Academic Integrity

Detecting academic plagiarism is a pressing problem, e.g., for educational and research institutions, funding agencies, and academic publishers. Existing plagiarism detection systems reliably identify copied text, or near copies of text, but often fail to detect disguised forms of academic plagiarism, such as paraphrases, translations, and idea plagiarism. We present Semantic Concept Pattern Analysis - an approach that performs an integrated analysis of semantic text relatedness and structural text similarity. Using 25 officially retracted academic plagiarism cases, we demonstrate that our approach can detect plagiarism that established text matching approaches would not identify. We view our approach as a promising addition to improve the detection capabilities for strong paraphrases. We plan to further improve Semantic Concept Pattern Analysis and include the approach as part of an integrated detection process that analyzes heterogeneous similarity features to better identify the many possible forms of plagiarism in academic documents.

In his 2004 book The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead, David Callahan chronicles the growing acceptance of dishonest practices in American society. Public vice has become an all too common feature of hyper-capitalist societies. And the Ivory Tower is no exception.

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, e-learning 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.

Student perceptions of classroom management practices and policies employed by college educators have not been widely studied.  Faculty have broad discretion to determine classroom management practices and policies, and faculty are generally evaluated at least annually with student evaluations of teaching as a significant component of  the evaluative process.  The focus of this paper is whether students perceive faculty as having the freedom or discretion to adopt specified behaviors or policies unrelated to course content decisions. 

After the fall of the Soviet Union, former Soviet Republics found themselves needing to revise and sometimes create systems affecting their emerging democracies. In education for example, the former Soviet system of teaching and learning was now open for new and different methods of instruction and evaluation. In countries like the Republic of Moldova, the revision and creation of an educational system was made even more problematic as a multi-lingual and multi-ethnic population saw opportunities in more open and accessible pathways through education and into business. These opportunities gave rise to the pressures of success, and at times, by any means necessary. This has created an environment where academic dishonesty has become prevalent at all levels of education especially in higher education. This paper examines the attitudes, beliefs and practices of university students surrounding academic integrity in the Republic of Moldova.

Susan Haack, “The Integrity of Science: What It Means, Why It Matters.”

Abstract: The many meanings of “integrity” are distinguished. This paper focuses specifically on how the concept of integrity in the sense of “firm adherence to values” applies to science qua institution. The most relevant values – the epistemological values of evidence-sharing and respect for evidence – are articulated, and shown to be rooted in the character of the scientific enterprise. This paves the way for an exploration of the circumstances that presently threaten to erode commitment to these core values: an exploration illustrated by the disturbing saga of the arthritis drugs Vioxx and Celebrex. The paper concludes with an articulation of why the erosion of scientific integrity should concern us.

Issues of academic plagiarism in educational institutions are often played out in the public arena. Media reports that ‘scandals’ occur in universities where plagiarism has gone undetected, or unpunished can undermine public faith in the academic integrity of higher education. Antiplagiarism software has been successfully marketed to universities as a means through which to detect and deter plagiarism. One commercially available product, Turnitin, has been embraced and implemented in many educational settings around the globe. Although Turnitin has been heralded as an effective measure to combat plagiarism, little empirical research has been undertaken to examine user perceptions of its effectiveness. This paper details a site-specific case study which explores the perspectives of seven teachers across five faculties at South-Coast University¹ about the effectiveness and usability of Turnitin. The findings indicate that Turnitin assists in detecting passages where text matches other...

Student perceptions of classroom management practices and policies employed by college educators have not been widely studied. Faculty have broad discretion to determine classroom management practices and policies, and faculty are generally evaluated at least annually with student evaluations of teaching as a significant component of the evaluative process. The focus of this paper is whether students perceive faculty as

The chapter will explore academic integrity in relation to the research (mis)conduct of academic faculty in
universities in China (excluding Hong Kong, Macau, and Taiwan). The academic profession in China is
state sponsored rather than autonomous and has one of the lowest basic salary levels internationally. The
rapid growth of higher education in China, allied with performative pressures in the ranking race, has led
to increasing concerns about research integrity focused mainly on the conventional misconduct categories
of falsification, fabrication, and plagiarism. However, research integrity in China also needs to be
understood by reference to cultural norms, including the building of relationships and courtesy toward
and respect for authority. Norms based on a Western conceptualization of research integrity do little to
challenge or alter practices associated with guanxi and the intensive norms of reciprocity which dominate
academic life in China. Weak professional self-regulation and poor academic socialization have also
contributed to the current problematic situation of academic integrity in China.

Academic integrity literacy is one of the required information literacy skills for university/college readiness and success. Studies have shown that many students arrive at university/college without this valuable skill (Peters et al., 2019). The purpose of this article is twofold: first, to explore to what extent the role of school librarians as the authority in creating an academic integrity culture is discussed in the literature, standards, and guidelines from renowned K-12 curricula and school library associations; and, second, to share some examples of past personal action research projects about academic integrity designed and implemented by the author in three different schools in Vietnam, Saudi Arabia and Switzerland.

This paper starts by defining the social enterprise sector, its history, and its current size and scope in the UK. This is followed by a discussion on the distinct legal structures available for social enterprises, and how these determine their identity and brand. The second half of the paper focuses on the potential for the emergence of socio-ecological enterprises out of university-led research, and presents a business plan which will be incorporated into upcoming  research projects

Previous research has explored possible reasons to conduct academic dishonesty while there are only a few research studies that investigate the strategies to promote academic integrity and do not look at moral self-regulation as a mediating variable. This study, therefore, aims to examine whether moral self-regulation mediates the effects of mastery goal orientation and performance goal orientation on academic integrity. A self-report scale was distributed to 251 students (M = 41%; F = 59%) of one state Islamic university in Jakarta, Indonesia, in which the structural equation model was used to analyse the data. Using the root mean square error of approximation, comparative fit index and Tucker-Lewis Index as indicators of the model of fit, the results proved that moral self-regulation mediated two mentioned variables affecting academic integrity. This finding implies the need to consider the inclusion of moral selfregulation in the academic life of students.

Historical research has shown that, at its inception, research ethics was conceived as distinct from existing discourses of professional ethics. Subsequently, this distinction has been maintained and, as a result, the discourse of research ethics appears to be an external to and independent of the practices it normatively analyses and comments upon. This chapter challenges these founding preconceptions and considers if research ethics can be understood as a professional ethics. Therefore, this chapter examines the criteria sociological research identifies as constitutive of a profession, and while one might conclude that research is obviously not formally instantiated as a profession, some of the sociological criteria have significant relevance. In this light it is argued that we might rethink the notion of research ethics in terms of a professional ethics. To do so would be to more clearly embed ethical discourse in the practice(s) of research, something that is consistent with the current turn to integrity.

This Presentation deals with the following: What is Academic Integrity? How to Promote a culture of academic integrity Areas of academic Dishonesty -Identifying breaches of academic integrity Integrity in Teaching, learning and assessment Integrity in Research and professional Development

Purpose–The purpose of this paper is to introduce practitioners to the appropriate use of measures of unethical behaviour, evaluate the use of integrity-related assessments for use in personnel selection, and determine the validity of the moral competency index (MCI) instrument using standard validation procedures. Design/methodology/approach–Content, construct, convergent and discriminant approaches are applied to establish the relative validity of the assessment tool.

Ky studim analizon çështje që lidhen me avancimin, etikën dhe integritetin në Universitetin e Prishtinës. Studimi është i ndarë në katër pjesë. Pjesa e parë trajton konceptin e
integritetit akademik, analizon parimet dhe dimensionet për garantimin e këtij integriteti dhe ofron disa të dhëna për gjendjen e tij në nivel të vendeve të Bashkimit Evropian (BE). Pjesa e dytë analizon bazën normative që rregullon etikën dhe integritetin akademik, si dhe identifikon disa mangësi të rregulloreve ekzistuese. Pjesa e tretë ofron një
pasqyrë mbi kulturën e mirëmbajtjes dhe të promovimit të integritetit akademik, praktikat e këqija të publikimeve nëpër revista mashtruese në nivel menaxhmenti dhe personeli akademik, mentorimet e temave të doktoratës dhe plagjiaturat. Së fundmi, pjesa e katërt analizon ndërlidhjen mes procesit të rekrutimit, avancimit akademik dhe mungesës së integritetit. Këtu shqyrtohen paqartësitë statutore, komisionet vlerësuese dhe pasiguria ligjore lidhur me kriteret për avancim. Në fund ofrohen rekomandime se si do të mund tëadresoheshin disa prej problemeve të identifikuara prej këtij studimi.

With the increasing prevalence of plagiarism among higher education students, many researchers are interested in studying this phenomenon to clarify the concept of plagiarism. Despite efforts made to define all areas of plagiarism, there are still difficulties in determining and dismantling this phenomenon. This may be primarily due to the multidisciplinary, different natures and multiplicity of the areas that can be sources of plagiarism. This study aims to reveal the academic view of the self-plagiarism phenomenon in student projects in the field of interior design by identifying the meaning of self-plagiarism from this point of view, its causes, its effects and measures to prevent it. To accomplish this, 45 academic members in the field of interior design were interviewed. The results revealed that self-plagiarism is a very serious phenomenon in the field of interior design as its growth and spread prevent original ideas from appearing and encourage students to repeat previous ideas, which finally leads to a lack of innovation in their design projects. The contribution to new knowledge in this study will contribute to defining the phenomenon of self-plagiarism in the field of interior design and will draw the attention of academics to its dangers.

Although plagiarism, cheating and academic integrity receive increased attention, literature provides little practical advice or strategies on how to approach these topics with students. In this paper we describe a case study in relation to an intervention we have developed to help our students prevent plagiarism and to foster academic integrity amongst our studentship. In the two hour workshop students are supported in gaining a deeper understanding of what plagiarism is and provides them with practical examples of how plagiarism can be avoided. In the context of the workshop plagiarism is discussed in its many forms of the intentional and unintentional stealing or appropriating of ideas that are not credited accordingly (Helgesson & Eriksson, 2015). The intervention also encompasses discussions around academic integrity and what academic integrity means in theory and in practice. The six steps in our intervention are a sorting activity (what is plagiarism?), the presentation of re...

The idea of exhibiting academic integrity is not a recent phenomenon when academics and researchers have been expressing fury against any kind of academic theft worldwide. The strolling of internet, since its inception, appeared as the best blessing of all the technological innovations which has created the threat of content theft simultaneously among the faculty members, researchers and students. Research substantiates that students in higher education are mostly keen to copy-paste in written assignments or take-home exams without following proper referencing system. Sometime, students attempt to cite and refer the source of their writings, but they fail to paraphrase or summarize intellectual properties appropriately. In Bangladesh, it is often uttered that most of the higher education students are victim of this ill practice. Idea stealing, improper citation and referencing lead a student to copy-paste and to, somehow, manage a deadline. Creating new knowledge what it is called the purpose of coming to a higher education institution; but is it actually the scenario globally in general and Bangladesh in particular? Easy access to the sources at present, reluctance of students to devote themselves in the challenging mission of creating, lack of authentic and dominant tool to check plagiarism (though some web checkers like turnitin have been contributing a lot) are the main reasons behind this curse of copy-paste. This paper attempts to analyze the present scenario of plagiarism checking practices worldwide, to compare those with that of Bangladesh and to provide future directions for reducing the practices; and thus answering question of the title of this paper.

"Purpose: Our research fulfills three purposes: 1) introduce practitioners to the appropriate use of measures of unethical behavior; 2) evaluate the use of integrity related assessments for use in personnel selection; and 3) determine the validity of the MCI instrument using standard validation procedures.

Methodology: Content, construct, convergent and discriminant approaches are applied to establish the relative validity of the assessment tool.

Findings: The results of the MCI purport to align with one’s moral values and behaviors. We establish face validity of the MCI measure, but fail to establish: 1) an appropriate simple factor structure, 2) convergent validity, 3) discriminant validity, and 4) support for the lack of impact of demographic factors on the purported measure of Moral intelligence.

Research limitations: An acceptable but constrained (working students) sample was used in the validation.

Practical implications: Researchers and practitioners should be familiar with psychometric principles to ensure the use of valid tools in a predictive and defensible manner. New measures can be developed, but should be validated before used for developmental or personnel decision making purposes.

Originality/value: 1) The lack of validity associated with the MCI instrument is established; 2) Researchers and practitioners are exposed to considerations in the appropriate use of measures of unethical behavior, and 3) exposed to several previously validated integrity related assessments for use in personnel decision making."

Few cross-national studies have been conducted on academic dishonesty. The aim of this study was
to explore students’ disclosed levels of academic dishonesty between New Zealand and Nigeria.
The measures obtained included incidence, acceptability, and justification of dishonest action. It was
hypothesized that there would be differences between the two groups and that differences could be
explained in terms of deontology, cultural relativism, utilitarianism, rational fair exchange, and/or
response bias. There were 844 medical and health science students who participated in the study
and completed a questionnaire that explored incidence, acceptability, and justification of dishonest
action. A binary logistic regression revealed that age and incidence were significant predictors of
country allocation. Nigerian students reported more engagement in dishonest behaviors, and it is
argued that these students have diverse cultural expectations, language variances, response strategies,
norms, beliefs, and values. Educational interventions are essential to address concerns related
to academic dishonesty such as promoting cross-cultural discourse, providing study skills programs,
utilizing peer mentoring, creating formal exchange strategies, and endorsing honor codes.

Євроатлантична інтеграція України вимагає значних змін у вищій освіті, однією з яких є розвиток академічної доброчесності у ЗВО. Таким чином, мета цього дослідження – теоретичне обґрунтування умов розвитку академічної доброчесності у студентів під час професійної підготовки.
Задля визначення стану академічної доброчесності у вітчизняних ЗВО було зібрано дані 150 українських здобувачів вищої освіти за допомогою онлайн-анкетування, розробленого на основі опитувань академічної доброчесності Д. Л. Мак’кейба, І. Шліхти та Н. Шліхти. Результати були підтверджені методами математичної статистики і доводили широке розповсюдження порушення академічної доброчесності (особливо – списування) серед українських здобувачів вищої освіти та незнання її основних принципів. Крім того, в рамках даного дослідження було розроблено робочу програму навчальної дисципліни «Академічна доброчесність» як можливий засіб розвитку академічної доброчесності в українських ЗВО.
Ключові слова: академічна доброчесність, порушення академічної доброчесності, академічний проступок, вища освіти України.

Euro-Atlantic integration of Ukraine demands significant changes in higher education, one of which is development of academic integrity culture. Thus, the purpose of the present study is to substitute theoretically the formatting conditions of academic integrity among Ukrainian students during tuition.
On the one hand, the data of 150 Ukrainian students was obtained using a self-reported online questionnaire based on Academic Integrity Survey by D. L. McCabe, I. Shlikhta and N. Shlikhta. On the other hand, the data was analyzed using the methods of mathematical statistics. The gained results prove widely spread academic dishonesty behavioral types (especially cheating) among Ukrainian students and their ignorance of fundamental values of academic integrity. In the addition, the given study describes some possible developing strategies of academic integrity during students’ tuition in Ukraine such as a created university course under the title «Academic Integrity».
Key words: academic integrity, academic integrity culture, academic misconduct, cheating, Ukrainian higher education.