How to Talk About Academic Integrity so Students Will Listen:  Addressing Ethical Decision-Making Using Scenarios

Abstract

The field of academic integrity in higher education has made significant gains in exploring the proliferation of integrity issues, the frequency of student misconduct behaviours, and in identifying strategies for embedding academic integrity education more broadly into the curriculum. Regardless of calls for institution-wide approaches which focus on preventing academic misconduct, those of us engaged in the field can attest that there will always be a need to address academic misconduct behaviours and support the development of those students who engage in them. As student affairs practitioners in a Canadian post-secondary institution, we present our approach to creating meaningful teaching and learning experiences that enable students with misconduct violations to critically explore potential misconduct situations and practice the skills needed to make alternative decisions. Utilising existing work that frames academic integrity as ‘standards of practice’, this chapter demonstrates our application of key themes from the academic integrity literature within our teaching and learning practice. Recognizing that mandated academic integrity education can be a challenging learning experience, we discuss our approach to engaging these students in analyzing the common situational factors that post-secondary students face that pose potential academic integrity conflicts and the way ethical decision-making frameworks can support their ability to navigate academic integrity concerns in the future. We conclude the chapter with our key learnings and recommendations for implementing an engaging experience with students who are mandated to attend instruction following an academic integrity violation.

Development of Research Ethics in Law Students in the Process of Academic Communication at University

“…Academic excellence fundamentally combines all the previously given concepts and specifically excludes any forms of misconduct in research, including cheating or plagiarism; falsification, fabrication or misrepresentation of data; failure to follow good practice for the proper preservation, management and sharing of primary data; failure to declare conflicts of interest; improper conduct in peer review of research proposals, results or manuscripts submitted for publication, etc. (Kaufman, 2008;Milton, 2015;Penaluna & Ross, 2022;Resnik, et.al., 2015).…”

Using Quality Assurance Frameworks to Support an Institutional Culture of Academic Integrity at Canadian Universities

“…Educative options typically include instructional workshops, videos, tutorials, and online modules (Griffith, 2013), aimed to reduce intentional and unintentional plagiarism. Some institutions require completion of academic integrity education modules as part of student orientation, or as a result of a misconduct sanction (Penaluna & Ross, 2022).…”

Influencing Student Academic Integrity Choices using Ethics Scenarios

“…postgraduate training [20] or in cross-disciplinary settings [21,22,23]. Many of these cases focus on data acquisition to allow some form of statistical analysis to be made.…”