International Journal for Educational Integrity最新文献

{"title":"Plagiarism as an academic literacy issue: the comprehension, writing and consulting strategies of Portuguese university students","authors":"I. Festas, A. Seixas, Armanda P. M. Matos","doi":"10.1007/s40979-022-00119-8","DOIUrl":"https://doi.org/10.1007/s40979-022-00119-8","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"18 1","pages":"1-18"},"PeriodicalIF":4.6,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42594062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning","authors":"Y. Eshet, Pnina Steinberger, Keren Grinautsky","doi":"10.1007/s40979-022-00117-w","DOIUrl":"https://doi.org/10.1007/s40979-022-00117-w","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45036485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proactive learner empowerment: towards a transformative academic integrity approach for English language learners","authors":"Elaine Khoo, Sohee Kang","doi":"10.1007/s40979-022-00111-2","DOIUrl":"https://doi.org/10.1007/s40979-022-00111-2","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49507458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recommendations for a balanced approach to supporting academic integrity: perspectives from a survey of students, faculty, and tutors","authors":"Kier, Cheryl A., Ives, Cindy","doi":"10.1007/s40979-022-00116-x","DOIUrl":"https://doi.org/10.1007/s40979-022-00116-x","url":null,"abstract":"Maintaining academic integrity is a growing concern for higher education, increasingly so due to the pivot to remote learning in 2020 caused by the COVID-19 pandemic. We canvassed students, faculty, and tutors at an online Canadian university about their perspectives on academic integrity and misconduct. The survey asked how the university could improve policies concerning issues of academic integrity, how faculty and tutors handled cases of misconduct, about satisfaction with how academic violations were treated, and about the role of students, faculty, and tutors in encouraging academic integrity. As well, we collected suggestions from respondents for reducing cheating, addressing academic misconduct, and general ideas about academic integrity. The distinction between misconduct and integrity was not always clear in their comments. We received responses from 228 students and 73 faculty and tutors, generating hundreds of comments. In this paper we focus only on the answers to open-ended questions. Using content analysis, we categorized the replies into similar threads. After multiple iterations of analysis, we extracted three general recommendation groupings: Policy and Procedures, Compliance and Commitment, and Resources. Based on respondents’ views, we propose a balanced approach to supporting academic integrity. Although we conducted the study pre-COVID-19, the recommendations apply to current and future academic integrity practices in our context and beyond.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"445 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The devil’s in the detail – counting unique and organic contract cheating sites targeting higher education students in the UAE as a call to delegitimize them","authors":"Khan, Zeenath Reza","doi":"10.1007/s40979-022-00114-z","DOIUrl":"https://doi.org/10.1007/s40979-022-00114-z","url":null,"abstract":"When considering a paradigm shift in higher education, it is imperative to focus on removing obstacles against maintaining integrity in academia. One such obstacle is contract cheating sites that have mushroomed disproportionately during the 18 months of emergency distance learning threatening graduate quality and university reputations (McKie, Essay mills targeting students as pandemic crisis shifts HE online, 2020). It was sharply brought to focus in 2015 due to a mass-scale scandal involving 16 universities and more than 1000 students leading to a subsequent law making such services illegal in Australia. Contract cheating is a mushrooming industry that is constantly targeting often unsuspecting students under the guise of legitimate help. Moreover, these services in turn began black mailing students after delivering services (Draper et al., Int J Educ Integr 17:13, 2021). It is therefore vital to explore the existence and number of such websites that target students in UAE, sometimes using university logos to show legitimacy to understand the extent of the problem. This is primarily because an accurate measure of the extent does not currently exist (Newton, Front Educ 3:67, 2018). Curtis et al. (Stud High Educ. https://doi.org/10.1080/03075079.2021.1972093, 2021) have reported on self-reported cases from students which can be varied and often under-reported. This study is an attempt at using Boolean search technique to count unique and organic websites that have manifested. Coded analysis was used to collate the websites and count the total number of searches. For a total of 34 unique and organic websites, 29 showed a z score higher than the mean value 2.94, at standard deviation of 1.89, positing that the probability of appearance of these 29 websites across different search engines, different browsers and across separate search keywords was significant. This demonstrates the aggressive nature of these sites and their considerable efforts to offer a service that is harmful and detrimental to the students and education sector. This study is a milestone towards developing a nation-wide understanding of contract cheating in the UAE. It is also positioned as a proposal for higher education sustainability in the nation to look to ban services that offer to write assignments for students with or without a fee as a top-down approach to tackling the issue.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"217 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The enhancement of academic integrity through a community of practice at the North-West University, South Africa","authors":"A. Verhoef, M. Fourie, Zander Janse van Rensburg, H. Louw, M. Erasmus","doi":"10.1007/s40979-022-00115-y","DOIUrl":"https://doi.org/10.1007/s40979-022-00115-y","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lack of ethics or lack of knowledge? European upper secondary students’ doubts and misconceptions about integrity issues","authors":"Mikkel Willum Johansen, Mads Paludan Goddiksen, Mateja Centa, Christine Clavien, Eugenijus Gefenas, Roman Globokar, Linda Hogan, Marcus Tang Merit, Søren Saxmose Nielsen, I. Anna S. Olsson, Margarita Poškutė, Una Quinn, Júlio Borlido Santos, Rita Santos, Céline Schöpfer, Vojko Strahovnik, P. J. Wall, Peter Sandøe, Thomas Bøker Lund","doi":"10.1007/s40979-022-00113-0","DOIUrl":"https://doi.org/10.1007/s40979-022-00113-0","url":null,"abstract":"<p>Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.</p><p>In this paper we report findings from a survey of European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.</p><p>A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"258 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing academic integrity in a UAE safety, security defence emergency management academy – the Covid- 19 response and beyond","authors":"A. Davies, Rami Al sharefeen","doi":"10.1007/s40979-022-00110-3","DOIUrl":"https://doi.org/10.1007/s40979-022-00110-3","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43358436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons on maintaining assessment integrity during COVID-19","authors":"Samar Yakoob Almossa, Sahar Matar Alzahrani","doi":"10.1007/s40979-022-00112-1","DOIUrl":"https://doi.org/10.1007/s40979-022-00112-1","url":null,"abstract":"<p>In an era where conditions for education are rapidly changing globally, online assessment presents several opportunities as well as challenges in the higher education landscape. The forceful transition from face-to-face to online assessments, as part of the emergency implementation of online learning due to the COVID-19 pandemic, has affected teaching, learning, and assessment experiences worldwide. This study explores how faculty members in Saudi universities secured their online assessment during phase one of the COVID-19 pandemic. The research aims were: 1) identifying faculty assessment practices before the onset of COVID-19 and comparing these with practices during the pandemic, and 2) identifying the major challenges faced by the faculty members of the study in securing their online assessment to ensure that academic integrity and assessment standards remained intact. Data were collected from seven university professors through a self-reporting survey, followed by semi-structured interviews. The faculty members found the pandemic period to be the best time to change their assessment methods, and incorporate innovative ideas that conformed to both their own beliefs and students’ needs. The factors that influenced the faculty’s assessment alterations were their personal beliefs and learnings from others’ experiences, in addition to the guidelines issued by Saudi Arabia’s Ministry of Education. The results of this study have implications for the development of post-COVID-19 assessment practices and professional development priorities.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"257 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic integrity in upper year nursing students’ work-integrated settings","authors":"Jennie Miron, Rosemary Wilson, John Freeman, Kim Sears","doi":"10.1007/s40979-022-00107-y","DOIUrl":"https://doi.org/10.1007/s40979-022-00107-y","url":null,"abstract":"<p>Work-integrated learning (WIL) is an educational approach that aims to support students’ integration of theory to practice. These rich learning opportunities provide students with real-world experiences and introduce practice and ethical situations that help consolidate and bridge their knowledge and skill. Academic integrity has been defined as the ongoing commitment to values that are consistent with ethical practice: honesty, trust, fairness, respect, responsibility, and courage (International Centre for Academic Integrity, 2021). It is important to understand what specifically influences students’ intentions to behave with integrity in WIL settings. This paper reports on one study that explored predictors to students’ intentions to behave with integrity across three different WIL settings in their upper years of studies. The findings and recommendations from the research may help to inform other professional programs that include WIL through their educational offerings.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"446 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}