UK Perspectives of Academic Integrity

Thomas, Jane; Scott, Jon

doi:10.1007/978-981-287-079-7_22-1

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…In addition, 3/4 of this very large sample of respondents perceived VAI as a problem within their department or school. These findings are consistent with a shift in research on VAI around the globe-from looking at student behavior and characteristics alone to focusing on the roles played by instructors, instruction style, academic practices (Fishman 2016), and evaluation methods (Thomas and Scott 2016).…”

Section: Introductionsupporting

confidence: 74%

“…This may include teaching students referencing skills and discussing expected academic standards (e.g., summarizing in one’s own words; Davies and Howard 2016 ; riedman et al 2016a ). Equally important are formative or/and summative assessment strategies, such as creating ongoing tasks and assignments that are meaningful and relevant for students (Blau and Eshet-Alkalai 2017 ), and even designing the criteria for grading assignments together with students (Thomas and Scott 2016 ). In addition to these methods of preventing academic offenses, some researchers (Bertram Gallant 2017 ) also suggest utilizing the moment the offense is caught as a teaching opportunity (e.g., for explaining appropriate citation rules).…”

Section: Introductionmentioning

confidence: 99%

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Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

et al. 2020

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This study aimed to address the gap in the literature through a comprehensive comparison of different types of violations of academic integrity (VAI), cheating, plagiarism, fabrication and facilitation (Pavela in J College Univ Law 24(1):1-22, 1997), conducted in analog versus digital settings, as well as students' and faculty members' perceptions regarding their severity. The study explored differences in perceptions regarding students' VAI and penalties for VAI among 1482 students and 42 faculty members. Furthermore, we explored the impact of socio-demographic characteristics (ethnic majority vs. minority students), gender, and academic degree on the perceived severity of VAI. Presented with a battery of scenarios, participants assessed the severity of penalties imposed by a university disciplinary committee. Furthermore, participants selected the penalties they deemed appropriate for violations engaged in by students, including: reprimanding, financial, academic, and accessibility penalties. All participants tended to suggest more severe penalties for VAI conducted in traditional analog environments than for the same offenses in digital settings. Students perceived all four types of penalties imposed by the disciplinary committee to be significantly more severe than faculty members. Moreover, findings demonstrated a significant difference between faculty and students in both perceptions of the severity of VAI and in relation to suggested punishments.

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Section: Introductionsupporting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

et al. 2020

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“…As with other colonial nation-states, the contemporary focus within the scholarship of academic integrity in Canada is mired in a neoliberal model of education which reflects the colonial origins of our formalized educational systems (Battiste, Bell & Findlay, 2002;Kezar & Bernstein-Sierra, 2016;Lincoln, 2018;Schissel & Wotherspoon, 2002). Further reflecting its commonwealth origins, a largely Eurocentric definition of academic integrity appears to arise primarily from Judeo-Christian beliefs and values focused on ideals of progress, standardization, and honour codes (Bretag, 2016;Eaton & Christensen Hughes, 2021;Fishman, 2016;Thomas & Scott, 2016). In this type of system, scholars are expected to conquer, possess, and dominate knowledge within hierarchical structures that reward those who replicate and uphold the status quo.…”

Section: Eurocentric Foundations: Understanding the Impacts Of Neolib...mentioning

confidence: 99%

Re-Defining Academic Integrity: Embracing Indigenous Truths

Pratt

Gladue

2022

Ethics and Integrity in Educational Contexts

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Despite historical and ongoing challenges, Canada has been making promising strides towards reconciliation prompted in large part by the work of the Truth and Reconciliation Commission of Canada (2015). We honour our Indigenous Elders and Ancestors who have led social and educational movements that named and resisted the negative outcomes created and continued by a Canadian colonial history. The authors point to current institutional projects of decolonizing and Indigenizing the academy as holding the potential to re-define what academic integrity means. As a hopeful point of entry into how teaching and learning scholars might reconsider current conceptions of integrity, we see Indigenizing efforts across a number of Canadian universities as the basis from which to speak to a more inclusive and wholistic definition of academic integrity. The authors seek to problematize the current neoliberal and commercialized approaches to education where different forms of academic misconduct arise as inevitable outcomes. If education is viewed as the pursuit of truth, or more appropriately truths, then it is essential to nuance the scope of academic integrity to include Indigenous perspectives such as wholism and interconnectedness. In this chapter, we discuss these truths, challenging current conceptions, to propose a more inclusive definition of academic integrity by drawing upon Indigenous scholarship as well as dynamic forms of ancestral language to situate our work. In sum, sharing truths through the inclusion of Indigenous perspectives grounds the scholarly discussion in an equitable understanding of truth-telling as foundational to academic integrity.

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“…For institutions, the danger of academic dishonesty is something that threatens the very existence of the university and the perceived integrity of their degrees (Mwamwenda, 2012). Institutions must develop a culture of academic integrity because it is the basis of the higher educational enterprise (Thomas and Scott 2016), and a rise in the reporting of cheating in the popular media threatens this enterprise (Baijnath and Singh, 2019). There are concerns that academic dishonesty by students in university will / does lead to dishonest behaviour in the workplace (Guerrero-Dib, et al, 2020).…”

Section: Academic Integrity: Institutional Levelmentioning

confidence: 99%

Institutionalisation of academic integrity: Experiences at a distance education university in South Africa during COVID-19

Marais

2022

CriSTaL

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Academic integrity is an ongoing concern in higher education. Research dating back to the 1960s shows students self-reporting cheating, and with the advent of more online education, concerns about the integrity of degrees have become even more widespread. Due to this concern about academic integrity, especially in view of the changes brought about by COVID-19, I launched a research project that aimed to holistically understand how academics understand and teach academic integrity and institutional policies around academic integrity, and how these policies are employed through analysing five years’ worth of student disciplinary records at a distance education university. I interviewed twenty-eight academics and academic managers and analysed sixty-six documents, as well as 3 383 student disciplinary records. Flowing from that larger project, I argue in this paper that there has not yet been institutionalisation of academic integrity at this university. I end by offering suggestions for how institutionalisation could occur.

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UK Perspectives of Academic Integrity

Cited by 4 publications

References 19 publications

Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

Violation of digital and analog academic integrity through the eyes of faculty members and students: Do institutional role and technology change ethical perspectives?

Re-Defining Academic Integrity: Embracing Indigenous Truths

Institutionalisation of academic integrity: Experiences at a distance education university in South Africa during COVID-19

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