Academic Integrity Policy Analysis of Publicly-Funded Universities in Ontario, Canada: A Focus on Contract Cheating

Jennie Miron,Lisa Devereaux,Sarah Elaine Eaton,Brenda Stoesz,Marcia Steeves,Emma Thacker,Nira Persaud,Amanda Mckenzie,Kate Rowbotham

doi:10.7202/1083333ar

Abstract

In this article we report findings from a review of universities’ academic integrity policies in Ontario, Canada. The research team systematically extracted, reviewed, and evaluated information from policy documents in an effort to understand how these documents described contract cheating in Ontario universities (n = 21). In all, 23 policies were examined for contract cheating language. The elements of access, approach, responsibility, detail, and support were examined and critiqued. Additionally, document type, document title and concept(s), specific contract cheating language, presence of contract cheating definitions and policy principles were reviewed. Findings revealed that none of the universities’ policies met all of the core elements of exemplary policy, were reviewed and revised with less frequency than their college counterparts, lacked language specific to contract cheating, and were more frequently focused on punitive rather than educative approaches. These findings confirm that there is further opportunity for policy development related to the promotion of academic integrity and the prevention of contract cheating.

Highlights

The construction of academic integrity policy and the importance of regular and consistent review of organization policies have been emphasized in the literature as responsible and effective policy practice (Bretag et al, 2011a; Stoesz et al, 2019). Stoesz et al (2019) and Stoesz and Eaton (2020)
The present research focused on the review of academic integrity policies across publicly funded universities in Ontario, Canada (n = 21) and how each addressed contract cheating to extend the earlier work completed by Stoesz et al (2019) and Stoesz and Eaton (2020) and contribute to a national study currently underway (Eaton, 2019)
This research adds to the paucity of literature currently available on academic integrity policy in Canada (Dianda & Neufeld, 2007; Eaton, 2018; Eaton & Edino, 2018; Stoesz et al, 2019; Stoesz & Eaton, 2020)

Summary

Introduction

The construction of academic integrity policy and the importance of regular and consistent review of organization policies have been emphasized in the literature as responsible and effective policy practice (Bretag et al, 2011a; Stoesz et al, 2019). Stoesz et al (2019) and Stoesz and Eaton (2020). CJEAP, 197 reviewed academic integrity policy related to contract cheating in colleges in Ontario and universities in western Canada, respectively, and noted that specific contract cheating language was lacking. Underlying policy principle definitions were often poorly explained (Stoesz et al, 2019) and details about educational resources to support academic integrity in the teaching and learning community were sparse (Stoesz & Eaton, 2020). The present research focused on the review of academic integrity policies across publicly funded universities in Ontario, Canada (n = 21) and how each addressed contract cheating to extend the earlier work completed by Stoesz et al (2019) and Stoesz and Eaton (2020) and contribute to a national study currently underway (Eaton, 2019)

Methods

Results

Discussion

Conclusion