International Journal for Educational Integrity最新文献

The topics of equity, diversity, inclusion, decolonization, and Indigenization have been neglected in academic and research integrity. In this article, I offer examples of how these issues are being addressed and argue that academic integrity networks and organizations ought to develop intentional strategies for equity, diversity and inclusion, and decolonization in terms of leadership, scholarship, and professional opportunities. I point out that existing systems perpetuate the conditions that allow for overrepresentation of reporting among particular student groups including international students, students of colour, and those for whom English is an additional language. I conclude with concrete recommendations for action.

Stimulating responsible conduct of research is considered important within universities and research organizations. In this contribution, we investigated if there are gender differences regarding three aspects: students’ attitudes towards integrity related issues, self-reported misconduct, and suspicions of misconduct and willingness to report fellow students. A questionnaire was sent to 1266 first year starting master students in the life sciences. Male students were significantly more likely to report not doing their fair share in group work and putting their name on work without checking it. No significant differences were found regarding attitude and suspecting and reporting other students.

Introduction

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.

Case description

This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.

Discussion and reflection

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.

Conclusions

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.

Book Details.

Hextrum, K. (2021). Special admission: How college sports recruitment favors white, suburban athletes: Rutgers University Press.

Special admission: How college sports recruitment favors white, suburban athletes 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.

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.

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.

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.

The author centers the historical influences and the influence of state control on the college admissions process. These include colonial, wh

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.

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 N = 718; Study 2 N = 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.