Pub Date : 2022-12-24DOI: 10.1007/s40979-022-00121-0
Tanya Coetzee, Katie Pryce-Jones, Leigh D. Grant, Richard Tindle
{"title":"Hope moderates the relationship between students’ sense of belonging and academic misconduct","authors":"Tanya Coetzee, Katie Pryce-Jones, Leigh D. Grant, Richard Tindle","doi":"10.1007/s40979-022-00121-0","DOIUrl":"https://doi.org/10.1007/s40979-022-00121-0","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48180409","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 : 2022-11-28DOI: 10.1007/s40979-022-00118-9
Z. Khan, Joice Priya, C. Tuffnell
{"title":"Culture of integrity – institutional response to integrity during COVID19","authors":"Z. Khan, Joice Priya, C. Tuffnell","doi":"10.1007/s40979-022-00118-9","DOIUrl":"https://doi.org/10.1007/s40979-022-00118-9","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47266289","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 : 2022-11-14DOI: 10.1007/s40979-022-00120-1
Inan Deniz Erguvan
{"title":"An attempt to understand plagiarism in Kuwait through a psychometrically sound instrument","authors":"Inan Deniz Erguvan","doi":"10.1007/s40979-022-00120-1","DOIUrl":"https://doi.org/10.1007/s40979-022-00120-1","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44276553","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 : 2022-10-14DOI: 10.1007/s40979-022-00119-8
I. Festas, A. Seixas, Armanda P. M. Matos
{"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":null,"pages":null},"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}
Pub Date : 2022-10-03DOI: 10.1007/s40979-022-00117-w
Y. Eshet, Pnina Steinberger, Keren Grinautsky
{"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":null,"pages":null},"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}
Pub Date : 2022-09-26DOI: 10.1007/s40979-022-00111-2
Elaine Khoo, Sohee Kang
{"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":null,"pages":null},"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}
Pub Date : 2022-09-12DOI: 10.1007/s40979-022-00116-x
Kier, Cheryl A., Ives, Cindy
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.
{"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":null,"pages":null},"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}
Pub Date : 2022-09-01DOI: 10.1007/s40979-022-00114-z
Khan, Zeenath Reza
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.
在考虑高等教育的范式转变时，必须把重点放在消除阻碍保持学术界诚信的障碍上。其中一个障碍是合同作弊网站，这些网站在18个月的紧急远程教育期间不成比例地迅速增长，威胁到研究生的质量和大学的声誉(McKie, Essay mills瞄准学生，因为流行病危机转移了HE online, 2020)。2015年，由于涉及16所大学和1000多名学生的大规模丑闻，澳大利亚随后通过了一项法律，将此类服务定为非法，这一丑闻成为人们关注的焦点。合同欺诈是一个迅速发展的行业，经常以合法帮助为幌子，针对毫无戒心的学生。此外，这些服务在提供服务后，反过来又开始向学生发送黑色邮件(Draper等人，Int J Educ integri 17:13, 2021)。因此，探索针对阿联酋学生的此类网站的存在和数量至关重要，有时使用大学标志来显示合法性，以了解问题的严重程度。这主要是因为目前还不存在对程度的准确测量(Newton, Front Educ 3:67, 2018)。柯蒂斯等人(Stud High education)。https://doi.org/10.1080/03075079.2021.1972093, 2021)报告了学生自我报告的病例，这些病例可能各不相同，而且往往报告不足。这项研究是一个尝试使用布尔搜索技术来计算独特的和有机的网站已经表现。编码分析用于整理网站并计算总搜索次数。在34个独特和有机网站中，有29个网站的z得分高于平均值2.94，标准差为1.89，假设这29个网站在不同的搜索引擎、不同的浏览器和不同的搜索关键词中出现的概率是显著的。这表明了这些网站的侵略性，以及他们为提供对学生和教育部门有害和有害的服务所做的巨大努力。这项研究是发展阿联酋全国范围内对合同欺诈理解的一个里程碑。它还被定位为全国高等教育可持续发展的一项提案，旨在禁止为学生提供有偿或无偿的作业服务，作为一种自上而下的解决问题的方法。
{"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":null,"pages":null},"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}
Pub Date : 2022-08-18DOI: 10.1007/s40979-022-00115-y
A. Verhoef, M. Fourie, Zander Janse van Rensburg, H. Louw, M. Erasmus
{"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":null,"pages":null},"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}
Pub Date : 2022-08-11DOI: 10.1007/s40979-022-00113-0
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
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.
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.
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.
{"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":null,"pages":null},"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}
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