Honor Codes: Evidence Based Strategies for Improving Academic Integrity

Tatum, Holly E.; Schwartz, Beth M.

doi:10.1080/00405841.2017.1308175

Cited by 42 publications

(31 citation statements)

References 22 publications

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“…The authors report the best method to reduce academic dishonesty is through faculty training and support [11]. Suggested methods to prevent cheating in the classroom [11] include banning cell phones and other smart devices from testing area [8], having students sign an honor code prior to testing [12, 13], and developing multiple forms of tests. Changing the culture and overall environment is found to curb cheating.…”

Section: Introductionmentioning

confidence: 99%

“…Changing the culture and overall environment is found to curb cheating. Students are less likely to cheat if students perceive faculty as fair and trustworthy [12]. Promoting positive learning environments [14], fostering institutional integrity [15], developing strong faculty-student rapport [16], and engaging students in thoughtful discussions about academic expectations and values [17, 18] are recommended to enhance academic honesty .…”

Section: Introductionmentioning

confidence: 99%

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Student and faculty perceptions: appropriate consequences of lapses in academic integrity in health sciences education

et al. 2019

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Background A breadth of evidence supports that academic dishonesty is prevalent among higher education students, including students in health sciences educational programs. Research suggest individuals who engage in academic dishonesty may continue to exhibit unethical behaviors in professional practice. Thus, it is imperative to appropriately address lapses in academic dishonesty among health sciences students to ensure the future safety of patients. However, students and faculty have varying perceptions of what constitutes academic dishonesty and the seriousness of breaches in academic dishonesty. The purpose of this study is to gain health sciences faculty and students’ perceptions on the appropriate consequences of lapses in academic integrity. Methods Faculty and students from different health care disciplines were asked to complete the anonymous survey in which 10 different academic (non-clinical) and clinical scenarios were presented. For each scenario, students or faculty needed to address their concern and assign an academic consequence that they considered appropriate (ranked from no consequence to dismissal). A mixed-effects model was used to assess the difference of questionnaire scores between subgroups. The study was completed in the Spring of 2017. Results A total of 185 faculty and 295 students completed the electronic survey. Across all survey questions (clinical and non-clinical), the perceived severity of the behavior predicted the consequence chosen by the respondent, indicating that both faculty and students assigned what they felt to be appropriate consequences directly based on their values and perceptions. Both faculty and students show congruence in their opinions regarding the perceived seriousness of clinical cases ( p = 0.220) and the recommended consequences assigned to such lapses ( p = 0.110). However, faculty and students statistically significantly disagreed in their perception of the severity of non-clinical academic dishonesty scenarios and recommended consequences ( p < 0.001). Conclusions Our research supports the need for collaborative work between faculty and students in putting forth clear guidelines on how to manage and uphold rules related to lapses in academic integrity not only for non-clinical situations, but especially for clinical ones in a health care setting. Recommendations from this research include using an honor code utilized in clinical settings.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student and faculty perceptions: appropriate consequences of lapses in academic integrity in health sciences education

et al. 2019

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“…Academic dishonesty included cheating (using unauthorized material or assistance), plagiarism (presenting someone's work as one's own without citing), fabrication (falsification of information), misrepresentation (example: false medical or excuse), collusion (group work for individual work), facilitation (assisting others in academic dishonesty) and contract cheating (outsourcing assessments to third parties) (Tatum and Schwartz 2017;Bretag et al 2019). Studies have indicated that students engaged in academic dishonesty by various cheating behaviours (Rennie and Crosby 2001;Al-Dwairi and Al-Waheidi 2004).…”

Section: Academic Dishonestymentioning

confidence: 99%

Academic integrity and the implementation of the honour code in the clinical training of undergraduate dental students

Raman

Ramlogan

2020

Int J Educ Integr

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Educational pressures such as challenging workload, demanding deadlines and competitiveness among undergraduate dental students erode academic integrity in clinical training. The implementation of honour codes have been associated with the reduction in academic dishonesty. An action research was undertaken to investigate and foster academic integrity through creative pedagogical strategies and the implementation of an honour code within the undergraduate dental programme. Students reported the honour code as relevant (86.3%) and it encouraged (> 92%) the five investigated fundamental values of academic integrity (International Centre of Academic Integrity). The students also favoured (86.3%) the annual implementation of the honour code. The creative pedagogical strategy facilitated a change in perception on academic integrity in the clinical scenarios sessions. Most students (85.7%) showed changes in perception of academic integrity. The majority of students’ narratives/responses were positive and the emerging subthemes also espoused the five out of the six ICAI fundamental values of academic integrity. Students indicated the need for inclusion of academic integrity education within the curriculum. They felt that staff also should be guided by an academic integrity policy. Implementation of an honour code coupled with creative pedagogical strategies helped to foster understanding and appreciation for academic integrity. Conversely the honour code implementation was more effective due to the use of supportive creative pedagogical strategies on academic integrity. It is still undetermined whether these change in perception impacted on clinical practice during training and post-graduation.

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“…Es más, cuanto más estricta es la reglamentación menos comisión de prácticas contra la integridad académica se producen (Erzegovac & Richardson, 2004;McCabe & Trevino, 1993;McCabe, Trevino & Butterfield, 1999;LoSchiavo & Shatz, 2011;Turner & Beemsterbooer, 2008). Ahora bien -y de ahí la necesidad de abordar el tema desde una perspectiva holística-, la simple existencia de reglamentos no garantiza una mayor honestidad; para que tengan efecto, estos reglamentos deben ser conocidos, tanto por el profesorado como por el alumnado, y, sobre todo, no ser papel mojado: deben ser aplicados (Comas, 2009;McCabe, Butterfield & Trevino 2003;Tatum & Schwartz, 2017;Tornos, 2010;Turner & Beemsterbooer, 2008). Con el cumplimiento de estas tres condiciones (reglamentos estrictos + conocimiento de los mismos por parte de los actores implicados + aplicación de los mismos), la literatura existente sugiere que se produce una disminución de las prácticas académicas deshonestas (Konheim-Kalkstein, Stellmack, & Shilkey, 2008;LoSchiavo & Shatz, 2011).…”

Section: Discusión Y Conclusionesunclassified

Las conductas fraudulentas del alumnado universitario español en las evaluaciones: valoración de su gravedad y propuestas de sanciones a partir de un panel de expertos

Negre

Cerdà-Navarro

Calvo-Sastre

et al. 2019

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Este trabajo se centra en el fraude en las evaluaciones por parte del alumnado universitario español y su reglamentación por parte de las universidades como dispositivo para combatirlo. A partir del análisis de la literatura y la consulta a un panel de expertos mediante la administración de un cuestionario en dos rondas se identifican los principales comportamientos fraudulentos en las evaluaciones. Posteriormente, a partir de las opiniones de los expertos se determina, por una parte, el nivel de gravedad de cada uno de los comportamientos fraudulentos y, por otra, el tipo de sanciones aplicables según su gravedad. El análisis del grado de concordancia de los expertos en torno a estas cuestiones sugiere que, si bien hay algunos elementos que presentan un consenso significativo, continúan habiendo importantes divergencias en algunos criterios fundamentales a la hora de valorar y sancionar los comportamientos fraudulentos del alumnado en las evaluaciones. Los resultados ofrecidos pueden ser de utilidad para la elaboración y desarrollo de políticas educativas contra la deshonestidad académica basadas en dispositivos normativos This paper focuses on the fraud in the evaluations perpetrated by the Spanish university students and its regulation by the universities as a device to combat it. From the analysis of the literature and the consultation of a panel of experts through the administration of a questionnaire in two rounds, the main fraudulent behaviours in the evaluations are identified. Subsequently, based on the opinions of the experts, it is determined, on the one hand, the level of seriousness of each of the fraudulent behaviours and, on the other, the type of sanctions applicable according to their severity. The analysis of the degree of concordance of the experts on these issues suggests that, although there are some elements that present a significant consensus, there continue to be important divergences in some fundamental criteria when assessing and punishing the fraudulent behaviour of students in the evaluations The results offered can be useful for the development and implementation of educational policies against academic dishonesty based on normative devices.

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Honor Codes: Evidence Based Strategies for Improving Academic Integrity

Cited by 42 publications

References 22 publications

Student and faculty perceptions: appropriate consequences of lapses in academic integrity in health sciences education

Student and faculty perceptions: appropriate consequences of lapses in academic integrity in health sciences education

Academic integrity and the implementation of the honour code in the clinical training of undergraduate dental students

Las conductas fraudulentas del alumnado universitario español en las evaluaciones: valoración de su gravedad y propuestas de sanciones a partir de un panel de expertos

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