Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons’ and Students’ Perspectives

Abstract

A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the usefulness of the presentations were middling, students did indicate knowledge gains. Both interest and personal value for academic integrity were highly predictive of positive evaluations of the presentations. Dons and students provided suggestions for improvement and identified more global concerns.

A Case Study on Research Postgraduate Students’ Understanding of Academic Integrity at a Hong Kong University

“…Furthermore, numerous interesting examples (by making use of positive peer influence) are suggested for this developmental approach around the world. For example, in an Australian university, Deborah Richards et al (2016) piloted a project with an idea of using student ambassadors to promote academic integrity; in a Canadian university, Lucia Zivcakova et al (2012) studied the impact of residential student leaders on academic integrity of others. The above studies tried to reinforce the fact that peers play crucial roles in influencing students' perceptions of academic dishonesty (McCabe and Trevino, 1993).…”