Academic Dishonesty Research Articles

Is there a relationship between nursing students' perceptions of dishonesty and attitudes towards medical errors?

BackgroundUnderstanding nursing students' perceptions of dishonesty and their attitudes towards medical errors is crucial for nurse educators. ObjectivesThis study aimed to examine the relationship between nursing students' perceptions of dishonesty and their attitudes towards medical errors. DesignThis study is descriptive and correlational research. The sample size consisted of 230 nursing students in a Department of Nursing at X University Faculty of Health Sciences in Turkey during the 2022–2023 academic year. The data was collected between May 15–31, 2023. ResultsA statistically significant correlation was observed between the total score of the Nursing Student Perceptions of Dishonesty Scale, and the Medical Errors Attitude Scale (p < 0.05). There was a positive and weak correlation between the MEAS scale score and the cheating (r = 0.284, p < 0.05), sabotage (r = 0.275, p < 0.05), perjury (r = 0.308, p < 0.05), non-compliance (r = 0.309, p < 0.05), and stealing (r = 0.359, p < 0.05) sub dimension score, and a positive and very weak correlation between the MEAS score and the sub dimension of not my problem score (r = 0.182, p < 0.05). The perceptions of dishonesty explain 15 % of the attitude towards medical errors (F = 4.563, p < 0.001). ConclusionsIn this study, a significant relationship was observed between nursing students' perceptions of dishonesty and their attitudes towards medical errors. Specifically, as the perception of dishonesty increased, there was a positive change in attitudes towards medical errors. These results offer nurse educators valuable insights into the impact of academic dishonesty on the development of medical error attitudes among student nurses throughout their nursing education and beyond.

Rethinking Plagiarism in the Era of Generative AI

The emergence of generative artificial intelligence (AI) technologies, such as large language models (LLMs) like ChatGPT, has precipitated a paradigm shift in the realms of academic writing, plagiarism, and intellectual property. This article explores the evolving landscape of English composition courses, traditionally designed to develop critical thinking through writing. As AI becomes increasingly integrated into the academic sphere, it necessitates a reevaluation of originality in writing, the purpose of learning research and writing, and the frameworks governing intellectual property (IP) and plagiarism. The paper commences with a statistical analysis contrasting the actual use of LLMs in academic dishonesty with educator perceptions. It then examines the repercussions of AI-enabled content proliferation, referencing the limitation of three books self-published per day in September 2023 by Amazon due to a suspected influx of AI-generated material. The discourse extends to the potential of AI in accelerating research akin to the contributions of digital humanities and computational linguistics, highlighting its accessibility to the general public. The article further delves into the implications of AI on pedagogical approaches to research and writing, contemplating its impact on communication and critical thinking skills, while also considering its role in bridging the digital divide and socio-economic disparities. Finally, it proposes revisions to writing curricula, adapting to the transformative influence of AI in academic contexts. 

RETRACTED: Ahmad et al. Neuroprotection against Aluminum Chloride-Induced Hippocampus Damage in Albino Wistar Rats by Leucophyllum frutescens (Berl.) I.M. Johnst. Leaf Extracts: A Detailed Insight into Phytochemical Analysis and Antioxidant and Enzyme Inhibition Assays. Front. Biosci. (Landmark Ed) 2023, 28(8), 184.

The Editors-in-Chief have retracted the article titled "[Neuroprotection against Aluminum Chloride-Induced Hippocampus Damage in Albino Wistar Rats by Leucophyllum frutescens (Berl.) I.M. Johnst. Leaf Extracts: A Detailed Insight into Phytochemical Analysis and Antioxidant and Enzyme Inhibition Assays]" ([1]) due to significant concerns regarding the reliability and integrity of the data presented. After the publication of the article, several issues were brought to our attention regarding the originality and authenticity of the visual data within the manuscript. Specifically, Figure 4 of the article contains images that are identical to those in the previously published papers [2, 3]. This duplication of images raises serious questions about the validity of the results and the adherence to ethical standards of research. Despite multiple attempts to contact the authors for an explanation and an opportunity to address these concerns, no satisfactory response was provided. Given the lack of accountability and the serious nature of the academic misconduct implied, the Editor-in-Chief, after careful consideration and in accordance with the publication's ethical guidelines, has decided to retract the article.

Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors

ABSTRACT Academic misconduct and academic integrity are issues of importance to Higher Education Institutions (HEIs). Phraseologies and practices may conflate unintentional mistakes with attempts to gain illegitimate advantage, with some groups potentially at higher risk. HEIs across the United Kingdom (UK) responded to a Freedom of Information Act (FOI) request, and provided data regarding their overall student demographics, the demographic details of their cases of referred and substantiated academic misconduct over a specific time period, as well as information about Turnitin. Available data were analysed with an estimated combined student population of 200,646 with an estimated 2718 students referred for academic misconduct. Analyses revealed some groups being referred out of proportion with their share of the student population, however, no significant differences were observed by demographic for substantiated cases. Most of the responding HEIs indicated Turnitin was used for both identification of misconduct and pedagogical purposes although some reported variations in use for pedagogy by department or module. Implications of the findings are considered. Limitations around available data are discussed and areas requiring more detailed consideration are identified.

10 tips to make difficult conversations easier

The world of higher education offers plenty of rewarding pleasures; consider commencement, award ceremonies, and student “a‐ha” moments, among others. We also face daily stresses and challenges. One less rewarding duty is the delivery of difficult news. This need arises for multiple reasons, including policy violations, negative performance reviews, academic dishonesty, and conflict resolution.

Effective communication in a crisis requires advance planning

CLEARWATER BEACH, Fla. — From cybercrime, on‐campus violence, student deaths, and natural disasters to academic scandals and faculty/staff misconduct, there's no shortage of potential crises that can hit college campuses. In the midst of a crisis, higher education administrators often find themselves unprepared to manage communications effectively, which only exacerbates the problem, according to James Haggerty, J.D., CEO of PRCG/Haggerty LLC, a strategic crisis communications firm. He spoke at Stetson University's Annual National Conference on Higher Education Law and Policy.

Analysis of The Implementation of Artificial Intelligence in The Detection and Prevention of Academic Plagiarism in A University Environment

Objective: Objective: The objective of this article is to analyze the implementation of artificial intelligence in the detection and prevention of academic plagiarism in the university environment.   Methods: Based on the proposed objective, a qualitative investigation is proposed for the analysis of phenomena of implementation of artificial intelligence for the detection of plagiarism, thus, it is applied through an exploratory nature because it allows carrying out a documentary search in order to defining the relevance of plagiarism tools in the effective use of information for higher education.   Result: A total of 10 studies in countries such as Ecuador, Colombia, Chile and Mexico are integrated for this analysis, so that the appropriate use of artificial intelligence for the detection of plagiarism is discussed, thereby describing the effects. , opportunities and threats to student learning. In conclusion, the inclusion of pedagogical proposals that boost knowledge about the importance of recognizing the consequences of plagiarism and the beneficial use of tools is considered essential; Finally, it is useful for the teacher to also carry out qualitative reviews on the management of information to complement the function developed by the AI.

SIX CULTURE HOFSTEDE AND STUDENT ACADEMIC FRAUD AT PRIVATE UNIVERSITIES IN BALI

Academic fraudulent behavior is a dishonest act that violates ethics in the academic sphere at both the student, lecturer and administration levels which harms other parties. This research wants to test the influence of Hofstede's cultural dimensions on student academic fraud. This research was conducted at Warmadewa University in Bali. The population in this study were 2020 Even semester students of the Accounting Department, Faculty of Economics and Business, Warmadewa University in Bali, totaling 2456 students. To determine the minimum sample size, the researcher used the Slovin formula, namely 100 students as a sample. This research uses an interval scale with 5 Likert scales. Data analysis in research uses Partial Least Square (PLS) with the SmartPLS program. The results show that the cultural dimension of power distance has no effect on academic fraud, the cultural dimension of uncertainty avoidance has a negative and significant effect on academic fraud, the cultural dimension of individualism has a negative and significant effect on academic fraud, the cultural dimension of masculinity has a positive and significant effect on academic fraud, the cultural dimension of orientation long term has a negative and significant effect on academic fraud, and the cultural dimension of indulgence has a negative and significant effect on academic fraud

Two sides of the same coin: a taxonomy of academic integrity and impropriety using intellectual virtues and vices

While the integrity of academic work has always been vitally important, since the establishment of the International Center for Academic Integrity in 1992 increasing attention has been paid to the area. The term academic integrity now explicitly appears in policy and in job titles or offices tasked with either detection, training, or both. Equally, regulatory, quality and standards agencies, such as Quality and Qualifications Ireland (QQI), the Quality Assurance Agency for Higher Education (QAA) in the UK, and the Australian Tertiary Education Quality and Standards Agency (TEQSA) have mobilised around academic integrity with frameworks, lexicons, charters and networks that offer national guidance and promote shared action and understanding. However, despite efforts to interrogate and standardise the use of the term ‘academic integrity’ from those working and researching in the field, it is often used inconsistently and frequently conflated with its opposite – academic misconduct – in practice. Our aim, in this paper, is to acknowledge a lack of clarity around the term ‘academic integrity’ and to address this ambiguity by offering a taxonomy of academic integrity. We will arrive at the taxonomy of academic integrity through philosophical conceptual analysis and making use of pre-existing philosophical work in virtue (and vice) epistemology. The outcome of this analysis will be a taxonomy of academic integrity that represents the various concepts related to it in an organised way, classified into distinct groups, along with a graphic to aid understanding.

Academic Evolution in the Age of ChatGPT: An In-depth Qualitative Exploration of its Influence on Research, Learning, and Ethics in Higher Education

This study delves into the potential advantages and challenges presented by the implementation of the ChatGPT within the realm of higher education. Specifically, it endeavours to shed light on the transformative effects of ChatGPT on the research and learning processes. Moreover, this study explores the intricate issues surrounding academic integrity, ethics, and regulatory concerns in this context. Adopting a qualitative research design, the study engaged in semi-structured interviews with 75 esteemed academicians hailing from higher education institutions in North Cyprus. The outcomes of this research endeavour reveal a spectrum of ways in which ChatGPT can augment educational productivity, learning experience, creativity, and idea generation. Nevertheless, it underscores the importance of meticulous consideration of ethical aspects pertaining to academic honesty and the potential over-reliance on ChatGPT. The findings not only offer insights into the opportunities and challenges linked with ChatGPT's integration into higher education, but also advocate for the responsible and ethical utilisation of AI technologies within academic settings. This study substantially contributes to the expanding body of research on the incorporation of artificial intelligence into education. It uniquely focuses on the ChatGPT, an innovative AI-based language model, within the context of higher education. The study's qualitative research methodology, characterised by its exploratory nature, provides a nuanced and comprehensive understanding of the impact of ChatGPT on learning and research writing and offers a wealth of valuable insights intended to assist educators, researchers, institutions and policymakers in their endeavours to seamlessly integrate AI technologies into their educational practices.

To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion

Despite the growing interest in mindfulness in higher education, the literature on its relation to decision-making under risk (i.e. academic misconduct) and statistics anxiety is scarce. The present research shall fill this gap. Based on the prospect theory, we assessed the mediating effect of mindfulness on the relationship between statistics anxiety and academic dishonesty moderated by risk aversion. Data were collected from 791 undergraduate students in six Israeli academic institutions studying for bachelor’s degrees in social sciences. Questionnaires included the following measures: risk behaviour according to the prospect theory framework, Mindful Attention Awareness Scale, Statistics Anxiety Rating Scale, Academic Misconduct Scale and sociodemographic variables. Correlations among these variables were explored. The data was analysed using Structural Equation Modelling (SEM). The results indicate that the variance in academic dishonesty is explained by students' statistics anxiety with a mediation of Mindfulness moderated by Risk Aversion. Mindfulness negatively affects Academic Dishonesty, while Risk Aversion has a significant positive effect on Mindfulness. Finally, among individuals with high statistics anxiety, Risk Averse individuals show significantly higher Mindfulness than Risk Seekers. We conclude that mindfulness-based interventions might be a constructive tool to reduce risk-taking and promote ethical decision-making among individuals who experience high levels of statistics anxiety. Furthermore, developing mindful skills may help individuals with higher anxiety levels neutralize these unwanted feelings and get along with their learning tasks. Hence, avoid academic unethical behaviours.

ChatGPT giving advice on how to cheat in university assignments: how workable are its suggestions?

Purpose The use of generative artificial intelligence (genAi) language models such as ChatGPT to write assignment text is well established. This paper aims to assess to what extent genAi can be used to obtain guidance on how to avoid detection when commissioning and submitting contract-written assignments and how workable the offered solutions are. Design/methodology/approach Although ChatGPT is programmed not to provide answers that are unethical or that may cause harm to people, ChatGPT’s can be prompted to answer with inverted moral valence, thereby supplying unethical answers. The authors tasked ChatGPT to generate 30 essays that discussed the benefits of submitting contract-written undergraduate assignments and outline the best ways of avoiding detection. The authors scored the likelihood that ChatGPT’s suggestions would be successful in avoiding detection by markers when submitting contract-written work. Findings While the majority of suggested strategies had a low chance of escaping detection, recommendations related to obscuring plagiarism and content blending as well as techniques related to distraction have a higher probability of remaining undetected. The authors conclude that ChatGPT can be used with success as a brainstorming tool to provide cheating advice, but that its success depends on the vigilance of the assignment markers and the cheating student’s ability to distinguish between genuinely viable options and those that appear to be workable but are not. Originality/value This paper is a novel application of making ChatGPT answer with inverted moral valence, simulating queries by students who may be intent on escaping detection when committing academic misconduct.

Awareness and adoption of anti-plagiarism software in India: A case study of ShodhShuddhi

Background Academic writing is essential for researchers to present the research output in a legitimate manner with a precise and clear representation of research data, but few have mastered the art of writing well. Research and researchers are responsible for upholding academic honesty, integrity, and ethics. Needless to say, plagiarism has been around since antiquity, but it has never been as pervasive as it is now. Plagiarism is gradually ingraining itself into our educational system. Pupils are increasingly using the Internet and ICT-based tools to find quick “shortcuts” to the worthwhile but time-consuming task of preparing research papers. Being the third-largest publishing nation, it is the duty of the stakeholders to uphold and work for publication excellence with research ethics and honesty. Since there are so many research articles being published, it is important to understand publishing ethics and anti-plagiarism software in the research domain. If authors are taking ideas from previously published documents or other authors’ works, it is important to ensure acknowledgment and credit in terms of citations, bibliographical references, providing in-text citations, footnotes, and quoting them in any standard citation style. Plagiarism can also be defined as the paraphrasing and text recycling of documents. The challenges in research, which compromise ethics, are also from different stages of research, which include fabrication and falsification of data, AI-based text-generating tools, test recycling, ghostwriting, image plagiarism, audio-to-text-converting tools, etc. A one-stop solution to address all these issues on a single platform is not feasible as it involves multi-level checks and proper policy blended to be implemented at many levels. Objectivity In this paper, analysis and study examine the national awareness of anti-plagiarism software. The primary objectives of the study are to raise awareness and investigate the current state and status of the use of anti-plagiarism software in Bharat (PDS). Methodology The data was collected through the portals and websites of ShodhShuddhi, Shodhganga, and the INFLIBNET Centre. Initiated with 200 universities in the year 2015, about 1086 higher education institutions (HEIs) are provided with PDS under ShodhShuddhi, out of which 894 institutions are active in using software for checking similarities. Three years of usage by active institutions are taken for analysis and study by 1.3 lakh faculty members and research scholars. The increase in usage, even during COVID time, shows that awareness is created in the nation, and the percentage of similarity in first document submission is also coming down gradually in the nation. Character building in academic matters and innovations are key outcomes that can be achieved by addressing plagiarism to strive for a knowledge-based nation.

10 tips to make difficult conversations easier

Academia offers plenty of rewarding pleasures; consider commencement, award ceremonies, and student “a‐ha” moments, among others. We also face daily stresses and challenges. One less‐rewarding academic duty is the delivery of difficult news. This need arises for multiple reasons, including policy violations, negative performance reviews, academic dishonesty, and conflict resolution.

IMPACT OF GENERATIVE AI ON EDUCATIONAL SECTOR

This study looks into how generative artificial intelligence (AI) is affecting the field of education. The study examines the possible advantages of using generative AI into instruction, such as more individualized learning opportunities, enhanced accessibility, and creative teaching strategies. The study also recognizes and examines the moral issues raised by the application of AI in education, highlighting the significance of upholding academic honesty and openness. It draws attention to the necessity of cautious application in order to guarantee that AI fosters fruitful learning results. The suggested research technique describes a mixed methods strategy that combines quantitative data analysis with qualitative information from surveys and interviews. The goal of the project is to provide best practices and standards for the appropriate integration of generative AI in education, while also identifying the potential and problems that this technology presents. The anticipated results include a thorough comprehension of how generative AI will affect education and how it might improve learning opportunities, ethical issues for responsible usage, and the identification of possible problems and solutions. In the end, the research hopes to promote a more inclusive and productive learning environment by aiding in the creation of useful frameworks for incorporating AI into educational settings. The education industry has drastically evolved in recent years, thanks to the remarkable advancements made by artificial intelligence. With the integration of generative AI technology, educators and students are now presented with a wealth of possibilities and opportunities. As AI continues to advance further, it holds great potential for revolutionizing education as we know it through improved efficiency measures that personalize learning experiences while enhancing overall student outcomes. Harnessing this power-packed tool in teaching environments creates an opportunity for educational institutions across various sectors allowing them efficient intelligent assessment tools coupled with personalized tutoring provisions towards addressing classroom weaknesses resulting in custom-made lesson plans aimed at betterment of individual academic progress developed using predictive models creating ample time such that teachers can focus solely on providing tailored instruction &amp; support based exclusively around their Student's requirements&amp; specifications. This groundbreaking technological development provided meaningfully leveraging Generative Intelligence efforts promises nothing short but will be instrumental when shaping how Education is structured from henceforth enabling automation capabilities within the Administrative tasks management system,&amp; content-building-The advantages come twofold-Enhancement not only resides generally concerning Upgrade Learning Experience situations; there exist tailor solutions projecting Speaker understanding regarding distinctive needs pupils have always had throughout all levels ultimately leading to Developmental Progression heights hitherto attainable anticipated sooner than later.

Widen the debate: What is the academic community’s perception on ChatGPT?

AbstractChatGPT has surprised academia with its remarkable abilities but also raised substantial concerns regarding academic integrity and misconduct. Despite the debate, empirical research exploring the issue is limited. The purpose of this study is to bridge this gap by analyzing Twitter data to understand how academia is perceiving ChatGPT. A total of 9733 tweets were collected through Python via Twitter API in three consecutive weeks in May and June 2023; and 3000 most relevant ones were analyzed in Atlas ti. 23. Our findings reveal a generally supportive attitude towards using ChatGPT in academia, but the absence of clear policies and regulations requires attention. Discussions primarily focus on academic integrity, learning effectiveness, and teaching efficiency. Tweets from influencers with over one million followers were analyzed separately. The significance of these findings and the limitations of the study are included.

Teachers’ perceptions of school assessment climate and realities of assessment practices in two educational contexts

School and national assessment climates are critical contextual factors that shape teachers’ assessment preferences. In this study, 431 secondary school teachers from Ghana (n = 308) and Brunei (n = 123) were surveyed to examine how their perceptions of school assessment climates influenced their assessment practices. Semi-structured interviews were also conducted with six Bruneian and eight Ghanaian teachers to understand how they practiced assessment amid their school assessment climates. Teachers were found to practice assessment and perceive their school assessment climates differently. They were either identified as moderately fair but less precise, standard-focused and more precise, formative-oriented but moderately precise assessors, or preferred contextual and need-based assessment. Teachers reported positive perceptions of the nature of school assessment climates that existed in their schools. However, the examination-oriented climates that prioritised summative assessment compelled teachers to practice assessment against their beliefs. This resulted in academic dishonesty, excessive pressure, and mental health problems among teachers and students. The findings provide implications for assessment policy and practice in terms of how result-driven educational climates compel school leaders, teachers, and students to be gatekeepers and implementers of highly marketised and politicised education and assessment systems, which hinder lifelong learning and teacher-preferred assessment practices.

Fourteen Creative Assignment Ideas for the Online Classroom

In an era of rapid digitization of higher education, innovative online assignments that engage students, foster critical thinking, and mitigate academic dishonesty are paramount. Unique, experiential, and collaborative tasks such as digital storytelling, virtual field trips, interactive infographics, and more can bridge the interpersonal gap in virtual classrooms, inspire active participation, and bolster students' motivation, thus countering challenges such as student disengagement and plagiarism.

A Comprehensive Social Impact Analysis of Technological Advancements in Education: Bridging or Broadening Gaps

This study explores the social impact of technology integration in education through Social Impact Assessment (SIA). SIA originated in the 1970s and has evolved to include various social and economic aspects, particularly education. Interpretivist methodology and SWOT analysis highlight technology's positive and negative effects in the educational sector. Positively, technology enhances learning outcomes, ensures equitable access, promotes social cohesion, and facilitates lifelong learning. It also supports teacher development and makes learning materials more accessible. On the other hand, challenges include increased academic misconduct, ethical dilemmas involving AI, digital divides in socio-economic sectors, and the vast nature of digital content. This paper highlights the need for specific educational policies and interventions by recognizing the diverse impacts of technological advancements in different academic environments.

Unveiling challenges with e-learning faced by academic staff at a University of Technology after COVID-19 pandemic in South Africa

The global shift from traditional face-to-face learning to e-learning, spurred by the COVID-19 pandemic, has significantly transformed higher education (HE) landscapes. Many institutions in developing countries, unprepared for this shift, now find e-learning integral to the educational process. This study explores challenges faced by academic staff at a South African University of Technology (UoT) post-COVID-19. Utilising a phenomenological qualitative research approach, insights were gathered from academic staff through semi-structured interviews. Key challenges identified include insufficient infrastructure, limited training, technological proficiency gaps, student engagement issues, and concerns about academic dishonesty. Practical recommendations encompass infrastructure enhancement, digital training, blended learning strategies, improved student engagement, and measures to ensure academic integrity. These adaptable suggestions provide insights for institutions seeking to enhance e-learning environments, contributing to improved teaching and learning (T&amp;L) outcomes in an evolving educational landscape. It was further recommended that future studies can explore long-term intervention effects, conduct comparative institution studies, and delve into innovative pedagogical approaches.