Abstract
In this study, we analyzed the academic integrity policies of colleges in Ontario, Canada, casting a specific lens on contract cheating. We extracted data from 28 individual documents from 22-publicly-funded colleges including policies and procedures (n = 27) and code of conduct (n = 1). We analyzed the characteristics of the documents from three perspectives: (a) document type and titles; (b) policy language; and (c) policy principles. Then we examined five core elements of the documentation including (a) access; (b) approach; (c) responsibility; (d) detail; and (e) support. Key findings revealed that specific and direct language pertaining to contract cheating was largely absent from the policy documents, that underlying policy principles lacked clear definition, and that exemplary policy has yet to be developed in this context. We conclude with recommendations for increased policy research in the area of academic integrity and a call for policy revision in Canadian higher education institutions to more explicitly address the issue of contract cheating, as well as provide more support to students and other campus stakeholders to better understand how contract cheating impacts and impedes teaching and learning.
Highlights
Clear language, ease of access, and transparency around expectations and process are hallmark features of exemplary organizational policy
Phase 2: evaluation of Core elements In Phase 2, we evaluated the extracted data according to the five core elements of exemplary academic integrity documentation: access, approach, responsibility, detail, and support; this framework aligns with 13 best practice guidelines for academic integrity policy developed by the Higher Education Academy (Higher Education Academy [HEA] JISC Academic Integrity Service 2011) in the United Kingdom (UK)
The overall purpose of our analysis of institutional-level documentation on academic integrity from 22 publicly-funded colleges in Ontario, Canada was to determine the ways in which contract cheating is conceptualized and defined at each college, and to identify general trends in the communication of contract cheating
Summary
Ease of access, and transparency around expectations and process are hallmark features of exemplary organizational policy. While timelines for reviewing and revising policies may differ across organizations and countries, efforts to ensure consistent and regular review is agreed to be an important endeavour (Bretag et al 2011a; Freeman 2013; Carnegie Mellon University 2015). This endeavour gains importance given the changing landscape of learning that includes realities like the ease of access to information via the internet, ubiquitous use of technology, and the increasing issue of contract cheating. Given the importance of academic integrity policy in higher education, the purpose of the present study was to examine academic integrity policies, with a particular focus on how Canadian colleges have addressed contract cheating
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