Pub Date : 2022-08-04DOI: 10.1007/s40979-022-00110-3
A. Davies, Rami Al sharefeen
{"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":null,"pages":null},"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}
Pub Date : 2022-07-28DOI: 10.1007/s40979-022-00112-1
Samar Yakoob Almossa, Sahar Matar Alzahrani
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.
{"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":null,"pages":null},"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}
Pub Date : 2022-07-21DOI: 10.1007/s40979-022-00107-y
Jennie Miron, Rosemary Wilson, John Freeman, Kim Sears
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.
{"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":null,"pages":null},"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}
Pub Date : 2022-07-07DOI: 10.1007/s40979-022-00109-w
Jasper Roe, Mike Perkins
{"title":"What are Automated Paraphrasing Tools and how do we address them? A review of a growing threat to academic integrity","authors":"Jasper Roe, Mike Perkins","doi":"10.1007/s40979-022-00109-w","DOIUrl":"https://doi.org/10.1007/s40979-022-00109-w","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53015502","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 : 2022-06-23DOI: 10.1007/s40979-022-00108-x
Davis, Mary
This research aimed to analyse inclusive practice in academic integrity in the teaching, support, policies and procedures involved at one UK HE institution. Data was collected through two sets of stakeholder interviews: three students from disadvantaged groups who had experienced academic conduct investigations; eleven staff with key roles in academic integrity (teaching, student support, library, investigations, senior management, Student Union). A third set of data comprised four institutional academic integrity documents which were analysed in terms of meeting Universal Design for Learning principles for inclusion. The four main findings emerging from the study are: academic conduct processes create high levels of anxiety among students, particularly related to perceived judgement; students experience difficulty understanding academic integrity documents which lack consistency and do not meet inclusive criteria; students from certain backgrounds including widening participation, students with a disability and international non-native speakers need more institutional support in order to follow academic conduct processes and assimilate expected practice; there is a willingness among staff to try to develop more inclusive practice. The research findings led to a revised, more inclusive and educative institutional academic conduct procedure. The implication for practice is that attention is urgently needed to improve inclusive approaches to academic integrity.
{"title":"Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support","authors":"Davis, Mary","doi":"10.1007/s40979-022-00108-x","DOIUrl":"https://doi.org/10.1007/s40979-022-00108-x","url":null,"abstract":"This research aimed to analyse inclusive practice in academic integrity in the teaching, support, policies and procedures involved at one UK HE institution. Data was collected through two sets of stakeholder interviews: three students from disadvantaged groups who had experienced academic conduct investigations; eleven staff with key roles in academic integrity (teaching, student support, library, investigations, senior management, Student Union). A third set of data comprised four institutional academic integrity documents which were analysed in terms of meeting Universal Design for Learning principles for inclusion. The four main findings emerging from the study are: academic conduct processes create high levels of anxiety among students, particularly related to perceived judgement; students experience difficulty understanding academic integrity documents which lack consistency and do not meet inclusive criteria; students from certain backgrounds including widening participation, students with a disability and international non-native speakers need more institutional support in order to follow academic conduct processes and assimilate expected practice; there is a willingness among staff to try to develop more inclusive practice. The research findings led to a revised, more inclusive and educative institutional academic conduct procedure. The implication for practice is that attention is urgently needed to improve inclusive approaches to academic integrity.","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514454","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 : 2022-06-09DOI: 10.1007/s40979-022-00106-z
J. Kwarteng
{"title":"Breaches of integrity in teacher administration in Ghana","authors":"J. Kwarteng","doi":"10.1007/s40979-022-00106-z","DOIUrl":"https://doi.org/10.1007/s40979-022-00106-z","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53015316","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 : 2022-05-24DOI: 10.1007/s40979-022-00104-1
Johnson, Clare, Davies, Ross, Reddy, Mike
Academic misconduct in all its various forms is a challenge for degree-granting institutions. Whilst text-based plagiarism can be detected using tools such as Turnitin™, Plagscan™ and Urkund™ (amongst others), contract cheating and collusion can be more difficult to detect, and even harder to prove, often falling to no more than a ‘balance of probabilities’ rather than fact. To further complicate the matter, some students will make deliberate attempts to obfuscate cheating behaviours by submitting work in Portable Document Format, in image form, or by inserting hidden glyphs or using alternative character sets which text matching software does not always accurately detect (Rogerson, Int J Educ Integr 13, 2017; Heather, Assess Eval High Educ 35:647-660, 2010). Educators do not tend to think of academic misconduct in terms of criminality per se, but the tools and techniques used by digital forensics experts in law enforcement can teach us much about how to investigate allegations of academic misconduct. The National Institute of Standards and Technology’s Glossary describes digital forensics as ‘the application of computer science and investigative procedures involving the examination of digital evidence - following proper search authority, chain of custody, validation with mathematics, use of validated tools, repeatability, reporting, and possibly expert testimony.’ (NIST, Digital Forensics, 2021). These techniques are used in criminal investigations as a means to identify the perpetrator of, or accomplices to, a crime and their associated actions. They are sometimes used in cases relating to intellectual property to establish the legitimate ownership of a variety of objects, both written and graphical, as well as in fraud and forgery (Jeong and Lee, Digit Investig 23:3-10, 2017; Fu et. al, Digit Investig 8:44–55, 2011 ). Whilst there have been some research articles and case studies that demonstrate the use of digital forensics techniques to detect academic misconduct as proof of concept, there is no evidence of their actual deployment in an academic setting. This paper will examine some of the tools and techniques that are used in law enforcement and the digital forensics field with a view to determining whether they could be repurposed for use in an academic setting. These include methods widely used to determine if a file has been tampered with that could be repurposed to identify if an image is plagiarised; file extraction techniques for examining meta data, used in criminal cases to determine authorship of documents, and tools such as FTK™ and Autopsy™ which are used to forensically examine single files as well as entire hard drives. The paper will also present a prototype of a bespoke software tool that attempts to repurpose some of these techniques into an automated process for detecting plagiarism and / or contract cheating in Word documents. Finally, this article will discuss whether these tools have a place in an academic setting and wh
各种形式的学术不端行为对学位授予机构来说是一个挑战。虽然基于文本的抄袭可以使用Turnitin™，Plagscan™和Urkund™(以及其他工具)等工具来检测，但合同作弊和共谋可能更难检测，甚至更难证明，通常只是“概率平衡”而不是事实。为了使问题进一步复杂化，一些学生会故意试图通过以可移植文档格式、图像形式提交作业，或通过插入隐藏的字形或使用文本匹配软件并不总是准确检测到的替代字符集来混淆作弊行为(Rogerson, Int J Educ integr13, 2017;李志强，《高等教育》(英文版)，2010)。教育工作者并不倾向于将学术不端行为本身视为犯罪行为，但执法部门数字取证专家使用的工具和技术可以教会我们如何调查学术不端行为的指控。美国国家标准与技术研究所的术语表将数字取证描述为“涉及数字证据审查的计算机科学和调查程序的应用——遵循适当的搜索权限、监管链、数学验证、使用经过验证的工具、可重复性、报告，以及可能的专家证词。”(NIST，数字取证，2021)。这些技术用于刑事调查，作为一种手段，以查明犯罪的肇事者或共犯及其相关行为。它们有时被用于与知识产权有关的案件中，以确定各种物品的合法所有权，包括文字和图形，以及欺诈和伪造(Jeong和Lee, Digit investigation 23:3-10, 2017;傅等，数字调查8:44-55,2011)。虽然已经有一些研究文章和案例研究证明了使用数字取证技术来检测学术不端行为作为概念证明，但没有证据表明它们在学术环境中实际部署。本文将研究执法和数字取证领域使用的一些工具和技术，以确定它们是否可以重新用于学术环境。其中包括广泛用于确定文件是否被篡改的方法，这些方法可以重新用于识别图像是否被剽窃;用于检查元数据的文件提取技术，在刑事案件中用于确定文件的作者，以及用于法医检查单个文件以及整个硬盘驱动器的FTK™和Autopsy™等工具。本文还将介绍一个定制软件工具的原型，该工具试图将这些技术中的一些重新用于检测Word文档中的剽窃和/或合同欺诈的自动化过程。最后，本文将讨论这些工具是否在学术环境中占有一席之地，以及它们在确定学生的工作是否真正属于他们自己时的使用是否合乎道德。
{"title":"Using digital forensics in higher education to detect academic misconduct","authors":"Johnson, Clare, Davies, Ross, Reddy, Mike","doi":"10.1007/s40979-022-00104-1","DOIUrl":"https://doi.org/10.1007/s40979-022-00104-1","url":null,"abstract":"Academic misconduct in all its various forms is a challenge for degree-granting institutions. Whilst text-based plagiarism can be detected using tools such as Turnitin™, Plagscan™ and Urkund™ (amongst others), contract cheating and collusion can be more difficult to detect, and even harder to prove, often falling to no more than a ‘balance of probabilities’ rather than fact. To further complicate the matter, some students will make deliberate attempts to obfuscate cheating behaviours by submitting work in Portable Document Format, in image form, or by inserting hidden glyphs or using alternative character sets which text matching software does not always accurately detect (Rogerson, Int J Educ Integr 13, 2017; Heather, Assess Eval High Educ 35:647-660, 2010). Educators do not tend to think of academic misconduct in terms of criminality per se, but the tools and techniques used by digital forensics experts in law enforcement can teach us much about how to investigate allegations of academic misconduct. The National Institute of Standards and Technology’s Glossary describes digital forensics as ‘the application of computer science and investigative procedures involving the examination of digital evidence - following proper search authority, chain of custody, validation with mathematics, use of validated tools, repeatability, reporting, and possibly expert testimony.’ (NIST, Digital Forensics, 2021). These techniques are used in criminal investigations as a means to identify the perpetrator of, or accomplices to, a crime and their associated actions. They are sometimes used in cases relating to intellectual property to establish the legitimate ownership of a variety of objects, both written and graphical, as well as in fraud and forgery (Jeong and Lee, Digit Investig 23:3-10, 2017; Fu et. al, Digit Investig 8:44–55, 2011 ). Whilst there have been some research articles and case studies that demonstrate the use of digital forensics techniques to detect academic misconduct as proof of concept, there is no evidence of their actual deployment in an academic setting. This paper will examine some of the tools and techniques that are used in law enforcement and the digital forensics field with a view to determining whether they could be repurposed for use in an academic setting. These include methods widely used to determine if a file has been tampered with that could be repurposed to identify if an image is plagiarised; file extraction techniques for examining meta data, used in criminal cases to determine authorship of documents, and tools such as FTK™ and Autopsy™ which are used to forensically examine single files as well as entire hard drives. The paper will also present a prototype of a bespoke software tool that attempts to repurpose some of these techniques into an automated process for detecting plagiarism and / or contract cheating in Word documents. Finally, this article will discuss whether these tools have a place in an academic setting and wh","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514462","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 : 2022-05-10DOI: 10.1007/s40979-022-00102-3
Anu Tammeleht, Erika Löfström, ja María Jesús Rodríguez-Triana
{"title":"Facilitating development of research ethics and integrity leadership competencies","authors":"Anu Tammeleht, Erika Löfström, ja María Jesús Rodríguez-Triana","doi":"10.1007/s40979-022-00102-3","DOIUrl":"https://doi.org/10.1007/s40979-022-00102-3","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47519281","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 : 2022-04-26DOI: 10.1007/s40979-021-00095-5
A. Farahat
{"title":"Elements of academic integrity in a cross-cultural middle eastern educational system: Saudi Arabia, Egypt, and Jordan case study","authors":"A. Farahat","doi":"10.1007/s40979-021-00095-5","DOIUrl":"https://doi.org/10.1007/s40979-021-00095-5","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46799805","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 : 2022-04-12DOI: 10.1007/s40979-022-00103-2
Ahmed M. Elkhatat
{"title":"Practical randomly selected question exam design to address replicated and sequential questions in online examinations","authors":"Ahmed M. Elkhatat","doi":"10.1007/s40979-022-00103-2","DOIUrl":"https://doi.org/10.1007/s40979-022-00103-2","url":null,"abstract":"","PeriodicalId":44838,"journal":{"name":"International Journal for Educational Integrity","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53015172","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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