Who teaches academic integrity and how do they teach it?

Löfström, Erika; Trotman, Tiffany; Furnari, Mary; Shephard, Kerry

doi:10.1007/s10734-014-9784-3

Cited by 128 publications

(59 citation statements)

References 26 publications

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“…In the literature review undertaken by Macfarlane et al (2014) the predominant focus emerging in the literature was on investigating and illustrating a perceived lack of absence of academic integrity, and in this context identified that there is a pressing need for greater understanding of academic integrity across all practice elements, including teaching. The current proactive ethos towards academic integrity is influenced not only by policy actions, such as syllabi and course outlines acknowledgement of academic integrity, ethical guidelines or codes of conduct, but also by the very capacity of academics to teach and/or influence the students' awareness and acceptance of academic integrity standards (Löfström et al 2015).…”

Section: Information Ecology At the Heart Of Academic Integritymentioning

confidence: 99%

Networked participatory online learning design and challenges for academic integrity in higher education

O'Connell

2016

Int J Educ Integr

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A new multi-disciplinary degree program in education and information studies was developed to uniquely facilitate educators' capacity to be responsive to the demands of a digitally connected world. Charles Sturt University's Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. The co-construction of knowledge through interpersonal discourse creates a pedagogical tension between a focus on knowledge-based instruction and outcomes, and on praxis-based instruction. This digital context draws attention to academic integrity issues in online learning environments. Through the new subject Game-Based Learning, students engaged in theory, practice, trends in game designs and immersive aspects of game, utilizing the technology and pedagogical affordances of a range of online tools. The subject builds on the keystone subject and incorporates reflective participation and a culture of participatory learning through integration of social media, social scholarship and open sharing of ideas, resources and experiences online within the broader education community. Subject engagement and assessment design incorporated academic integrity strategies, and needed individual and group collaboration to be fully integrated into the learning experience of the students, thus modeling practices relevant to the student's own processional practices. This paper also considers the contribution of global connectedness to the success of the pedagogic processes used for embedding academic integrity through social scholarship into the curriculum and learning experiences.

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Section: Information Ecology At the Heart Of Academic Integritymentioning

confidence: 99%

Networked participatory online learning design and challenges for academic integrity in higher education

O'Connell

2016

Int J Educ Integr

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“…For instance, integrity can be embedded into higher education through discussing ethical values and practices in the classroom, role modeling standards of integrity, and building students’ profession-specific ethics expertise via a well-validated ethics curriculum and assessing relevant outcomes (e.g., Bebeau and Thoma, 1998; Löfström et al, 2015). …”

Section: Discussionmentioning

confidence: 99%

Integrity in and Beyond Contemporary Higher Education: What Does it Mean to University Students?

2016

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Research has focused on academic integrity in terms of students’ conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly. Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibility. We collected and analyzed qualitative responses from 127 students at the National University of Singapore to understand how they define integrity in their lives as students, and how they envisage integrity would be demonstrated in their lives after university. Consistent with the current literature, our data showed that integrity was predominantly taken as “not plagiarizing (in school)/giving appropriate credit when credit is due (in the workplace)”, “not cheating”, and “completing tasks independently”. The survey, though, also revealed further perceptions such as, in a university context, “not manipulating data (e.g., scientific integrity)”, “being honest with others”, “group work commitments”, “conscience/moral ethics/holding true to one’s beliefs”, “being honest with oneself”, “upholding a strong work ethic”, “going against conventions”, and “reporting others”, as well as, in a workplace context, “power and responsibility and its implications”, “professionalism”, and “representing or being loyal to an organization”. The findings suggest that some students see the notion of integrity extending beyond good academic conduct. It is worthwhile to (re)think more broadly what (else) integrity means, discover the gaps in our students’ understanding of integrity, and consider how best we can teach integrity to prepare students for future challenges to integrity and ethical dilemmas.

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“…While specificity in integrity policy is necessary, academics themselves need to understand and communicate to students what is essentially meant by misconduct (Collins and Amodeo 2005). Research in the fields of psychology and business suggests that researchers and students alike may be confused about what constitutes ethical behavior and under what conditions (e.g., collaboration versus collusion Barrett and Cox 2005;Sutton and Taylor 2011;Löfström et al 2015).…”

Section: Integrity Policymentioning

confidence: 99%