Mapping the landscape of academic integrity education programs: what approaches are effective?

Sefcik, Lesley; Striepe, Michelle; Yorke, Jonathan

doi:10.1080/02602938.2019.1604942

Cited by 91 publications

(47 citation statements)

References 34 publications

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“…Trust, respect, fairness, and responsibility are required components of academic integrity [39]. On the other hand, unethical academic behavior or Academic Dishonesty refers to different misconducts such as cheating, fraudulent behavior, or plagiarizing [40].…”

Section: Academic Dishonestymentioning

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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Section: Academic Dishonestymentioning

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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“…• understanding of plagiarism and self-plagiarism (Amigud & Lancaster, 2019;Bretag et al, 2019;Bachore, 2016;Correa, 2011;Roberts, 2007;Miller et al, 2007); • educators' role in promoting academic integrity (Sefcik et al, 2020;Bretag et al, 2019;Pikard, 2006). Qualitative data processing -coding (open and axial (Strauss & Corbin, 1998)) and interpretation -was carried out with MAXQDA2020 programme.…”

Section: Methodsmentioning

confidence: 99%

“…In many cases, existing academic integrity education programmes lack comprehensive information on values, potential integrity risks and shortcomings in assessment, as study programmes mainly focus on plagiarism, student responsibilities and references (Sefcik et al, 2020). In order to reduce cheating through the use of outsourcing agreements, it is necessary to support the development of such a teaching and learning environment that promotes strong interaction between students and teaching staff and an appropriate evaluation structure (Bretag et al, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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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“…McCabe and Pavela ( 2004) discuss principles they believe will help build a culture of academic integrity, such as making this an institutional value with consistent standards, clarifying expectations with students, enabling students to take responsibility and ensuring fair assessment. How academic integrity principles are taught to students and how far teaching can take a positive approach continues to be an important part of the modern discussion (Ransome & Newton, 2018;Sefcik et al, 2020).…”

Section: Academic Integritymentioning

confidence: 99%

Academic Dishonesty or Academic Integrity? Using Natural Language Processing (NLP) Techniques to Investigate Positive Integrity in Academic Integrity Research

Lancaster

2021

J Acad Ethics

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Is academic integrity research presented from a positive integrity standpoint? This paper uses Natural Language Processing (NLP) techniques to explore a data set of 8,507 academic integrity papers published between 1904 and 2019.Two main techniques are used to linguistically examine paper titles: (1) bigram (word pair) analysis and (2) sentiment analysis. The analysis sees the three main bigrams used in paper titles as being “academic integrity” (2.38%), “academic dishonesty” (2.06%) and “plagiarism detection” (1.05%). When only highly cited papers are considered, negative integrity bigrams dominate positive integrity bigrams. For example, the 100 most cited academic integrity papers of all time are three times more likely to have “academic dishonesty” included in their titles than “academic integrity”. Similarly, sentiment analysis sees negative sentiment outperforming positive sentiment in the most cited papers.The history of academic integrity research is seen to place the field at a disadvantage due to negative portrayals of integrity. Despite this, analysis shows that change towards positive integrity is possible. The titles of papers by the ten most prolific academic integrity researchers are found to use positive terminology in more cases that not. This suggests an approach for emerging academic integrity researchers to model themselves after.

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Mapping the landscape of academic integrity education programs: what approaches are effective?

Cited by 91 publications

References 34 publications

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

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

Pre-Service Sport Specialists’ Perceptions of Academic Integrity

Academic Dishonesty or Academic Integrity? Using Natural Language Processing (NLP) Techniques to Investigate Positive Integrity in Academic Integrity Research

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