Promoting Academic Integrity in Institutions of Higher Learning: What 30 Years of Research (1990-2020) in Australasia Has Taught Us

Maio, Carmela De; Dixon, Kathryn

doi:10.1080/2194587x.2021.2017972

Cited by 22 publications

(4 citation statements)

References 29 publications

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“…Second, we examined the relationship between mindfulness and academic dishonesty (H 4 ). The results, in line with previous literature (De Maio & Dixon 2022;Lau 2021), confirm that mindfulness negatively correlates to academic dishonesty. This result may be due to mindfulness' implicit characteristics as a (un)ethical behaviour regulator (Paruzel-Czachura & Kocur 2023; Y.…”

Section: Discussionsupporting

confidence: 92%

“…On the one hand, the research found a relationship between dishonest behaviour and statistics anxiety (Eshet et al 2021Steinberger et al 2021). On the other hand, mindfulness is negatively related to academic dishonesty (Culiberg & Mihelič, 2020;De Maio & Dixon 2022;Lau 2021). Thus, based on the above, we posit: H 5 : Mindfulness will mediate the relationship between statistics anxiety and academic dishonesty.…”

Section: Mindfulness Academic Dishonesty and Statistics Anxietymentioning

confidence: 99%

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To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Eshet,

Grinautsky,

Steinberger

2024

Int J Educ Integr

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Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.

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Section: Discussionsupporting

confidence: 92%

Section: Mindfulness Academic Dishonesty and Statistics Anxietymentioning

confidence: 99%

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Eshet,

Grinautsky,

Steinberger

2024

Int J Educ Integr

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“…In some instances, qualified and experienced faculty members may choose to leave the university due to the promotion of unqualified individuals, resulting in a loss of institutional knowledge and expertise. It is also important to note that, faculty and staff who have been passed over for promotion in favour of politically connected individuals may become demotivated and less committed to the university, which can lead to decreased productivity and performance (De Maio & Dixon, 2022).…”

Section: Background To the Studymentioning

confidence: 99%

Political Staff Promotions, Vice Chancellor’s Leadership Style and Performance of Private Universities in Kenya

Kathula

2024

JOE

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This study investigated the relationship between political staff promotions, the vice chancellor's leadership style, and the performance of private universities in Kenya, highlighting their significant roles in shaping the educational landscape. Despite the renowned flexibility, autonomy, and competitiveness of private universities, these institutions in Kenya encountered challenges due to political staff promotions and leadership dynamics, potentially impacting their performance and standing in the competitive educational sector. The research was prompted by concerns over the suboptimal performance of private universities in Kenya, with issues such as quality of education, financial constraints, fierce competition, and governance problems being key contributing factors. The study aimed to explore the effects of political staff promotions and the leadership style of vice chancellors on the performance of these institutions, seeking to understand the dynamics influencing their success or shortcomings. Employing Transformational Leadership Theory and Resource Based View Theory as its foundation, the research utilized a descriptive design for an in-depth analysis. Data were collected from a purposively selected sample of five prominent private universities in Kenya through questionnaires and interviews targeting vice chancellors, deans, and lecturers. This methodological approach facilitated a detailed examination of the research variables and their interrelations. The findings indicated that political staff promotions had insignificant impact on university performance, with a non-significant p-value of 0.666 (B = -0.174), suggesting that political considerations, while present, did not substantially affect institutional effectiveness. In contrast, the vice chancellor's leadership style showed a significant positive correlation with university performance, evidenced by a significant p-value of 0.020 (B = 0.475), indicating the role of effective leadership in driving institutional success. This underlined the potential of strong, visionary leadership to guide private universities towards higher levels of excellence and competitiveness. The study recommends a focus on leadership development, the implementation of transparent promotion processes, and efforts to improve teaching quality and infrastructure. By addressing these areas, private universities in Kenya could strengthen their foundations, better navigate existing challenges, and seize opportunities for ongoing improvement and significant contributions to the wider educational sector. Keywords: Leadership style, university performance, political staff promotions, higher education management, private universities in Kenya

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“…En el ámbito académico universitario, la incidencia de conductas deshonestas representa una preocupación significativa, minando, como ya se ha puesto de relieve, la integridad de las instituciones educativas y comprometiendo la calidad de la educación superior. A lo largo de los años, diversos estudios han identificado varios tipos de prácticas desviadas en los procesos de evaluación en las que incurren los estudiantes (De Maio & Dixon, 2022).…”

Section: Tipología De Conductas Deshonestasunclassified

Prevalencia y factores asociados al plagio académico en estudiantes de nuevo ingreso de Trabajo Social y Educación Social: un análisis empírico

Comas Forgas,

Cerdà-Navarro,

Touza Garma

et al. 2023

RELIEVE

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Este artículo se centra en el estudio del plagio académico entre el alumnado universitario de nuevo ingreso en los grados de Trabajo Social y Educación Social. Mediante un cuestionario aplicado a 913 alumnos de 6 promociones se analiza la prevalencia del plagio y algunos de los principales factores asociados a este fenómeno. Los principales resultados señalan que el alumnado con mayor tendencia a plagiar se asocia a ser hombre, de menor edad, se considera peor estudiante, valora el plagio con menor gravedad, está poco motivado por sus estudios y afronta las tareas académicas con propensión a la procrastinación. Finalmente, el alumnado que más plagia en los trabajos es también el que presenta mayor propensión hacia conductas deshonestas en otras actividades de evaluación y el que menos gravedad le otorga a este fraude. Las conclusiones del trabajo señalan espacios para las intervenciones dirigidas a promover la integridad académica y reducir las prácticas fraudulentas en la educación superior basadas en evidencias.

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Promoting Academic Integrity in Institutions of Higher Learning: What 30 Years of Research (1990-2020) in Australasia Has Taught Us

Cited by 22 publications

References 29 publications

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Political Staff Promotions, Vice Chancellor’s Leadership Style and Performance of Private Universities in Kenya

Prevalencia y factores asociados al plagio académico en estudiantes de nuevo ingreso de Trabajo Social y Educación Social: un análisis empírico

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