Developing a Sustainable Holistic Institutional Approach: Dealing with Realities “on the Ground” When Implementing an Academic Integrity Policy

Morris, Erica; Carroll, Jude

doi:10.1007/978-981-287-098-8_23

Cited by 39 publications

(36 citation statements)

References 12 publications

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“…Institutional and systemic approaches to addressing this complex issue are needed (Lancaster and Clark 2016; Australian Government: Tertiary Education Quality and Standards Agency [TEQSA] 2017). Academic integrity advocates call for a holistic approach to promoting academic integrity, addressing violations in a proactive manner, and developing clear and detailed policies and procedures that are applied consistently (Morris and Carroll 2016;TEQSA 2017). This approach can be used to begin to address the issue of contract cheating in Canadian postsecondary institutions.…”

Section: Contract Cheatingmentioning

confidence: 99%

“…In recent years, recommended practices for policy development have emerged (Bretag et al 2011b;Bretag and Mahmud 2016;Morris and Carroll 2016). Bretag et al (2011b) recommended five core elements for writing effective academic integrity policy.…”

Section: Academic Integrity Policy Analysismentioning

confidence: 99%

“…These core elements of exemplary academic integrity policy served to inform our understanding and analysis for the research completed in this study. Once policies have been written, it is important that they be reviewed and revised on a regular basis to ensure that they remain up to date and current (Morris and Carroll 2016).…”

Section: Academic Integrity Policy Analysismentioning

confidence: 99%

“…unacceptable practices in scholarly work (Morris and Carroll 2016), supporting students' learning (Bretag and Mahmud 2016), and affecting how content is adopted into curriculum (Bretag et al 2011b).…”

mentioning

confidence: 99%

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Academic integrity and contract cheating policy analysis of colleges in Ontario, Canada

et al. 2019

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In this study, we analyzed the academic integrity policies of colleges in Ontario, Canada, casting a specific lens on contract cheating. We extracted data from 28 individual documents from 22-publicly-funded colleges including policies and procedures (n = 27) and code of conduct (n = 1). We analyzed the characteristics of the documents from three perspectives: (a) document type and titles; (b) policy language; and (c) policy principles. Then we examined five core elements of the documentation including (a) access; (b) approach; (c) responsibility; (d) detail; and (e) support. Key findings revealed that specific and direct language pertaining to contract cheating was largely absent from the policy documents, that underlying policy principles lacked clear definition, and that exemplary policy has yet to be developed in this context. We conclude with recommendations for increased policy research in the area of academic integrity and a call for policy revision in Canadian higher education institutions to more explicitly address the issue of contract cheating, as well as provide more support to students and other campus stakeholders to better understand how contract cheating impacts and impedes teaching and learning.

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Section: Contract Cheatingmentioning

confidence: 99%

Section: Academic Integrity Policy Analysismentioning

confidence: 99%

Section: Academic Integrity Policy Analysismentioning

confidence: 99%

mentioning

confidence: 99%

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Academic integrity and contract cheating policy analysis of colleges in Ontario, Canada

et al. 2019

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“…A number of authors have proposed the use of assessment design in order to reduce the opportunities for cheating (Mahmood 2009;Morris 2016;Morris and Carroll 2016;Newton and Lang 2016;M. Walker and Townley 2012;C.…”

Section: Using Assessment Design To Reduce Opportunities For Cheatingmentioning

confidence: 99%

Using a Student Authentication and Authorship Checking System as a Catalyst for Developing an Academic Integrity Culture: a Bulgarian Case Study

2019

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This paper presents a case study carried out at Sofia University in Bulgaria, describing the relationship between two developments, firstly an expanding involvement with online learning and e-assessment, and secondly the development of institutional approaches to academic integrity. The two developments interact, the widening use of e-learning and e-assessment raising new issues for academic integrity, and the technology providing new tools to support academic integrity, with the involvement in technological developments acting as a catalyst for changes in approaches to academic integrity. The aim of this study is to describe in what ways the integration of technologies for student authentication and authorship checking in this university has begun to influence teachers' approach to academic integrity, and has also helped to identify specific issues that need to be resolved for the future of academic integrity in the university. Data collected during the implementation of pilots for the project TeSLA -An adaptive trust-based eassessment system -enabled an examination of the perspectives of administrators, teachers and students on approaches to cheating and plagiarism, and on possible future directions. The data suggests that the piloting of the TeSLA system has triggered a deepening consideration of approaches to academic integrity, and has also helped to identify important issues for future developments.

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Canadian Open Digital Distance Education Universities and Academic Integrity

Hunter

Kier

2022

Ethics and Integrity in Educational Contexts

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This chapter highlights aspects of open digital distance education universities (ODDUs) that pose particular challenges for academic integrity promotion and academic misconduct prevention. It also provides insight into how these important issues might be addressed. This topic is especially relevant in light of the global shift to online instruction, in part, as a response to the COVID-19 pandemic. Using the 4M Model as a framework, this chapter describes how the macro and micro levels of the university need to work together to promote academic integrity. We provide evidence from the literature that demonstrates that academic integrity issues and solutions are more similar than different between ODDUs and traditional, campus-based institutions of higher learning. Although the context of this book is Canada, much of our discussion applies globally because academic integrity and the move to online education is a growing, global phenomenon.

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Developing a Sustainable Holistic Institutional Approach: Dealing with Realities “on the Ground” When Implementing an Academic Integrity Policy

Cited by 39 publications

References 12 publications

Academic integrity and contract cheating policy analysis of colleges in Ontario, Canada

Academic integrity and contract cheating policy analysis of colleges in Ontario, Canada

Using a Student Authentication and Authorship Checking System as a Catalyst for Developing an Academic Integrity Culture: a Bulgarian Case Study

Canadian Open Digital Distance Education Universities and Academic Integrity

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