International Journal for Educational Integrity最新文献

{"title":"Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity","authors":"Anthea Fudge, Tamra Ulpen, Snjezana Bilic, Michelle Picard, Carol Carter","doi":"10.1007/s40979-021-00099-1","DOIUrl":"https://doi.org/10.1007/s40979-021-00099-1","url":null,"abstract":"<h3 data-test=\"abstract-sub-heading\">Introduction</h3><p>Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.</p><h3 data-test=\"abstract-sub-heading\">Case description</h3><p>This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.</p><h3 data-test=\"abstract-sub-heading\">Discussion and reflection</h3><p>This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"650 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514472","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":"University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study","authors":"Hossain, Zakir","doi":"10.1007/s40979-021-00096-4","DOIUrl":"https://doi.org/10.1007/s40979-021-00096-4","url":null,"abstract":"Academic Integrity Literacy (AIL) is a critical transdisciplinary skill for academic success but many students do not receive this skill in their K-12 years regardless of their schooling system or characteristics of the community they belong to. Numerous research studies in higher education document that high school graduates lack AIL skills, but hardly any studies attempt to empirically investigate students’ K-12 years AIL education experience. Using a mixed-method approach, this study explores university freshmen’s AIL education experience in their K-12 years, and their opinions on the appropriate grade level to introduce AIL education. Of the university freshmen surveyed (n = 431), roughly 1 in 10 received AIL education in middle school and 1 in 5 during high school. The survey of students’ current university instructors indicates a handful of freshmen have a fair understanding of academic integrity and plagiarism but their combined AIL application capacity, such as adhering to a referencing style and the quality of in-text source attributions in academic writing, is limited. The study results and professional experience allow the author to suggest rigorous AIL instruction and policy development for K-12 institutions to educate, empower and execute AIL education.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"50 10","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514471","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":"Understanding postgraduate students’ perceptions of plagiarism: a case study of Vietnamese and local students in New Zealand","authors":"Tran, Minh Ngoc, Hogg, Linda, Marshall, Stephen","doi":"10.1007/s40979-021-00098-2","DOIUrl":"https://doi.org/10.1007/s40979-021-00098-2","url":null,"abstract":"Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little is known about those held by postgraduate (PG) students, although differences between undergraduate (UG) and PG students relate to both their characteristics and the demands of their studies. Furthermore, there is a dearth of research within the context of international education, where managing plagiarism is seen as a major challenge. This paper reports on a recent online survey with 207 Vietnamese (n = 72) and local (n = 135) PG students at a New Zealand university regarding their perceptions of plagiarism. The findings showed significant differences both between and within the two groups. Perception variations arose from a range of influences and prior experiences, not just the culture in which the students were initially educated. Differences related to participants’ age, gender, academic levels, disciplines, and teaching experience. This study’s findings contribute knowledge about under-researched PG students and problematize prevalent stereotypes of international students regarding plagiarism. They generate implications for higher education institutions to accommodate international and domestic PG student needs in ways that respect their diversities in detail as individuals, not as members of a homogeneous group. Further qualitative research to explore PG student perceptions in greater depth is recommended.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"31 4","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514479","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":"Do preservice teachers cheat in college, too? A quantitative study of academic integrity among preservice teachers","authors":"Donald DiPaulo","doi":"10.1007/s40979-021-00097-3","DOIUrl":"https://doi.org/10.1007/s40979-021-00097-3","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"18 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53014788","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":"Special admission: how college sports recruitment favors white, suburban athletes","authors":"Judge-Stasiak, Angela","doi":"10.1007/s40979-021-00094-6","DOIUrl":"https://doi.org/10.1007/s40979-021-00094-6","url":null,"abstract":"&lt;p&gt;Book Details.&lt;/p&gt;&lt;p&gt;Hextrum, K. (2021). &lt;i&gt;Special admission: How college sports recruitment favors white, suburban athletes&lt;/i&gt;: Rutgers University Press.&lt;/p&gt;&lt;p&gt;&lt;i&gt;Special admission: How college sports recruitment favors white, suburban athletes&lt;/i&gt; by Kirsten Hextrum offers a critical exploration of the political, economic, and cultural factors that shape and influence college admission. The author looks at issues and asks questions about the availability of both community resources and the impact on athletic college admission. Hextrum (2021) is an athlete, a former national champion rower and holds a PhD from the University of California. The author is currently an Assistant Professor at the University of Oklahoma and through roles in student support services for college athletes and academic publication has developed expertise on college athletic admissions.&lt;/p&gt;&lt;p&gt;Readers engaging with this book can expect to understand the historical, political, and economic factors that influence current practices in college admissions, with a critical analysis about the racial and gender exclusion of non-white athletes and the concentration of resources in white, suburban areas. Central themes within the work focus on race, gender, economic status, state control and access to resources as the contextual factors that influence the favoritism of white athletes in college admissions.&lt;/p&gt;&lt;p&gt;Hextrum (2021) locates the impact of race and the experiences of “violence, under-and unemployment, and food and housing insecurity” (p. 2) that are disproportionately experienced in non-white communities due to political structures and state control. This suffering is accepted in American society and poverty is considered criminal or a personal failure which can only be redeemed through hard work and sacrifice which is grounded in false assumptions as it places the onus of success on the individual without recognizing the intersecting contexts which lead to poverty and crime. Throughout the book Hextrum (2021) offers examples of the significant historical events including the civil rights movement which influenced decision making in higher education. The impact of race in sports has been harmful and racial violence occurs in sport and is condoned when teammates, and coaches do not stop or change these behaviors.&lt;/p&gt;&lt;p&gt;Male-domination of sports creates gender segregation and prevents the participation in sport of anyone not identifying as a cisgender male athlete. Both gender and race segregation impact the access of women and non-white athletes to certain sports, so much so that even when there has been increased access and entry into college sports for both groups the access to sport coaching within the sport is still controlled by white men. The admissions practices within college sport legitimizes and sustains inequality.&lt;/p&gt;&lt;p&gt;The author centers the historical influences and the influence of state control on the college admissions process. These include colonial, wh","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"40 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514453","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":"Perceived effects of examination special centres on teaching and learning of English language and quality of education in Nsukka local government area, Enugu state, Nigeria","authors":"Emelogu, Ngozi Ugonma, Nwafor, Chidinma Kalu, Chigbu, Godswill Uchechukwu, Oluikpe, Esther Ngozi","doi":"10.1007/s40979-021-00091-9","DOIUrl":"https://doi.org/10.1007/s40979-021-00091-9","url":null,"abstract":"<p>This study examined the perceived effects of examination special centres on teaching and learning of English language and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. The study employed a descriptive survey design. All the 123 English language teachers (PPMB Statistics, 2020) from 31 secondary schools, five secondary school principals, three religious priests and three traditional leaders in Nsukka Local Government Area of Enugu State, Nigeria were sampled for the study. The researchers developed a 15-item-structured questionnaire for data collection from the 31 teachers; while 3 structured interview questions were used to elicit responses from the principals, religious priests and traditional leaders. Mean and standard deviation were used to analyse the data collected with questionnaire; while the oral interview was analysed qualitatively through thematic analysis. The study revealed that examination special centres have detrimental effect on the teaching and learning of English language in secondary schools and the quality of education in Nsukka Local Government Area, Enugu State, Nigeria. It was recommended among others that private and public secondary schools, and tutorial centres that have been turned into examination special centres should be closed down by Enugu State Ministry of Education.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"260 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514457","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":"Can negative emotions increase students’ plagiarism and cheating?","authors":"Tindall, Isabeau K., Fu, Kit Wing, Tremayne, Kell, Curtis, Guy J.","doi":"10.1007/s40979-021-00093-7","DOIUrl":"https://doi.org/10.1007/s40979-021-00093-7","url":null,"abstract":"<p>The challenges of higher education can be stressful, anxiety-producing, and sometimes depressing for students. Such negative emotions may influence students’ attitudes toward assessment, such as whether it is perceived as acceptable to engage in plagiarism. However, it is not known whether any impact of negative emotions on attitudes toward plagiarism translate into actual plagiarism behaviours. In two studies conducted at two universities (Study 1 <i>N</i> = 718; Study 2 <i>N</i> = 490), we examined whether negative emotionality influenced plagiarism behaviour via attitudes, norms, and intentions as predicted by the theory of planned behaviour. In both studies, negative affect predicted plagiarism intentions mediated by perceived norms, and intentions predicted plagiarism behaviour. These findings suggest that students’ negative emotionality is a risk for plagiarism engagement and that higher education institutions should support students’ emotional well-being, especially regarding assessment practices.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"41 ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514452","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":"Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university","authors":"O. Awosoga, Christina M. Nord, Stephanie Varsanyi, Randall Barley, J. Meadows","doi":"10.1007/s40979-021-00090-w","DOIUrl":"https://doi.org/10.1007/s40979-021-00090-w","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"102 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53014451","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":"Integrity triad as doubled edged sword for head-teachers’ integrity: a case from Nepal","authors":"Bhanu Bhakta Khadka, Prakash C Bhattarai","doi":"10.1007/s40979-021-00092-8","DOIUrl":"https://doi.org/10.1007/s40979-021-00092-8","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"17 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53014610","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":"Why and how science students in the United States think their peers cheat more frequently online: perspectives during the COVID-19 pandemic","authors":"Walsh, Lisa L., Lichti, Deborah A., Zambrano-Varghese, Christina M., Borgaonkar, Ashish D., Sodhi, Jaskirat S., Moon, Swapnil, Wester, Emma R., Callis-Duehl, Kristine L.","doi":"10.1007/s40979-021-00089-3","DOIUrl":"https://doi.org/10.1007/s40979-021-00089-3","url":null,"abstract":"<p>Academic integrity establishes a code of ethics that transfers over into the job force and is a critical characteristic in scientists in the twenty-first century. A student’s perception of cheating is influenced by both internal and external factors that develop and change through time. For students, the COVID-19 pandemic shrank their academic and social environments onto a computer screen. We surveyed science students in the United States at the end of their first COVID-interrupted semester to understand how and why they believed their peers were cheating more online during a pandemic. Almost 81% of students indicated that they believed cheating occurred more frequently online than in-person. When explaining why they believed this, students touched on proctoring, cheating influences, and extenuating circumstances due to COVID-19. When describing how they believed cheating occurred more frequently online, students touched on methods for cheating and surreptitious behavior. The student reasonings were associated with four theories (game theory, Kohlberg’s theory of moral development, neutralization theory, and planned behavior theory) that have been used to examine academic dishonesty. Our results can aid institutions in efforts to quell student concerns about their peers cheating during emergencies. Interestingly, most student beliefs were mapped to planned behavior theory while only a few students were mapped to neutralization theory, suggesting it was a novel modality of assessment rather than a pandemic that shaped student perceptions.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"8 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514451","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}