Student Academic Misconduct

In a study of third-year accounting students from five Scottish universities and academic accounting staff in Scotland, perceptions of the seriousness and frequency of occurrence of 22 different kinds of academic misconduct were measured. Reasons for cheating and for not cheating were also examined. Data with respect to respondent, age, gender, institution, teaching specialism and teaching experience are discussed, along with the implications of these results for all accounting educators.

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.

Purpose: This report summarizes existing research related to academic integrity, accessibility, equity, and inclusion, with a particular focus on individuals with learning disabilities and neurodevelopmental disabilities. It provides an overview of the literature up to and including August 2021, highlighting key issues and existing gaps. The literature review is supplemented with a discussion of key issues and recommendations for practice.
Methods: Our research question (RQ) was: What does the research literature show about academic integrity and related terms (i.e., academic misconduct, academic dishonesty, and plagiarism) in students with disabilities (i.e., learning and neurodevelopmental disabilities) in post-secondary settings?
To answer this question, a methodical search of databases was undertaken, relevant research was compiled, and articles were summarized and categorized.
Results: We ran two searches each using different sets of key words. Although our searches proved unsuccessful, we provide a brief annotated bibliography of sources we knew to exist prior to our search. In addition, we offer a comprehensive discussion exploring why the searches failed, along with a discussion of some broader issues related to academic integrity and student accessibility.
Implications: Scholarly and practitioner inquiry into the connections between academic integrity, accessibility, equity, and inclusion have been slow to develop. This presents opportunities for further inquiry, though we offer the caveat that such studies should be undertaken in the spirit of student success and supports. Most often discussion of the academic integrity and students with disability focus on the legitimacy of the academic accommodations. As more stakeholders become aware of the need to understand the connections between academic integrity, accessibility, equity, and inclusion, there is room for further recommendations for policy, policy implementation, and support through technology, education, and intervention programs.
Additional materials: 82 References; 2 Tables
Keywords: Academic integrity, academic dishonesty, academic misconduct, plagiarism, accessibility, equity, inclusion, learning disabilities, neurodevelopmental disabilities, dyslexia, Autism Spectrum Disorder, higher education

In this paper I document and reflect on our institutional response to the coronavirus crisis from an academic integrity perspective. I contemplate how the rapid transition to remote learning impacted academic misconduct, including how assessment of student learning played a role. I explore the proliferation of commercial file-sharing and contract cheating companies during the pandemic, situating Canada within broader global contexts. Finally, I consider how to address concerns around academic integrity as remote and online delivery continue into the fall 2020 semester and beyond.

Purpose: The goal of this study was to understand the relationship between academic integrity and students' mental health during the COVID-19 crisis. Methods: We employed a rapid review method to identify relevant data sources using our university library search tool, which offers access to 1026 individual databases. We searched for sources relating to the concepts of (a) COVID-19 crisis; (b) academic integrity; and (c) mental health. We delimited our search to sources published between 01 January and 15 May 2020. Results: Our search resulted in a preliminary data set of sources (N=60). Further screening resulted in a total nine (n=9) sources, which were reviewed in detail. Data showed an amplification of students' anxiety and stress during the pandemic, especially for matters relating to academic integrity. E-proctoring of examinations emerged as point of particular concern, as there were early indications in the literature that such services have proliferated rapidly during the crisis, with little known about the possible impact of electronic remote proctoring on students' well-being. Implications: Recommendations are made for further research to better understand the impact of e-proctoring of remote examinations on students' mental health, as well as the connections between academic integrity and student well-being in general.

G. Cinali
Middle East and North Africa Association for Institutional Research (DENMARK)
Academic integrity has long been a concern at institutions of learning across the globe.
With the proliferation of “American style” , “Western, liberal arts” education and the adherent quest on the parts of many to seek and secure international accreditation, the issue of academic integrity has received more attention than ever before. While some problems with honesty in academic conduct among students have been acknowledged for some time and remedies sought to combat issues of dishonesty, issues of integrity among the teaching corps, the staff, as well as institutional integrity in fostering and enforcing integrity and providing an environment which would make integrity and ethical behavior part of the institutional DNA seems to be lagging
“Academic Integrity” is so much more than punishing students caught plagiarizing.
This discussion will point to flaws in the institutional underpinnings required to ensure and promote institutional honesty and integrity and points to areas that an institution can focus on to foster and require integrity THROUGHOUT the organization. It discusses some of the dilemmas found in any institution, and some particular to certain locals and suggests practical steps that can be taken to bring each institution and the field of education a step closer to real integrity in the hallowed halls.
keywords: academic integrity, institutional integrity, accreditation, ethics, quality assurance assessment.
     
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Pages: 5886-5894 Publication year: 2012 ISBN: 978-84-615-5563-5
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012 Location: Valencia, Spain
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Purpose and Background: The purpose of the present study is to examine the influence of prevention methods on the incidence of different types of academic misconduct. Plagiarism is a pervasive occurrence and educational systems have had to deal with it and paid a lot because of it for a long time. Methodology: The method of this study is descriptive, in terms of implementation, it is a survey, and in terms of purpose, it is practical. Data for this study were collected using a researcher-constructed questionnaire. Its validity was confirmed by a number of sports management faculty and its reliability calculated 87/0 with Cronbach's alpha. The questionnaire was designed with a Likert scale of 5 values. The participants of the study include physical education students all over the country. Based on geographic regions of the country, five universities selected from the North, South, East, West and center of the country all of which were graduate students of physical education. The statistical sample of the study included graduate students of Physical Education in Tehran, Shiraz, Kurdistan, Mazandaran and Mashhad Universities. The selection of sample was available by stratified-Stochastic sampling method. Sample size in five colleges determined, based on the number of graduate students of this five faculty and using Morgan table. Results: The findings show the importance of prevention methods, especially the knowledgeable observers and judges at various stages of research in occurring academic misconduct. Conclusion: In order to deal with all kinds of academic misconduct, the directors of the affair must give special attention to the prevention methods, especially the Mostafa Setamdideh, Aidin Memarbashi, Loghman Ghaderi-PREVENTION METHODS AND TYPES OF ACADEMIC MISCONDUCT European Journal of Physical Education and Sport Science-Volume 2 │ Issue 1 │ 2016 21 knowledgeable observers and judges as an affecting factor in the incidence of academic misconducts.

Purpose: The purpose of this report is to provide background information to develop deeper awareness about contract cheating in Canada and generate conversations about possible legislative approaches to address this growing problem.
Methods: A qualitative legal analysis of legislation from the UK , Ireland, New Zealand, Australia, and US  (17 states) was conducted. In addition, a synthesis of current research relating to legal aspects of contract cheating is provided.
Results: There is inconsistency in how various jurisdictions have approached legislation intended to address contract cheating. Although some legislation was enacted in several US states in the 1970s,
there has been increased activity in recent years to pass legislation in Australia, New Zealand, Ireland, and most recently, the UK. A failed attempt in Ontario, Canada to enact legislation in 1972 is also discussed.
Implications: Legislation against contract cheating may have limitations, but is nevertheless a useful way to combat commercial academic cheating enterprises that compromise the integrity of credentials awarded by institutions. Recommendations for institutions, scholars, and policy makers are offered.
Additional materials: 1 table; 55 sources referenced; 12 legal authorities referenced
Keywords: academic integrity, academic misconduct, academic dishonesty, Canada, contract cheating, legislation

Purpose: This report highlights ways in which race-based data can be used to combat systemic racism in matters relating to academic and non-academic and student misconduct.
Methods: Information synthesis of available information relating to race-based data and student conduct.
Results: A summary and synthesis of how and why race-based data can be used to identify and combat discrimination of students with regards to academic and non-academic misconduct.
Implications: Through this report, an argument is made for more attention to fair and equitable treatment of students in matters relating to academic and non-academic misconduct regardless of race, colour, language or country of origin.
Additional materials: 21 references.
Document type: Report
Keywords: equity, diversity, inclusion, racism, discrimination, student conduct, student affairs, academic integrity, race-based data

Purpose: The goal of this report is to provide substance for an evidence-informed discussion about the intersection of precarious academic employment and the contract cheating industry.

Methods: This is a qualitative report informed by the extant literature. It synthesizes available source material relating to academic staff who also supply services (e.g., essay writing, assignment completion, etc.) to the commercial contract cheating industry.

Results: A summary and synthesis are provided of issues relating to precariously employed academic staff and the contract cheating industry. A key outcome of this work is to highlight how the commercial cheating industry preys on underemployed academic staff. Predatory practices of the contract cheating industry are highlighted including false promises of high pay and meaningful work. Consequences such as disciplinary action and dismissal of academic staff who moonlight as suppliers to the industry are discussed, along with possible counter-measures to raise awareness and protect academic staff.

Implications: This guide is intended to provide guidance on methods used by the commercial contract cheating industry to exploit contract academic staff. Recommendations are provided on how to build awareness about the issue and also consider protections for the precariously employed.

Additional materials: 1 table; 46 references

Document type: Report, 26 pages

Keywords: academic integrity, higher education, academic labour, contingent faculty, precarious employment, cheating economy

This paper aims to reveal forms of solidarity in an academic community and their impact on the maintenance of academic integrity. In order to achieve this purpose scientific literature and empirical data collected from focus groups with students and individual semi-structured interviews with lecturers of one of Lithuanian universities are analysed. Based on theoretical data, the study distinguishes the broad and the narrow sense of academic solidarity and focuses on the latter one – solidarity of particular academic community. Applying theoretical model of solidarity to analyse the practices of students and lecturers in the context of academic integrity, fragmentary and integral as well as positive and negative forms of academic solidarity were identified. The results of the survey reveal that both students and lecturers perceive academic integrity as an important academic value that inter alia requires collaborative actions, i.e. integral positive solidarity. However, solidarity ma...

The goal of this session is to provide an in-depth account of the history and development of contract cheating in Canada over the past 50+ years. You will also learn about the one and only (failed) attempt at legislation to make ghostwritten essays and exams illegal in Canada. Method: The content of this session is drawn from Eaton's book chapter on contract cheating in the forthcoming edited volume, Academic Integrity in Canada: An Enduring and Essential Challenge (Eaton & Christensen Hughes) that involved over a thousand hours of historical research and digging into archival material to uncover that the contract cheating industry in Canada has been operating successfully for longer than most of us ever realized. Results: Get the details on a criminal case in the 1980s, noted as being the first of its kind in Canada, and possibly the Commonwealth, that made history when an essay mill owner and his wife were charged with fraud and conspiracy. The case was dismissed by the judge, leaving the contract cheating industry to flourish in Canada, which it has done with a vengeance. Then learn about an exposé in a major US magazine in the 1990s that presented in-details about the experiences of writers who supplied services to the contact cheating industry. Now that we are in the 21 st century, find out what's being done across the country today to take action against contract cheating. Implications: I share previously undiscovered evidence and insights that shows how the contract cheating industry has been proliferating in Canada for at least half a century. Even if you thought you knew about contract cheating in Canada, you'll almost certainly learn something new in this session. I conclude with strong calls to action for educators, advocates, and policy makers.

Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is dedicated to all men and women academics who at some point in their professional life felt oppressed, frustrated or marginalized for one reason or another by the powers that be in their respective institutions.

In this article, we examine selected literature on the implementation of culturally responsive pedagogy in higher education with regard to academic integrity among international students who speak English as an Additional Language (EAL). The question that guided this work was: How can Canadian post-secondary educators demonstrate culturally sensitive responses to plagiarism for international EAL students? Within this examination we used Sleeter’s (2011) critique of culturally responsive pedagogy as a framework to deepen our reflection of how to address plagiarism issues among the EAL population. We related each of Sleeter’s four observances of oversimplification to the notion of plagiarism and its prevention, to contextualize and connect the notion of culturally responsive pedagogy to academic integrity. Using the research literature to ground our recommendations, we conclude with strategies for instructors to support culturally responsive ways of addressing plagiarism with international EAL higher education students.

El criterio de calidad de las revistas  que se  debe  respetar es  el  grado  de  endogamia  editorial, además del grado de endogamia autoral(1). Definimos endogamia editorial como la pertenencia a una  institución u organización que se encuentra estrechamente relacionada con una editorial(2) y además que pueda generar conflictos de interés, en cuanto a la endogamia autoral nos referimos a los autores que  contribuyen con manuscritos que pertenecen al comité editorial o están estrechamente relacionados con el mismo; últimamente la ciencia abierta y las políticas de transparencia en los procesos editoriales pone en descubierto el grado de endogamia de las revistas científicas que no escapan a la observación de los  autores para decidir publicar en una revista en específico(3). Muchas organizaciones ponen sus reglas según los organismos a los cuales representan ya sean universidades, hospitales o institutos de investigación; la Revista Científica Ciencia Médica de manera general tiene la misión de evitar ambos tipos de endogamia. La editorial se basa en diversas guías como la de el Committe on publication ethics (COPE)(4)  y  la International committe of medical journal editors (ICMJE) haciendo hincapié en el código ético referente a endogamia; los editores evalúan los manuscritos enviados para su posible publicación solo sobre la base del mérito científico del contenido de los mismos. Para cumplir este objetivo los editores y los revisores o miembros del comité editorial como autores no deben estar envueltos en el proceso editorial y quedan excluidos de las decisiones acerca de manuscritos en los que sean autores corresponsales o  que  contribuyan como autores. La Revista Científica Ciencia Médica establece este mecanismo que está claramente definido en nuestras políticas editoriales acerca del envió de manuscritos, estas decisiones priorizan la calidad científica de los manuscritos enviados la revista en cuanto a la endogamia autoral. La  política editorial de la Revista Científica Ciencia Médica trata de combatir contra la endogamia autoral mediante la publicación de nuestros artículos en revistas externas. Al ser una revista conformada por un comité de estudiantes de medicina y otras áreas de la salud contamos con una red de docentes formados en diversas áreas para la revisión de manuscritos, además contamos con una red de médicos tanto del interior del país  como del exterior que cumplen la función de revisores externos, quienes realizan la revisión por pares a doble  ciego, se realiza también la invitación de revisores externos a nuestra institución con trayectoria científica alejándonos cada vez más de la endogamia editorial; la idea principal acerca de evitar la endogamia es brindar calidad a las revisiones realizadas para su publicación, el porcentaje de endogamia que se permite en las diversas revistas científicas en promedio no supera el 25%(5) y esta es la meta, conseguir un porcentaje de endogamia autoral menor al 25%,  restringiendo la publicación solamente de los mejores artículos que se presentan de parte del comité editorial, de manera que más del 75% de los autores serán externos al Comité Editorial y virtualmente ajenos a la organización editorial de la revista que es la Sociedad Científica de Estudiantes de Medicina de la Universidad Mayor de San Simón (SCEM-UMSS); el único problema que se observa en nuestro medio es la baja cantidad de artículos producidos por estudiantes del área de la salud, muchas veces por falta de conocimiento acerca de la publicación, infravaloración de los estudiantes de parte de los asesores de investigación o por falta de tiempo sumado a las prácticas médicas que realizan(6); además es importante recalcar el papel de las revistas depredadoras que dañan la credibilidad de las revistas estudiantiles en general(7), esto sumado a que en muchos casos se subestima el papel de los estudiantes sobre el manejo y edición de una revista científica comparándolos con revistas depredadora que desprestigia la ciencia en pregrado(8). En conclusión el valor del escrito científico solamente puede ser medido por la calidad de sus revisiones resultado de la internacionalización de comités editoriales y “escapando” a la endogamia. Como miembros de la comunidad científica tenemos que ser objetivos con los procesos de edición y publicación de revistas sin menospreciar el rol que realizan las revistas estudiantiles en todas las partes del mundo, dicho esto invito al lector a revisar nuestras nuevas normas de publicación en las cuales añadimos aclaraciones para algunos puntos.

This paper reports on a project which developed online interactive resources to enhance academic integrity within a management school, part of a UK Higher Education institution. The School currently has a high proportion of overseas students and a number of international partnerships. As such it is has been looking for new ways to promote to academic integrity and good academic practice amongst its diverse student groups. The project sought to develop practical techniques to address this issue by using interactive technologies as a way of communicating information regarding academic integrity with the aim of enhancing understanding, developing study skills and improving confidence when writing assignments. The objective was to supplement existing communications with more 'hands-on' activities, which could be accessed on multiple occasions and at times convenient to the student. A set of bespoke resources were developed using video material, interactive activities and self-assessment tests, which enables students to continually check their understanding. During the first stage, two modules were developed, covering plagiarism and referencing. Both were piloted on a core management school undergraduate module (delivered at both the UK campus and remotely via an international partnership) and on a specific programme at postgraduate level. Following these pilots, an evaluation process was undertaken which included an online questionnaire and qualitative focus groups. The results show a high level of interaction with the resources and an overall agreement that they were a useful tool for students in enhancing their understanding.