Comparing Business School Faculty Classification for Perceptions of Student Cheating

Blau, Gary; Szewczuk, Roman; Fitzgerald, Jennifer; Paris, Dennis A.; Guglielmo, Mike

doi:10.1007/s10805-018-9315-4

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…Most academic integrity literature is focused on students' perceptions and experiences, with less inquiry into those of faculty (Eaton, 2021). Research that addresses faculty perspectives often contrasts them to student perceptions (Blau et al, 2018;Kim & LaBianca, 2018) or highlights the lack of consistency among faculty about how to define academic integrity and address misconduct (Clegg & Flint, 2006;Michalak et al, 2018;Paterson et al, 2003). Other research proposes or evaluates approaches to promote integrity or discourage misconduct (Löfström et al, 2015), or focuses on faculty responses to misconduct (Harper et al, 2019).…”

Section: Present Studymentioning

confidence: 99%

Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities

Eaton

Stoesz

Crossman

et al. 2023

CJHE

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Faculty members are crucial partners in promoting academic integrity at Canadian universities, but their needs related to academic integrity are neither well documented nor understood. To address this gap, we developed a mixed methods survey to gather faculty perceptions of facilitators and barriers to using the existing academic integrity procedures, policies, resources, and supports required to promote academic integrity. In this article, we report the data collected from 330 participants at four Canadian universities. Responses pointed to the importance of individual factors, such as duty to promote academic integrity, as well as contextual factors, such as teaching load, class size, class format, availability of teaching assistant support, and consistency of policies and procedures, in supporting or hindering academic integrity. We also situated these results within a micro (individual), meso (departmental), macro (institutional), and mega (community) framework. Results from this study contribute to the growing body of empirical evidence about faculty perspectives on academic integrity in Canadian higher education and can inform the continued development of existing academic integrity supports at universities.

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Section: Present Studymentioning

confidence: 99%

Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities

Eaton

Stoesz

Crossman

et al. 2023

CJHE

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“…Faculty experience significant anxiety and stress related to the physiological discomfort experienced in reporting a student. They fear receiving poor student evaluations and are concerned with potentially damaging relationships with future students (Blau et al, 2018;Christensen Hughes & McCabe, 2006;Keith-Spiegel et al, 2010;Thomas, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Barriers to Faculty Reporting Incidences of Academic Misconduct at Community Colleges

Hamilton

Wolsky

2022

Ethics and Integrity in Educational Contexts

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Academic misconduct is a growing concern within Canadian higher education and around the world. Research suggests that university faculty have an extensive history of addressing academic misconduct, with an increased focus on detection and prevention. There has been little research, however, on faculty teaching in community colleges and their experiences with reporting and prevention, particularly within the Canadian context. As concern with academic misconduct continues to rise, we suggest that there needs to be more focus on these issues, particularly with respect to approaches that support a cultural shift with faculty that encompasses the fundamental values of academic integrity. For this to occur, it is essential for educational institutions to understand the forces that influence potential dishonest behaviors among students, create policies to address and support academic integrity, while creating a culture of academic integrity which supports both faculty and students alike. Faculty play a crucial role in creating environments that expound and uphold the values of academic integrity. Faculty are the frontline contact, espousing the values and expectations of their institution to students, monitoring, and reporting. Our scholarship of teaching and learning (SoTL) research was motivated by the aim to help community college faculty address the issue of academic misconduct within their classrooms and institutional environments. Barriers to reporting academic dishonesty, identified by faculty, include time and workload in reporting, a perceived lack of institutional support from administration and applicable institutional policies, as well as the perceived threat felt by faculty in reporting incidents.

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“…A United States' study reported that sessional academic staff are provided insufficient professional development and training, lack sufficient time to respond to cheating and are not paid beyond their allocated teaching time to follow through on infractions (Bertram Gallant 2018). Contracted teaching staff have also reported having insufficient time to implement cheating deterrence resources, 1 3 often exacerbated by a greater teaching burden over full-time staff (Blau et al 2018). A Canadian study of sessional teaching staff found that time commitment and emotional investment in reporting academic integrity violations were onerous (Crossman 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity

et al. 2021

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The increased incidences of academic misconduct in universities are compromising the reputation of higher education in Australia and increasing the work of academics responsible for the delivery of quality learning outcomes to students. Confronted with increasing instances of academic dishonesty in university classrooms, universities play a pivotal role in ensuring their academic staff are well-equipped with academic integrity knowledge. It is therefore important to understand academic staff perspectives about the training their workplaces could provide them on academic integrity. Specifically, this qualitative case study explores the opinions and perceptions of sessional or casual university academic staff on what content they would like to know about academic integrity, and how this knowledge could best be delivered to them. The study found that participants (N = 18) were genuinely interested in furthering their understanding of academic integrity issues, particularly in the areas of contract cheating, effective use of plagiarism detection tools, and developing a toolkit of skills that they could use to detect and deter plagiarism. In terms of the delivery of academic integrity training programs, webinars and orientation sessions were suggested as effective delivery mechanisms. Imparting knowledge about the content areas through the identified delivery mechanisms could enhance teaching faculty's understanding of student academic dishonesty and how to curb this behaviour proactively.

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Comparing Business School Faculty Classification for Perceptions of Student Cheating

Cited by 5 publications

References 28 publications

Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities

Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian Universities

The Barriers to Faculty Reporting Incidences of Academic Misconduct at Community Colleges

Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity

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