An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

Velliaris, Donna M.; Breen, Paul

doi:10.32674/jis.v6i2.371

Cited by 19 publications

(5 citation statements)

References 33 publications

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“…CALD students enrolled in health professional courses, which have medical and anatomical terminology embedded in them, may struggle to conform to the discipline-specific language requirements in their chosen subject (Velliaris & Breen, 2016 ). Strategic measures at the institutional level targeting English language proficiency and communication with fellow students and university staff have been shown to improve international students’ adaptation, resulting in higher self-esteem, better social and academic relationships, and enriched personal and educational learning (Contreras-Aguirre & Gonzalez, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

Brown

Hewitt

et al. 2022

Aust. Educ. Res.

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With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.

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Section: Discussionmentioning

confidence: 99%

Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

Brown

Hewitt

et al. 2022

Aust. Educ. Res.

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“…Cutri et al (2021) imply that an individual's "decisions and meaning making capacity" (p. 8) can be influenced and guided by their culture. Consequently, a plethora of studies pointed out that cultural barriers and differences put students at greater risk of academic malpractice (Campbell, 2017;Thompson et al, 2017, Velliaris & Breen, 2016, be it intentionally or unintentionally.…”

Section: Literature Reviewmentioning

confidence: 99%

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Hossain¹

2022

Int J Educ Integr

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Academic Integrity Literacy (AIL) is a critical transdisciplinary skill for academic success but many students do not receive this skill in their K-12 years regardless of their schooling system or characteristics of the community they belong to. Numerous research studies in higher education document that high school graduates lack AIL skills, but hardly any studies attempt to empirically investigate students’ K-12 years AIL education experience. Using a mixed-method approach, this study explores university freshmen’s AIL education experience in their K-12 years, and their opinions on the appropriate grade level to introduce AIL education. Of the university freshmen surveyed (n = 431), roughly 1 in 10 received AIL education in middle school and 1 in 5 during high school. The survey of students’ current university instructors indicates a handful of freshmen have a fair understanding of academic integrity and plagiarism but their combined AIL application capacity, such as adhering to a referencing style and the quality of in-text source attributions in academic writing, is limited. The study results and professional experience allow the author to suggest rigorous AIL instruction and policy development for K-12 institutions to educate, empower and execute AIL education.

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“…While academic integrity is often framed as a student issue, 'institutional and societal factors are increasingly recognised as having significant potential to affect academic cultures with respect to integrity' (Fishman, 2016:12). Academic integrity is often an assumed universal value, but the fact that students outside the main centres of academia (UK, USA, Canada, Europe, and Australia) are often identified as being transgressors of academic integrity values (Openo, 2019;Velliaris & Breen, 2016) raises questions of its universality. And as Blum's (2009) work show even within the USA students had different understandings of plagiarism than faculty.…”

Section: Academic Integritymentioning

confidence: 99%

Institutionalisation of academic integrity: Experiences at a distance education university in South Africa during COVID-19

Marais

2022

CriSTaL

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Academic integrity is an ongoing concern in higher education. Research dating back to the 1960s shows students self-reporting cheating, and with the advent of more online education, concerns about the integrity of degrees have become even more widespread. Due to this concern about academic integrity, especially in view of the changes brought about by COVID-19, I launched a research project that aimed to holistically understand how academics understand and teach academic integrity and institutional policies around academic integrity, and how these policies are employed through analysing five years’ worth of student disciplinary records at a distance education university. I interviewed twenty-eight academics and academic managers and analysed sixty-six documents, as well as 3 383 student disciplinary records. Flowing from that larger project, I argue in this paper that there has not yet been institutionalisation of academic integrity at this university. I end by offering suggestions for how institutionalisation could occur.

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An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

Cited by 19 publications

References 33 publications

Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

University freshmen recollect their academic integrity literacy experience during their K-12 years: results of an empirical study

Institutionalisation of academic integrity: Experiences at a distance education university in South Africa during COVID-19

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