Enhancing Academic Integrity: Formulating Effective Honor Codes

Turner, Sharon; Beemsterboer, Phyllis L.

doi:10.1002/j.0022-0337.2003.67.10.tb03705.x

Cited by 45 publications

(33 citation statements)

References 16 publications

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“…Our results are consistent with others that have reported that students identify themselves as engaging in dishonest conduct because of the pressures imposed by the demands of the curriculum, which includes inflexible requirements that must be completed to graduate . The curriculum in our institution, which delays, in some cases, students a full year, encourages dishonest behaviour in students who hope to avoid the economic impact associated with an additional year of study.…”

Section: Discussionsupporting

confidence: 90%

Development of ethical practices and social responsibility in dental education at the university of Chile: student and faculty perceptions

Alcota

Gauna

González

2012

Eur J Dental Education

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Background The authors argue that dental curricula in Latin America are noted for providing highly technical and individualistic training that may fail to address society's problems or instil in the dentist the idea that he/she has a social responsibility to contribute to his/her community. Objectives This study's main objectives were to determine whether the curriculum and the faculty teaching practices of the School of Dentistry at the University of Chile contribute to its students' commitment to ethical and social responsibility. Methods This was a qualitative study that investigated the perceptions of sixteen subjects (eight students and eight faculty members). Data were collected in thorough deep interviews. The interview process model conceptualised and organised the information into sets of dimensions and categories. The dimensions studied were ethical commitment and social responsibility. The categories assessed within ethical commitment were honesty, tolerance, responsibility and respect. In the social responsibility dimension, the categories were solidarity, teamwork and concern for and communication with the patient. Analysis of the textual data was performed using a method of content analysis based upon constructed qualitative matrices. Results Our results show that students and scholars alike realise that ethical commitment and a sense of social responsibility are not promoted in the curriculum. They do, however, recognise the importance of these qualities in dental practitioners. Conclusions These results indicate that the current curriculum and teaching practices used in our School of Dentistry need to be reviewed and that programmes promoting professionals' commitment to their role in society need to be implemented.

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Section: Discussionsupporting

confidence: 90%

Development of ethical practices and social responsibility in dental education at the university of Chile: student and faculty perceptions

Alcota

Gauna

González

2012

Eur J Dental Education

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“…Walker 2010) and honour codes (e.g. Turner and Beemsterboer 2003) have been suggested as solutions to problems of integrity and plagiarism. Text-matching software, however, does not replace pedagogical approaches for teaching students academic writing, values and appropriate study and citation strategies (Löfström and Kupila 2013).…”

Section: Dealing With Student Plagiarism In Academiamentioning

confidence: 99%

Dealing with plagiarism in the academic community: emotional engagement and moral distress

2017

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This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject's engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semistructured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory "gatekeeping" responsibility; 3. a breach of the "everyday normality"; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them.

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“…Academic integrity has been defined as involving "understanding what it means to be honest in the particular culture of the academic world, and being able to apply the scholarly conventions of acknowledgment" (East and Donnelly 2012). Turner and Beemsterboer (2003) include the notions of teaching, learning and the wider academic environment, and define academic integrity as "honesty in all matters relating to endeavours of the academic environment", which includes "the teaching and learning of knowledge, skills, and values and the discovery and dissemination of new knowledge." Within the past decade, there has been a change in focus on academic integrity from detection and punishment of undesired behaviours to promotion of desired behaviours (Ferguson et al 2007).…”

Section: Introductionmentioning

confidence: 99%