Using the Sociological Imagination to Teach about Academic Integrity

Trautner, Mary Nell; Borland, Elizabeth

doi:10.1177/0092055x13490750

Cited by 21 publications

(19 citation statements)

References 27 publications

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“…The authors point out that the term does not have the same meaning for all members of the academic community, while the starting point in various studies is that there is a consensus on the meaning of the term fraud (Ashworth et al 1997). Even though the problem is a complex one and while it is quite possible that some students may have difficulties understanding its meaning (Trautner and Borland 2013), some authors think that students most certainly know what is expected from them (Burrus et al 2013). Respondents answer the question What do students perceive to be plagiarism/cheating?…”

Section: Literature Reviewmentioning

confidence: 99%

Attitudes towards cheating behavior during assessing students᾽performance: student and teacher perspectives

et al. 2020

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Our aim in this study was to determine students’ and teachers’ attitudes towards cheating in assessing students’ performance. We used mixed methodology and the main research method was a case study. We aimed to describe how our respondents: 1. recognize ethical misconduct (EM) in several situations given through case studies, 2. understand the roles of each subject involved, 3. predict consequences of the EM and how they understand its possible causes, 4. create individual answers to EM or resolve problem situations. The research sample of students (120) includes participants from three basic study programs and two postgraduate programs in the field of education. A sample of teachers (42) was obtained from a number of faculties by random selection. Our respondents have identified most forms of EM reasonably well, although in some situations, the respondents recognized other errors (poor organization of time for learning, professors’ strict deadline for paper submission, etc.) as EM. Therefore, the issues of ethics are not completely clear to all respondents, which leads to the conclusion that universities must organize training in this field. Both groups of respondents understand EM in a similar way, and whether it is a professor or a student (or students) who commits EM has not affected their responses. Our results suggest that it is necessary to work on the prevention of fraud by discussing the consequences (especially the long-term ones, which were not considerably discussed in the comments), by learning ethical reasoning, by developing functional strategies of learning for the purpose of preventing fraud.

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Section: Literature Reviewmentioning

confidence: 99%

Attitudes towards cheating behavior during assessing students᾽performance: student and teacher perspectives

et al. 2020

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“…Research also shows that problem-based learning (requiring the solving of open-ended problems in collaboration with others) and other student-centred pedagogies are more effective than traditional lecturing in helping students construct knowledge (see Hmelo-Silver, 2004), and develop their critical thinking skills and self-confidence (e.g., Tiwari, Lai, So, and Yuen, 2006). Again, only one reviewed study (i.e., *Trautner and Borland, 2013) examined the impact of what may be considered a student-centred approach (case-study/discussion/problem-solving) to academic integrity learning, however, comparisons to another strategy were not made.…”

Section: Discussionmentioning

confidence: 99%

“…The authors reported significantly increased confidence in writing, understanding authorship, and avoiding plagiarism, particularly for first year university students as evidence for intervention effectiveness. In addition to discussions about academic integrity and causes of cheating, *Trautner and Borland (2013) found that the sociological imagination teaching and learning approach encouraged students to view scenarios of academic dishonesty as both personal problems and public issues.…”

Section: Face-to-face Instructionmentioning

confidence: 99%

Effectiveness of tutorials for promoting educational integrity: a synthesis paper

Stoesz

Yudintseva

2018

Int J Educ Integr

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The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, elearning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective in terms of satisfaction with the intervention, and changes in students' attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability.

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“…Some disciplines (e.g. business, law, medicine and journalism) include ethics within their curricula because it is felt to be important that their students are taught how to think ethically in order to influence ethical actions (Spain & Robles, ; Lavine & Roussin, ; Trautner & Borland, ). A common principle of such programmes is that ethics and personal integrity are at the heart of the normative description of ourselves as moral actors; that there are moral and ethical dimensions fundamental to social responsibility and to the professional identity of people in those professions.…”

Section: Understanding the Ethical Environmentmentioning

confidence: 99%

Examining the ethical environment in higher education

Richardson¹,

Healy

2019

British Educational Res J

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Higher Education Institutions (HEIs) across the world have found themselves faced with new challenges on issues of ethics. Much of this has been centred on issues of assessment: plagiarism, buying essays, sharing/lending of previously passed work and the stealing of marked/returned work of others. Institutions still treat academic misconduct as largely a behavioural difficulty rather than an issue of ethics (or education), suggesting that academia places a far greater emphasis on combating new forms of dishonesty than it does on encouraging ethical habits and a healthy ethical environment. To date, the majority of research in this area has examined these forms of academic misconduct from the point of view of the student and/or the university, with the perspective of academics receiving very limited attention. Our hypothesis is that academics are perhaps best placed to provide the education needed to create and sustain an ethical environment, and we argue that being ‘ethically aware’ is a critical factor in the development of academic competence for all parties. This study adds to existing research in three ways: firstly, by highlighting the importance of an overall framework for an ethical environment within HEIs; secondly, by suggesting an ecological model of key parties (the university, students and academics) with responsibility for this environment in assessment; and thirdly, by including new evidence (generated by a survey of academics) to extend our understanding of their views on these issues.

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Using the Sociological Imagination to Teach about Academic Integrity

Cited by 21 publications

References 27 publications

Attitudes towards cheating behavior during assessing students᾽performance: student and teacher perspectives

Attitudes towards cheating behavior during assessing students᾽performance: student and teacher perspectives

Effectiveness of tutorials for promoting educational integrity: a synthesis paper

Examining the ethical environment in higher education

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