Academic integrity in the time of contradictions

Davis, Annemarie

doi:10.1080/2331186x.2023.2289307

Cited by 3 publications

(2 citation statements)

References 43 publications

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“…These challenges span from combating activities such as illegal downloads, plagiarism, copyright infringement, academic cheating, exam fraud, data or result fabrication, to addressing subtler activities like the utilization of essay writing services (mill papers, for instance). Tackling these issues necessitates robust measures to uphold academic rigor and fairness, as highlighted by [47], in the face of evolving digital threats.…”

Section: Discussionmentioning

confidence: 99%

Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs

Grosseck,

Bran,

Țîru

2023

Education Sciences

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Within the European Commission’s Digital Education Action Plan (2021–2027) and the DigCompEdu framework, our research focuses on the competence area of teachers’ assessment practices and needs. We designed a 24-item online questionnaire for Romanian higher education teachers who are using digital technologies for assessing students’ learning, learning outcomes and practical skills. The present paper analyzes how the 60 respondents from Romanian universities evaluate their own digital competence and how they are using digital assessment, but also what training needs they have in these regards. This study, carried out in May–June 2022, therefore attempts to identify the main concerns, challenges and obstacles higher education teachers encounter when designing and using digital assessment. Our findings indicate the importance of empowering teachers through continuous learning, embracing flexible hybrid models and reimagining assessment strategies for digital literacy. The ANOVA analysis reveals variations among three groups categorized by self-reported digital competencies in their utilization of digital tools. Responsible knowledge-sharing, AI literacy and adaptive curriculum design emerged as critical imperatives. Our study advocates for a transformative shift towards AI-based pedagogy, emphasizing personalized learning that aligns with teachers’ competencies and specific assessment needs while adhering to fundamental teaching principles.

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Section: Discussionmentioning

confidence: 99%

Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs

Grosseck,

Bran,

Țîru

2023

Education Sciences

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“…Reframing academic integrity as a skill tied to specific values is proposed to impart knowledge about its significance (A. Davis, 2024).…”

Section: Introductionmentioning

confidence: 99%

Promoting Sustainable Education through Academic Integrity: The Habitus and Socialization Nexus

Dodonova,

Dodonov,

Voinarovska

et al. 2024

EJSD

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The article explores the methodological foundations of academic integrity formation. It analyzes the connection between academic integrity and the goals of sustainable development of education and science. The essence of academic integrity is described in unity with academic culture. It is proved that the methodological basis for the formation of academic integrity is three approaches: ethical, normative-legal, and instrumentalist. The essence of the ethical approach lies in adhering to the basic virtues for the formation of academic integrity among students, namely: adherence to the principle of fairness and ethics of responsibility for their academic activities. The normative-legal approach to the formation of academic integrity lies in the formation of legal culture and the ability to distinguish academic plagiarism and copyright infringement as a type of intellectual property right. An important methodological aspect of the formation of academic integrity is the popularization of the legal framework and the cultivation of responsibility for violations of legal and moral norms, understanding legal liability for dishonest acts in the academic environment. The instrumentalist approach aims at studying the essence of the socialization process, including educational methods, pedagogical technologies for the formation of academic integrity among higher education students. A correlation is made between the concepts of habitus and socialization, habitus and upbringing. Habitus, as a source of objective practices, includes ethical principles and is associated with an understanding of the concepts of justice and injustice. Academic integrity should be woven into a person's habitual practices, perceived as a cultural habit that is cultivated in society and constantly maintained. The article analyzes value-oriented education, where values are defining for personal growth and self-realization. It emphasizes the need to guide students during the educational process towards the right value direction. Key words: academic integrity, academic culture, sustainable development, ethical approach, normative-legal approach, educational habitual practices, value approach in education.

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Derived Heuristics for Academic Integrity Enculturation – an Actor-Network Theory Perspective of Automated Plagiarism Management

Grobler

2024

RGSA

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Objective: This study examines the efficacy of enculturation of academic integrity, in the context of an automated student plagiarism management system (ASPMS) at a private higher education institution (PHEI) to provide heuristics for related endeavours. Theoretical Framework: In this topic, the main theory underpinning the research is the Actor-Network Theory (ANT). Method: The methodology adopted for this research comprises a mixed approach, incorporating both qualitative thematic analysis of transcripts of interviews with human actors and quantitative analyses of data gathered from the ASPMS. Results and Discussion: A nuanced, gestalt-like composition of ANT relationships emerged, from which many meaningful heuristics could be derived for both enhancing, and avoiding pitfalls in, enculturation of academic integrity. The ANT perspective allows for the essential roles of human and non-human actors in the network to be assessed for efficacy in achieving the objectives of the network. Overarching heuristics include ongoing cyclic-iterative refinement of the automated system; the underpinning regulatory framework and related organisational structures; and the education/training of human actors. Research Implications: Incorporating automation in academic integrity measures, allows for the delegation of onerous tasks to non-human actors in the system. Notwithstanding, acknowledged disruptors in this evolving context, such as the advent of Large-Language Model Artificial Intelligence (LLM-AI) tools (notably, Chat-GPT), increasingly confound the detection and assessment of plagiarism. Advancing heuristics towards designing systems for enculturating academic integrity– and for concomitant evaluation of the efficacy of such actor networks (as per ANT) – comprises the major implications of this study. Originality/Value: While this study involves a relatively esoteric context – a case study involving a bespoke ASPMS at a single PHEI campus in South Africa – the heuristics have application in many systems (actor networks), with or without automation, in which academic integrity is fostered.

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Academic integrity in the time of contradictions

Cited by 3 publications

References 43 publications

Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs

Digital Assessment: A Survey of Romanian Higher Education Teachers’ Practices and Needs

Promoting Sustainable Education through Academic Integrity: The Habitus and Socialization Nexus

Derived Heuristics for Academic Integrity Enculturation – an Actor-Network Theory Perspective of Automated Plagiarism Management

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