Pub Date : 2024-01-25DOI: 10.1007/s40979-023-00148-x
Timothy M. Daly, James C. Ryan
This paper presents the first systematic investigation into the search engine optimization practices of major contract cheating websites in the United States. From a business perspective, visibility in organic search engine results is considered one of the top client recruitment tools. The current understanding of student recruitment strategies by these companies remains largely unexplored in both academic literature and popular press. Replicating the business research practices used in the search engine optimization industry, comprehensive search engine ranking and traffic data was obtained for the 38 largest contract cheating websites in the US. The overall objective was to illuminate the strategies that these companies take to get their services at the top of the search results of as many students as possible – not just the relatively small proportion of students actively cheating. The results show that these companies dominate the search results for not just students searching to cheat, but also for naïve search efforts, when students are simply doing genuine research or classwork. These nefarious companies use highly sophisticated search engine manipulation strategies to bait naïve student searchers onto their sites, thus enabling the potential to switch them to cheaters. Higher education institutions, armed with the specific details provided in this study, can use the strategies outlined in the discussion to directly and negatively impact on the success of these contract cheating services.
{"title":"University ‘Pay-for-grades’: the bait and switch search engine optimization strategies of contract cheating websites in the United States","authors":"Timothy M. Daly, James C. Ryan","doi":"10.1007/s40979-023-00148-x","DOIUrl":"https://doi.org/10.1007/s40979-023-00148-x","url":null,"abstract":"<p>This paper presents the first systematic investigation into the search engine optimization practices of major contract cheating websites in the United States. From a business perspective, visibility in organic search engine results is considered one of the top client recruitment tools. The current understanding of student recruitment strategies by these companies remains largely unexplored in both academic literature and popular press. Replicating the business research practices used in the search engine optimization industry, comprehensive search engine ranking and traffic data was obtained for the 38 largest contract cheating websites in the US. The overall objective was to illuminate the strategies that these companies take to get their services at the top of the search results of as many students as possible – not just the relatively small proportion of students actively cheating. The results show that these companies dominate the search results for not just students searching to cheat, but also for naïve search efforts, when students are simply doing genuine research or classwork. These nefarious companies use highly sophisticated search engine manipulation strategies to bait naïve student searchers onto their sites, thus enabling the potential to switch them to cheaters. Higher education institutions, armed with the specific details provided in this study, can use the strategies outlined in the discussion to directly and negatively impact on the success of these contract cheating services.</p>","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"93 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139587349","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}
Pub Date : 2023-12-25DOI: 10.1007/s40979-023-00146-z
Debora Weber-Wulff, Alla Anohina-Naumeca, Sonja Bjelobaba, Tomáš Foltýnek, Jean Guerrero-Dib, Olumide Popoola, Petr Šigut, Lorna Waddington
Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for AI-generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the detection of AI-generated text. The research covers 12 publicly available tools and two commercial systems (Turnitin and PlagiarismCheck) that are widely used in the academic setting. The researchers conclude that the available detection tools are neither accurate nor reliable and have a main bias towards classifying the output as human-written rather than detecting AI-generated text. Furthermore, content obfuscation techniques significantly worsen the performance of tools. The study makes several significant contributions. First, it summarises up-to-date similar scientific and non-scientific efforts in the field. Second, it presents the result of one of the most comprehensive tests conducted so far, based on a rigorous research methodology, an original document set, and a broad coverage of tools. Third, it discusses the implications and drawbacks of using detection tools for AI-generated text in academic settings.
{"title":"Testing of detection tools for AI-generated text","authors":"Debora Weber-Wulff, Alla Anohina-Naumeca, Sonja Bjelobaba, Tomáš Foltýnek, Jean Guerrero-Dib, Olumide Popoola, Petr Šigut, Lorna Waddington","doi":"10.1007/s40979-023-00146-z","DOIUrl":"https://doi.org/10.1007/s40979-023-00146-z","url":null,"abstract":"Recent advances in generative pre-trained transformer large language models have emphasised the potential risks of unfair use of artificial intelligence (AI) generated content in an academic environment and intensified efforts in searching for solutions to detect such content. The paper examines the general functionality of detection tools for AI-generated text and evaluates them based on accuracy and error type analysis. Specifically, the study seeks to answer research questions about whether existing detection tools can reliably differentiate between human-written text and ChatGPT-generated text, and whether machine translation and content obfuscation techniques affect the detection of AI-generated text. The research covers 12 publicly available tools and two commercial systems (Turnitin and PlagiarismCheck) that are widely used in the academic setting. The researchers conclude that the available detection tools are neither accurate nor reliable and have a main bias towards classifying the output as human-written rather than detecting AI-generated text. Furthermore, content obfuscation techniques significantly worsen the performance of tools. The study makes several significant contributions. First, it summarises up-to-date similar scientific and non-scientific efforts in the field. Second, it presents the result of one of the most comprehensive tests conducted so far, based on a rigorous research methodology, an original document set, and a broad coverage of tools. Third, it discusses the implications and drawbacks of using detection tools for AI-generated text in academic settings.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"2 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139035267","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}
Pub Date : 2023-12-15DOI: 10.1007/s40979-023-00147-y
Lyle Benson, Rickard Enstroem
It is well known that students intentionally and unintentionally commit academic misconduct, but how can universities prevent academic misconduct and foster a culture of academic integrity? Based on a literature synthesis, an actionable Model for Preventing Academic Misconduct is presented. The model’s basic premise is that students’ voluntary participation in individual courses or academic integrity modules will have far less impact on preventing academic misconduct than required faculty or university-wide programming in core courses. In validating the model, the steps taken by the School of Business at a Canadian university to prevent academic misconduct are examined. Two online tutorials were created and implemented as required modules in the School of Business introductory core courses. Actual academic misconduct incidents recorded by the University from 2016 to 2021, a three-year pre-intervention period and a two-year post-intervention period partly covering the COVID-19 outbreak, are used to gauge the model’s effectiveness in preventing academic misconduct. The findings are discussed through a Social Learning Theory lens: the high-level implementation gives rise to a culture of academic integrity propelled by the establishment of common knowledge.
{"title":"A model for preventing academic misconduct: evidence from a large-scale intervention","authors":"Lyle Benson, Rickard Enstroem","doi":"10.1007/s40979-023-00147-y","DOIUrl":"https://doi.org/10.1007/s40979-023-00147-y","url":null,"abstract":"It is well known that students intentionally and unintentionally commit academic misconduct, but how can universities prevent academic misconduct and foster a culture of academic integrity? Based on a literature synthesis, an actionable Model for Preventing Academic Misconduct is presented. The model’s basic premise is that students’ voluntary participation in individual courses or academic integrity modules will have far less impact on preventing academic misconduct than required faculty or university-wide programming in core courses. In validating the model, the steps taken by the School of Business at a Canadian university to prevent academic misconduct are examined. Two online tutorials were created and implemented as required modules in the School of Business introductory core courses. Actual academic misconduct incidents recorded by the University from 2016 to 2021, a three-year pre-intervention period and a two-year post-intervention period partly covering the COVID-19 outbreak, are used to gauge the model’s effectiveness in preventing academic misconduct. The findings are discussed through a Social Learning Theory lens: the high-level implementation gives rise to a culture of academic integrity propelled by the establishment of common knowledge.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"16 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138680089","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}
Pub Date : 2023-12-01DOI: 10.1007/s40979-023-00145-0
Pasquale Gallina, Francesco Lolli, Oreste Gallo, Berardino Porfirio
Professorships in Italy are assigned following public competitions. However, favouritism affects faculty hiring. Researchers lacking clientelistic support remain excluded from academia and are obliged to seek employment abroad or at non-university institutions, or to abandon their career. Do non-recruited researchers have better or worse scientific capacity than those who have attained professorships in Italy? Files regarding the competitions in bibliometric disciplines won by 186 professors in Florence were analysed. An equal number of professors recruited at other Italian universities and scientists who never attained professorship in Italy were randomly drawn from the pool of individuals having national scientific qualification (the prerequisite for professorship) in the same disciplines as each Florentine professor. H-indexes of the year of qualification (T1), of the Florence call (T2), and in July 2021 (T3) were obtained from Scopus. Non-recruited individuals were more likely (Chi-square test) to show a higher H-index than both Florentine (T1 p = 0.0005, T2 p = 0.0015, T3 p = 0.0095) and non-Florentine professors (T1 p = 0.0078, T2 p = 0.0245, T3 p = 0.0500). Fifty-four non-recruited scientists serve in foreign universities, 100 at national/international research centres. The remaining scientists (25 who continue producing despite precarious employment, and seven who have stopped publishing) were as likely as Florentine (T3 p = 0.69) and non-Florentine (T3 p = 0.14) professors to show a higher H-index. Italian faculty hiring disregards merit. A more challenging qualification would limit the access of researchers with lower scientific capacity, and favour those with greater proficiency. As it stands, competition is useless. Once professors obtain permanent employment, they seem less motivated to publish.
意大利的教授职位是在公开竞争之后分配的。然而，偏袒会影响教师招聘。缺乏裙带关系支持的研究人员仍然被排除在学术界之外，被迫在国外或非大学机构寻找工作，或者放弃他们的职业生涯。与那些在意大利获得教授职位的研究人员相比，未被招募的研究人员的科学能力是更好还是更差?对佛罗伦萨186名教授在文献计量学科竞赛中获胜的资料进行了分析。从与每一位佛罗伦萨教授具有相同学科的国家科学资格(教授资格的先决条件)的个人中随机抽取从意大利其他大学征聘的相同数量的教授和从未在意大利获得教授职位的科学家。资格年(T1)、Florence call (T2)和2021年7月(T3)的h指数来源于Scopus。非招募个体的h指数更有可能(卡方检验)高于佛罗伦萨教授(T1 p = 0.0005, T2 p = 0.0015, T3 p = 0.0095)和非佛罗伦萨教授(T1 p = 0.0078, T2 p = 0.0245, T3 p = 0.0500)。54名未受聘的科学家在外国大学任职，100名在国家/国际研究中心任职。剩下的科学家(25名在不稳定的工作中继续进行研究的科学家，7名停止发表论文的科学家)与佛罗伦萨(T3 p = 0.69)和非佛罗伦萨(T3 p = 0.14)教授一样，显示出更高的h指数。意大利的教师招聘不看重成绩。一个更具挑战性的资格将限制科学能力较低的科学家获得，而有利于那些更熟练的科学家。就目前而言，竞争是无用的。一旦教授获得了长期工作，他们似乎就不那么有动力发表论文了。
{"title":"Italian academic system disregards scientific merit in faculty hiring processes","authors":"Pasquale Gallina, Francesco Lolli, Oreste Gallo, Berardino Porfirio","doi":"10.1007/s40979-023-00145-0","DOIUrl":"https://doi.org/10.1007/s40979-023-00145-0","url":null,"abstract":"Professorships in Italy are assigned following public competitions. However, favouritism affects faculty hiring. Researchers lacking clientelistic support remain excluded from academia and are obliged to seek employment abroad or at non-university institutions, or to abandon their career. Do non-recruited researchers have better or worse scientific capacity than those who have attained professorships in Italy? Files regarding the competitions in bibliometric disciplines won by 186 professors in Florence were analysed. An equal number of professors recruited at other Italian universities and scientists who never attained professorship in Italy were randomly drawn from the pool of individuals having national scientific qualification (the prerequisite for professorship) in the same disciplines as each Florentine professor. H-indexes of the year of qualification (T1), of the Florence call (T2), and in July 2021 (T3) were obtained from Scopus. Non-recruited individuals were more likely (Chi-square test) to show a higher H-index than both Florentine (T1 p = 0.0005, T2 p = 0.0015, T3 p = 0.0095) and non-Florentine professors (T1 p = 0.0078, T2 p = 0.0245, T3 p = 0.0500). Fifty-four non-recruited scientists serve in foreign universities, 100 at national/international research centres. The remaining scientists (25 who continue producing despite precarious employment, and seven who have stopped publishing) were as likely as Florentine (T3 p = 0.69) and non-Florentine (T3 p = 0.14) professors to show a higher H-index. Italian faculty hiring disregards merit. A more challenging qualification would limit the access of researchers with lower scientific capacity, and favour those with greater proficiency. As it stands, competition is useless. Once professors obtain permanent employment, they seem less motivated to publish.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"40 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520520","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}
Pub Date : 2023-11-15DOI: 10.1007/s40979-023-00141-4
Annika Pokorny, Cissy J. Ballen, Abby Grace Drake, Emily P. Driessen, Sheritta Fagbodun, Brian Gibbens, Jeremiah A. Henning, Sophie J. McCoy, Seth K. Thompson, Charles G. Willis, A. Kelly Lane
Abstract Efforts to discourage academic misconduct in online learning environments frequently include the use of remote proctoring services. While these services are relatively commonplace in undergraduate science courses, there are open questions about students’ remote assessment environments and their concerns related to remote proctoring services. Using a survey distributed to 11 undergraduate science courses engaging in remote instruction at three American, public, research-focused institutions during the spring of 2021, we found that the majority of undergraduate students reported testing in suboptimal environments. Students’ concerns about remote proctoring services were closely tied to technological difficulties, fear of being wrongfully accused of cheating, and negative impacts on mental health. Our results suggest that remote proctoring services can create and perpetuate inequitable assessment environments for students, and additional research is required to understand the efficacy of their intended purpose to prevent cheating. We also advocate for continued conversations about the broader social and institutional conditions that can pressure students into cheating. While changes to academic culture are difficult, these conversations are necessary for higher education to remain relevant in an increasingly technological world.
{"title":"“Out of my control”: science undergraduates report mental health concerns and inconsistent conditions when using remote proctoring software","authors":"Annika Pokorny, Cissy J. Ballen, Abby Grace Drake, Emily P. Driessen, Sheritta Fagbodun, Brian Gibbens, Jeremiah A. Henning, Sophie J. McCoy, Seth K. Thompson, Charles G. Willis, A. Kelly Lane","doi":"10.1007/s40979-023-00141-4","DOIUrl":"https://doi.org/10.1007/s40979-023-00141-4","url":null,"abstract":"Abstract Efforts to discourage academic misconduct in online learning environments frequently include the use of remote proctoring services. While these services are relatively commonplace in undergraduate science courses, there are open questions about students’ remote assessment environments and their concerns related to remote proctoring services. Using a survey distributed to 11 undergraduate science courses engaging in remote instruction at three American, public, research-focused institutions during the spring of 2021, we found that the majority of undergraduate students reported testing in suboptimal environments. Students’ concerns about remote proctoring services were closely tied to technological difficulties, fear of being wrongfully accused of cheating, and negative impacts on mental health. Our results suggest that remote proctoring services can create and perpetuate inequitable assessment environments for students, and additional research is required to understand the efficacy of their intended purpose to prevent cheating. We also advocate for continued conversations about the broader social and institutional conditions that can pressure students into cheating. While changes to academic culture are difficult, these conversations are necessary for higher education to remain relevant in an increasingly technological world.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229385","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}
Pub Date : 2023-11-01DOI: 10.1007/s40979-023-00143-2
Michael Henderson, Jennifer Chung, Rebecca Awdry, Cliff Ashford, Mike Bryant, Matthew Mundy, Kris Ryan
Abstract Discussions around assessment integrity often focus on the exam conditions and the motivations and values of those who cheated in comparison with those who did not. We argue that discourse needs to move away from a binary representation of cheating. Instead, we propose that the conversation may be more productive and more impactful by focusing on those who do not cheat, but who are tempted to do so. We conceptualise this group as being at risk of future cheating behaviour and potentially more receptive of targeted strategies to support their integrity decisions. In this paper we report on a large-scale survey of university students ( n = 7,511) who had just completed one or more end of semester online exams. In doing so we explore students’ reported temptation to cheat. Analysis surrounding this “at risk” group reveals students who were Tempted ( n = 1379) had significant differences from those who Cheated ( n = 216) as well as those who were Not tempted ( n = 5916). We focus on four research questions exploring whether there are specific online exam conditions, security settings, student attitudes or perceptions which are more strongly associated with the temptation to cheat. The paper offers insights to help institutions to minimise factors that might lead to breaches of assessment integrity, by focusing on the temptation to cheat during assessment.
{"title":"The temptation to cheat in online exams: moving beyond the binary discourse of cheating and not cheating","authors":"Michael Henderson, Jennifer Chung, Rebecca Awdry, Cliff Ashford, Mike Bryant, Matthew Mundy, Kris Ryan","doi":"10.1007/s40979-023-00143-2","DOIUrl":"https://doi.org/10.1007/s40979-023-00143-2","url":null,"abstract":"Abstract Discussions around assessment integrity often focus on the exam conditions and the motivations and values of those who cheated in comparison with those who did not. We argue that discourse needs to move away from a binary representation of cheating. Instead, we propose that the conversation may be more productive and more impactful by focusing on those who do not cheat, but who are tempted to do so. We conceptualise this group as being at risk of future cheating behaviour and potentially more receptive of targeted strategies to support their integrity decisions. In this paper we report on a large-scale survey of university students ( n = 7,511) who had just completed one or more end of semester online exams. In doing so we explore students’ reported temptation to cheat. Analysis surrounding this “at risk” group reveals students who were Tempted ( n = 1379) had significant differences from those who Cheated ( n = 216) as well as those who were Not tempted ( n = 5916). We focus on four research questions exploring whether there are specific online exam conditions, security settings, student attitudes or perceptions which are more strongly associated with the temptation to cheat. The paper offers insights to help institutions to minimise factors that might lead to breaches of assessment integrity, by focusing on the temptation to cheat during assessment.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"180 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135161823","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}
Pub Date : 2023-10-15DOI: 10.1007/s40979-023-00142-3
Daniel Birks, Joseph Clare
Abstract This paper connects the problem of artificial intelligence (AI)-facilitated academic misconduct with crime-prevention based recommendations about the prevention of academic misconduct in more traditional forms. Given that academic misconduct is not a new phenomenon, there are lessons to learn from established information relating to misconduct perpetration and frameworks for prevention. The relevance of existing crime prevention frameworks for addressing AI-facilitated academic misconduct are discussed and the paper concludes by outlining some ideas for future research relating to preventing AI-facilitated misconduct and monitoring student attitudes and behaviours with respect to this type of behaviour.
{"title":"Linking artificial intelligence facilitated academic misconduct to existing prevention frameworks","authors":"Daniel Birks, Joseph Clare","doi":"10.1007/s40979-023-00142-3","DOIUrl":"https://doi.org/10.1007/s40979-023-00142-3","url":null,"abstract":"Abstract This paper connects the problem of artificial intelligence (AI)-facilitated academic misconduct with crime-prevention based recommendations about the prevention of academic misconduct in more traditional forms. Given that academic misconduct is not a new phenomenon, there are lessons to learn from established information relating to misconduct perpetration and frameworks for prevention. The relevance of existing crime prevention frameworks for addressing AI-facilitated academic misconduct are discussed and the paper concludes by outlining some ideas for future research relating to preventing AI-facilitated misconduct and monitoring student attitudes and behaviours with respect to this type of behaviour.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136183474","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}
Pub Date : 2023-10-12DOI: 10.1007/s40979-023-00144-1
Sarah Elaine Eaton
Abstract In this article I explore the concept of postplagiarism, loosely defined as an era in human society and culture in which advanced technologies such as artificial intelligence and neurotechnology, including brain-computer interfaces (BCIs), become a normal part of life, including how we teach, learn, communicate, and interact on a daily basis. Ethics and integrity are intensely important in the postplagiarism era when technology cannot be decoupled from everyday life. I argue that it might be reasonable to assume that when commercialized neuro-educational technology is readily available in a form that is implantable/ingestible/embeddable and invisible then academic integrity arms race will be over, as detection will be an exercise in futility. In a postplagiarism era, humans are compelled to grapple with questions about ethics and integrity for a socially just world at a time when advanced technology cannot be unbundled from education or everyday life. I conclude with a call to action for transdisciplinary research to better understand ethical implications of advanced technologies in education, emphasizing that such research can be considered pre-emptive , rather than speculative . The ethical implications of ubiquitous artificial intelligence and neurotechnology (e.g., BCIs) in education are important at a global scale as we prepare today’s students for academic and lifelong success.
{"title":"Postplagiarism: transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology","authors":"Sarah Elaine Eaton","doi":"10.1007/s40979-023-00144-1","DOIUrl":"https://doi.org/10.1007/s40979-023-00144-1","url":null,"abstract":"Abstract In this article I explore the concept of postplagiarism, loosely defined as an era in human society and culture in which advanced technologies such as artificial intelligence and neurotechnology, including brain-computer interfaces (BCIs), become a normal part of life, including how we teach, learn, communicate, and interact on a daily basis. Ethics and integrity are intensely important in the postplagiarism era when technology cannot be decoupled from everyday life. I argue that it might be reasonable to assume that when commercialized neuro-educational technology is readily available in a form that is implantable/ingestible/embeddable and invisible then academic integrity arms race will be over, as detection will be an exercise in futility. In a postplagiarism era, humans are compelled to grapple with questions about ethics and integrity for a socially just world at a time when advanced technology cannot be unbundled from education or everyday life. I conclude with a call to action for transdisciplinary research to better understand ethical implications of advanced technologies in education, emphasizing that such research can be considered pre-emptive , rather than speculative . The ethical implications of ubiquitous artificial intelligence and neurotechnology (e.g., BCIs) in education are important at a global scale as we prepare today’s students for academic and lifelong success.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968827","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}
Pub Date : 2023-10-01DOI: 10.1007/s40979-023-00138-z
Jasper Roe, Mike Perkins
Abstract In this study, we posit a new category of products provided by diploma mills, which we term Life Experience Degree Offerings (LEDOs). LEDOs uniquely capitalise on the misuse of the principle of Accreditation of Prior Learning (APL) by granting higher education qualifications based on a resume or CV alone. Through a comparative analysis with contract cheating websites, we highlight the key features and persuasive strategies employed by 10 diploma mill websites which provide LEDOs to attract and convince potential clients. We then use corpus linguistics methods by analysing a large corpus of text quantitatively to explore the keywords these websites use to describe their products using a pre-packaged corpus analysis tool (Sketch Engine). Our findings indicate that on providers’ websites, the LEDOs are framed as a tool to achieve greater socioeconomic opportunities, and the quality and appearance of the physical diploma and accompanying documents play a key role in the LEDOs’ value proposition, while references to the acquisition of knowledge and process of learning are absent. Furthermore, LEDOs are typified by the promise of accreditation and verification services, which are the two most common keywords used in the description of LEDOs on diploma mills’ websites. Future research directions are suggested, including examining this phenomenon in non-Western cultural contexts, understanding the users and operators of LEDO websites, and assessing the prevalence of fraudulent credentials obtained from these sites.
{"title":"Welcome to the University of life, can I take your order? Investigating Life Experience Degree Offerings in Diploma mills","authors":"Jasper Roe, Mike Perkins","doi":"10.1007/s40979-023-00138-z","DOIUrl":"https://doi.org/10.1007/s40979-023-00138-z","url":null,"abstract":"Abstract In this study, we posit a new category of products provided by diploma mills, which we term Life Experience Degree Offerings (LEDOs). LEDOs uniquely capitalise on the misuse of the principle of Accreditation of Prior Learning (APL) by granting higher education qualifications based on a resume or CV alone. Through a comparative analysis with contract cheating websites, we highlight the key features and persuasive strategies employed by 10 diploma mill websites which provide LEDOs to attract and convince potential clients. We then use corpus linguistics methods by analysing a large corpus of text quantitatively to explore the keywords these websites use to describe their products using a pre-packaged corpus analysis tool (Sketch Engine). Our findings indicate that on providers’ websites, the LEDOs are framed as a tool to achieve greater socioeconomic opportunities, and the quality and appearance of the physical diploma and accompanying documents play a key role in the LEDOs’ value proposition, while references to the acquisition of knowledge and process of learning are absent. Furthermore, LEDOs are typified by the promise of accreditation and verification services, which are the two most common keywords used in the description of LEDOs on diploma mills’ websites. Future research directions are suggested, including examining this phenomenon in non-Western cultural contexts, understanding the users and operators of LEDO websites, and assessing the prevalence of fraudulent credentials obtained from these sites.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135372478","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}
Pub Date : 2023-09-15DOI: 10.1007/s40979-023-00134-3
Hélène Hagège
Abstract There is no consensus on definitions of educational or academic integrity, and their philosophical relationship with the notion of responsibility is complex. Here, we aim to i) disentangle these three notions. We lean on a philosophical framework of ethics and our method involves different kinds of reasoning and the modeling of complex thinking. We combine this frame with a three-level epistemic dimension to allow us ii) to model the psycho-epistemic (level 1), epistemological (level 2), and phenomenological (ground 0) ways in which subjects interact with their own norms and knowledge and with those of the surrounding institutions. Finally, iii) we also aim to propose concrete educational means by which to implement educational integrity. Our theoretical findings lead us i) to consider responsibility as a process that consists of establishing a dialogical relationship between one’s inner and outer worlds, which relies on an epistemic decentering. Based on this, we argue that education for responsibility founds a new, expanded definition of educational integrity. Moreover, ii) empirical evidence suggests that this model can be operationalized by psychological indicators such as critical and complex thinking, cognitive flexibility, contextual relativism, and decentering, all of which are skills that can be fostered in spite of simplifying thinking, dogmatism, naive epistemology (and dualism) and cognitive fusion, respectively. It points to iii) the benefits of an educational approach in which subjects are encouraged to practice different types of meditation and to feel free to break institutional rules. Therefore, promoting educational integrity may require methods that lie beyond the obvious choices. After discussing the scope and limitations of our results, we propose a new research agenda for educational integrity, which could ground a field of research broader than just academic integrity, but complementary to it.
{"title":"Epistemic decentering in education for responsibility: revisiting the theory and practice of educational integrity","authors":"Hélène Hagège","doi":"10.1007/s40979-023-00134-3","DOIUrl":"https://doi.org/10.1007/s40979-023-00134-3","url":null,"abstract":"Abstract There is no consensus on definitions of educational or academic integrity, and their philosophical relationship with the notion of responsibility is complex. Here, we aim to i) disentangle these three notions. We lean on a philosophical framework of ethics and our method involves different kinds of reasoning and the modeling of complex thinking. We combine this frame with a three-level epistemic dimension to allow us ii) to model the psycho-epistemic (level 1), epistemological (level 2), and phenomenological (ground 0) ways in which subjects interact with their own norms and knowledge and with those of the surrounding institutions. Finally, iii) we also aim to propose concrete educational means by which to implement educational integrity. Our theoretical findings lead us i) to consider responsibility as a process that consists of establishing a dialogical relationship between one’s inner and outer worlds, which relies on an epistemic decentering. Based on this, we argue that education for responsibility founds a new, expanded definition of educational integrity. Moreover, ii) empirical evidence suggests that this model can be operationalized by psychological indicators such as critical and complex thinking, cognitive flexibility, contextual relativism, and decentering, all of which are skills that can be fostered in spite of simplifying thinking, dogmatism, naive epistemology (and dualism) and cognitive fusion, respectively. It points to iii) the benefits of an educational approach in which subjects are encouraged to practice different types of meditation and to feel free to break institutional rules. Therefore, promoting educational integrity may require methods that lie beyond the obvious choices. After discussing the scope and limitations of our results, we propose a new research agenda for educational integrity, which could ground a field of research broader than just academic integrity, but complementary to it.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135355116","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}
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