Are we educating educators about academic integrity? A study of UK higher education textbooks

Ransome, Josie; Newton, Philip M.

doi:10.1080/02602938.2017.1300636

Cited by 22 publications

(16 citation statements)

References 25 publications

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“…Initial searches were made using Google Scholar using basic terms relating to contract cheating, identified using the experience of the author (Wallace and Newton, 2014;Newton, 2015;Newton and Lang, 2016;Ransome and Newton, 2017).…”

Section: Identifying Samplesmentioning

confidence: 99%

“…Improvements to assessment design, education, policy and the law all need to implemented in order to protect academic standards and quality, and the security of a university award. The use of face to face assessment methods (Newton and Lang, 2016), improved education and support for students (Newton, 2015) and staff (Ransome and Newton, 2017) and changes to the law to make provision of commercial contract cheating services illegal could all limit the influence of contract cheating in Higher Education.…”

Section: Summary Of Recommendations For Policy On Commercial Contractmentioning

confidence: 99%

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How Common Is Commercial Contract Cheating in Higher Education and Is It Increasing? A Systematic Review

Newton

2018

Front. Educ.

Self Cite

213

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Contract cheating, where students recruit a third party to undertake their assignments, is frequently reported to be increasing, presenting a threat to academic standards and quality. Many incidents involve payment of the third party, often a so-called "Essay Mill," giving contract cheating a commercial aspect. This study synthesized findings from prior research to try and determine how common commercial contract cheating is in Higher Education, and test whether it is increasing. It also sought to evaluate the quality of the research evidence which addresses those questions. Seventy-one samples were identified from 65 studies, going back to 1978. These included 54,514 participants. Contract cheating was self-reported by a historic average of 3.52% of students. The data indicate that contract cheating is increasing; in samples from 2014 to present the percentage of students admitting to paying someone else to undertake their work was 15.7%, potentially representing 31 million students around the world. A significant positive relationship was found between time and the percentage of students admitting to contract cheating. This increase may be due to an overall increase in self-reported cheating generally, rather than contract cheating specifically. Most samples were collected using designs which makes it likely that commercial contract cheating is under-reported, for example using convenience sampling, with a very low response rate and without guarantees of anonymity for participants. Recommendations are made for future studies on academic integrity and contract cheating specifically.

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Section: Identifying Samplesmentioning

confidence: 99%

Section: Summary Of Recommendations For Policy On Commercial Contractmentioning

confidence: 99%

How Common Is Commercial Contract Cheating in Higher Education and Is It Increasing? A Systematic Review

Newton

2018

Front. Educ.

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213

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“…Statistics Anxiety has negative consequences for individuals [13,14], including engagement in academically unethical acts [10,15,16]. These are part of an intensifying trend toward academic misbehavior such as plagiarism and cheating [17][18][19]. Academic dishonesty, i.e., unethical academic behavior, is also a practical issue questioning learning's effectivity in the long run.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

Eshet

Steinberger²,

Grinautsky

2021

Sustainability

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The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior. Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population.

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“…Importantly, academic staff need more continuing professional development on academic misconduct, the forms it can take, and methods to reduce the likelihood of cheating. A UK study of the content of higher education texts (Ransome and Newton 2018) found that academic integrity is poorly addressed and that contemporary issues such as contract cheating are not part of this discourse. In the current study, best practice assessment design was considered crucial to preventing academic misconduct, however there was an acknowledgement that cheating can occur no matter the form.…”

Section: Discussionmentioning

confidence: 99%

Managing the mutations: academic misconduct in Australia, New Zealand and the UK

et al. 2020

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Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education sector globally.

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Are we educating educators about academic integrity? A study of UK higher education textbooks

Cited by 22 publications

References 25 publications

How Common Is Commercial Contract Cheating in Higher Education and Is It Increasing? A Systematic Review

How Common Is Commercial Contract Cheating in Higher Education and Is It Increasing? A Systematic Review

Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences

Managing the mutations: academic misconduct in Australia, New Zealand and the UK

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