Toward a Model of Academic Integrity Institutionalization: Informing Practice in Postsecondary Education

Gallant, Tricia Bertram; Drinan, Patrick

doi:10.47678/cjhe.v38i2.508

Cited by 36 publications

(20 citation statements)

References 10 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Faculty understanding of and attitudes towards academic integrity play an essential role in maintaining a proactive and educative AI culture (Childers & Bruton, 2016;Colella-Sandercock & Alahmadi, 2015;Löfström et al, 2015;Evans-Tokaryk, 2014;Brooks et al, 2011;Bertram Gallant & Drinan, 2008;Wang, 2008;Christensen Hughes & McCabe, 2006). Similarly, it was clear that our project would not succeed without faculty being able to perceive that it met their needs as well as their students.…”

Section: Get Faculty On Boardmentioning

confidence: 96%

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

McNeill

2022

Academic Integrity in Canada

View full text Add to dashboard Cite

This chapter shares findings of and recommendations from a three-year initiative at the University of British Columbia to develop and assess enhanced and explicit instruction in academic integrity in first-year writing courses, an enterprise that now involves 42 faculty members teaching up to 5000 students each year. This project began from the appreciation that, as an institution, we needed to close the gap between our expectations of academic integrity and students’ understanding of those expectations, and to make explicit what is often treated as assumed understanding. This approach was intended to help students develop more robust knowledge and appreciation for academic integrity as a core element of the academic community to which they now belong. Drawing on the qualitative and quantitative data we gathered from students and faculty, including surveys, focus groups, misconduct reports, and interviews, I illustrate how what I call “pedagogies of integrity” have led to improved uptake by students (and instructors) of academic integrity as both theory and practice, resulting in a change in the number as well as type of academic misconduct cases, and have led to significant insights about the place of academic integrity in larger conversations about student belonging, wellness, and access. I share not only how the instructors in this project changed the conversation in their own courses, but also how these discussions are resonating across disciplines and faculties of our campus and beyond. Finally, I outline recommendations for next steps in policy and practice that these findings suggest.

show abstract

Section: Get Faculty On Boardmentioning

confidence: 96%

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

McNeill

2022

Academic Integrity in Canada

View full text Add to dashboard Cite

show abstract

“…To understand and appreciate the context within which Indigenous perspectives are advanced here, it is vital to establish how academic integrity is defined, conceptualized and mobilized in institutions of higher education. Bertram Gallant and Drinan (2008) have observed that academic integrity, although constituting broad contexts including financial aid corruption and research fraud, has been more associated with pedagogical concerns with a specific focus on how post-secondary institutions are addressing incidences of student plagiarism and cheating. In their recent annotated bibliography, Eaton et al (2019) built on the work of others by outlining a set of previously identified fundamental values (International Center for Academic Integrity, 2021) that when taken together, comprise academic integrity as opposed to clear definitions.…”

Section: Conceptualization and Mobilization Of Academic Integritymentioning

confidence: 99%

“…To mobilize and strengthen academic integrity institutionally, Bertram Gallant and Drinan (2008) conceptualize a four-stage model that considers distinct academic institutional cultures. Further, by using a pendulum metaphor, they attend to the fluidity of organizational structures within the institutions such as leadership changes and strategic planning priorities.…”

Section: Conceptualization and Mobilization Of Academic Integritymentioning

confidence: 99%

“…This model is not exclusively concerned with student behaviors. Importantly, Gallant and Drinan (2008) include faculty and administrative behaviors. Robinson and Glanzer's (2017) study drew on the model of an ethical culture (McCabe et al, 2012) to determine what aspects college students might deem as relevant factors that could possibly foster academic integrity.…”

Section: Conceptualization and Mobilization Of Academic Integritymentioning

confidence: 99%

“…In both studies outlined above (Bertram Gallant & Drinan, 2008;Robinson & Glanzer, 2017) there appears to be an underlying assumption that the institutional and ethical culture are relevant to an Indigenous paradigm. This is problematic given the pattern of how Western education has been complicit in assimilating Indigenous students into Eurocentric culture (Makokis, 2009;Schissel & Wotherspoon, 2003).…”

Section: Conceptualization and Mobilization Of Academic Integritymentioning

confidence: 99%

See 2 more Smart Citations

Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity

Lindstrom

2022

Ethics and Integrity in Educational Contexts

View full text Add to dashboard Cite

Although the notion of academic integrity is advanced as a Western construct, Indigenous ways of conceptualising and mobilizing this construct represent a vast, diverse and enduring knowledge system that encompasses not only how sources of knowledge are attributed, but also serves as one of the ontological pillars that upholds honesty and truth-telling within a relationally oriented epistemology. Written from an Indigenous perspective, this chapter invites readers to critically reflect on the ways that academic integrity, as an ethical pillar of the Western academy, relies on institutionalized protocols that privilege a specific methodology of citation and referencing that elevates the written word whilst excluding Indigenous methodologies that are embedded within an ethic of truth-telling and relational accountability. Grounded in the scholarship that surrounds Indigenous knowledge as a participatory way of knowing and utilizing a values-based analysis, I highlight the conceptual parallels between Western understandings of academic integrity and an Indigenous relational epistemology that is rooted in accountability. In today’s social climate of reconciliation, academic institutions across Canada are seeking avenues to decolonize their pedagogies and practices. One such avenue is in the area of academic integrity which is underlain with distinct and established ways of transmitting knowledge that have all too often left Indigenous knowledge systems to exist as alternative, or less rigorous, approaches to knowledge production. Movement towards a more equitable, critical and comprehensive understanding of how we, as scholars, are being accountable to those voices that inform and shape our own requires the consideration of a trans-systemic approach.

show abstract

Academic Integrity in Work-Integrated Learning (WIL) Settings

Miron

2022

Academic Integrity in Canada

View full text Add to dashboard Cite

This chapter highlights the imperative for attention to, and action in, the promotion of academic integrity in work-integrated learning (WIL) settings across post-secondary programs. The importance of such efforts are closely tied to the efforts of strengthening ethical comportment with graduates who will go on to contribute to client care, client service, leadership, and research that will directly impact members of the public, hiring organizations, and global systems. WIL settings provide invaluable opportunities for students to learn essential skills and acculturate to professional ethical values through real world experiences. The experiential learning that happens in these settings helps influence the professionalization of students, encouraging safe, ethical practice that benefits those receiving care/service, future employers, and society. Since WIL is offered in both college and university settings and occurs across a number of professional and service programs, it has the potential to significantly influence a vast and varied number of professionals entering numerous career paths around the world. All members of learning communities in post-secondary organizations have a responsibility to understand their roles and opportunities in supporting, maintaining, and promoting academic integrity across WIL settings. While the narrative for the chapter is Canadian, the observations and recommendations may be relevant in other countries, where WIL plays a significant role in the education and development of professionals and service providers across a number of professions and trades.

show abstract

Toward a Model of Academic Integrity Institutionalization: Informing Practice in Postsecondary Education

Cited by 36 publications

References 10 publications

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

Accountability, Relationality and Indigenous Epistemology: Advancing an Indigenous Perspective on Academic Integrity

Academic Integrity in Work-Integrated Learning (WIL) Settings

Contact Info

Product

Resources

About