Abstract

AbstractResearch on academic integrity and misconduct in higher education is not difficult to locate, as work in this area has increased dramatically over the past several decades. Overall, findings reveal that cheating is a serious problem plaguing higher education with many institutions documenting various approaches to address the relevant issues. A careful look at this literature, however, exposes significant gaps in our understanding of academic integrity and misconduct in Canadian elementary and secondary (or K-12) education, which is problematic as behaviours practiced in these settings during the formative years may influence behaviours in later life stages. Furthermore, school policies, which reinforce expectations for students and teachers in the workplace are of particular importance as K-12 teachers arguably impact students’ approaches to academic integrity. This chapter focuses on key questions related to K-12 education in Canada: Do provincial and territorial ministries of education address academic integrity through policy for K-12 education? If these policies exist, what evidence demonstrates their influence on the implementation of academic integrity education at the school level? To begin to examine these questions, I conducted an environmental scan of Canadian ministries of education websites to identify academic integrity and misconduct policies. I found that only a few education ministries outline student expectations for academic integrity and consequences for misconduct or describe teacher responsibilities for providing academic integrity education and responding to academic misconduct (i.e., Newfoundland and Labrador, Manitoba, and Saskatchewan). To conclude this chapter, I discuss the implications of the presence or absence of effective academic integrity and misconduct policies for K-12 education in Canada and beyond, the impact on higher education and advanced training, as well as avenues for future research in the field.

Highlights

  • Information about various aspects of academic integrity and academic misconduct in higher education are readily available as research in this field has increased dramatically over the past several decades (Ali & Aboelmaged, 2020)

  • Cheating to gain an unfair advantage in academic work is a serious problem as it results in students who are less prepared for the level in their education and are unable to apply knowledge and skills to workplace settings

  • Note *Denotes provinces and territories with single ministries of education responsible for both K-12 and postsecondary education. **Denotes provinces with separate ministries of education for K-12 and for postsecondary education through policy for elementary and secondary education? If these policies exist, what evidence demonstrates their influence on the implementation of academic integrity education at the school level? Academic integrity policy for K-12 education at the provincial and territorial level communicates the values that the community holds, provides a set of standards of quality, and guides the actions to uphold values and adhere to standards (Bretag & Mahmud, 2016), and would provide an important foundation for further policy development at the school level

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Summary

Introduction

Information about various aspects of academic integrity and academic misconduct in higher education are readily available as research in this field has increased dramatically over the past several decades (Ali & Aboelmaged, 2020). To begin to examine these questions, I conducted an environmental scan of Canadian provincial and territorial ministry of education websites to identify academic integrity or academic misconduct policies.

Results
Conclusion
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