-handed regulatory approaches.

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Academic integrity policies of Baltic state-financed universities in online public spaces

Cited by 15 publications

References 14 publications

Students’ awareness of the academic integrity policy at a Latvian university

Students’ awareness of the academic integrity policy at a Latvian university

Pre-Service Sport Specialists’ Perceptions of Academic Integrity

Quality assurance agencies: Creating a conducive environment for academic integrity

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