Abstract
The present study conducted a qualitative analysis of faculty members? perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. Overall, seven overarching themes and a series of sub-themes were identified including the following: comfort level and knowledge about academic integrity issues (for faculty and for students), impressions about the interactive presentation, student engagement in the presentations, learning outcomes for faculty, safeguards against misconduct, and issues, consequences and proposed solutions to concerns. Key findings within these themes suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Faculty members were surprised by the frank and engaged interactions of their students during the interactive presentations. Only half of the faculty found the presentation content enhanced their own current knowledge. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students. Discussion explores insights gained as a context for informing instructional practice.
Highlights
Much of the existing research focusing on faculty and academic integrity examines relationships between students and faculty rather than faculty members‟ understanding or awareness of students‟ knowledge or attitudes regarding academic integrity issues (e.g., Laband & Piette, 2000; Mason, Beardon, & Davis Richardson, 1990; McKay, Kidwell, & Kling, 2007; Tabachnick, Keith-Spiegel, & Pope, 1991)
The present study investigated faculty members‟ perceptions regarding academic integrity issues
The current study extended existing research on faculty members‟ perceptions of academic integrity
Summary
Much of the existing research focusing on faculty and academic integrity examines relationships between students and faculty rather than faculty members‟ understanding or awareness of students‟ knowledge or attitudes regarding academic integrity issues (e.g., Laband & Piette, 2000; Mason, Beardon, & Davis Richardson, 1990; McKay, Kidwell, & Kling, 2007; Tabachnick, Keith-Spiegel, & Pope, 1991). When students heard that faculty were reluctant to deal with misconduct, with some ignoring it altogether, or giving slight sanctions, students selected courses taught by those faculty members, and these impressions from students were associated with increased rates of misconduct (McCabe, 1993). Findings such as these have prompted researchers and educators to define protocols and models for defining and responding to academic misconduct in higher education contexts (e.g., Sutherland-Smith, 2008). In order to support faculty effectively, and to assist them in the construction of academically relevant materials for their classes, an understanding of faculty members‟ perceptions regarding their students understanding of academic integrity is needed
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