Abstract
A clear understanding of terminology is crucial in any academic field. When it is clear that complex interdisciplinary concepts are interpreted differently depending on the academic field, geographical setting or cultural values, it is time to take action. Given this, the Glossary for Academic Integrity, newly developed by the European Network for Academic Integrity project, served as the basis for compiling a comprehensive taxonomy of terms related to academic integrity. Following a rigorous coding exercise, the taxonomy was partitioned into three constituent components – Integrity, Misconduct and Neutral terms. A review of relevant literature sources is included, and the strengths and weaknesses of existing taxonomies are discussed in relation to this new offering. During the creation of these artefacts the authors identified and resolved many differences between their individual interpretative understandings of concepts/terms and the viewpoints of others. It is anticipated that the freely-available glossary and taxonomy will be explored and valued by researchers, teachers, students and the general public alike.
Highlights
Academic integrity encompasses principles, norms and regulatory frameworks instrumental for driving appropriate conduct in education and research
While generating the taxonomy of academically honest and dishonest behaviors that link to academic integrity and misconduct, three separate constituents emerged – Integrity, Misconduct and Neutral
We argue that it would be more logical to provide a taxonomy based on a lexicon relating to good academic practice, or to take a more holistic approach by addressing all relevant terms relating to “integrity” with their meaning and examples to address, or be applicable to, a wide range of different disciplines
Summary
Norms and regulatory frameworks instrumental for driving appropriate conduct in education and research. One reason is to shape a homogeneous understanding of academic integrity and misconduct. This would help academics and other stakeholders within higher education to make more informed decisions about maintaining normative standards against unethical or questionable behavior in academia, either for deterring or sanctioning misconduct There should not be any differences in interpreting what is academic integrity or misconduct in different academic fields. It would not make sense for ethical norms in academia to differ according to whom or where they are applied and whether it involves students, teachers, researchers, or administrative staff (Tauginienė 2016).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
