Academic Integrity In Higher Education Research Articles

Academic Integrity Training Module for Academic Stakeholders: IEPAR Framework

The global surge in academic misconduct during the COVID-19 pandemic, exacerbated by remote teaching and online assessment, necessitates a comprehensive understanding of the multidimensional aspects and stakeholders' perspectives associated with this issue. This paper addresses the prevalent use of answer-providing sites and other types of academic misconduct, underscoring the challenge of detecting all or most of the student misconduct. Exploring factors such as faculty inexperience in remote teaching and assessment, the paper advocates for proactive measures to preserve integrity in education. Emphasizing the need for a culture of integrity beyond traditional classrooms, the paper reviews existing models, then details steps to create a framework using the International Labour Organization (ILO)’s TREE training method. It presents the IEPAR framework (Inspiration, Education, Pedagogical considerations, Assessment design, Response and Restorative practice), and assesses its effectiveness. Incorporating faculty feedback, the paper concludes with evidence-based findings, positioning the IEPAR framework as a robust approach for addressing academic misconduct and fostering a culture of academic integrity in higher education through responsible training of all stakeholders.

Artificial intelligence: threat or asset to academic integrity? A bibliometric analysis

Purpose This study aims to address a systematic literature review (SLR) using bibliometrics on the relationship between academic integrity and artificial intelligence (AI), to bridge the scattering of literature on this topic, given the challenge and opportunity for the educational and academic community.Design/methodology/approach This review highlights the enormous social influence of COVID-19 by mapping the extensive yet distinct and fragmented literature in AI and academic integrity fields. Based on 163 publications from the Web of Science, this paper offers a framework summarising the balance between AI and academic integrity.Findings With the rapid advancement of technology, AI tools have exponentially developed that threaten to destroy students' academic integrity in higher education. Despite this significant interest, there is a dearth of academic literature on how AI can help in academic integrity. Therefore, this paper distinguishes two significant thematical patterns: academic integrity and negative predictors of academic integrity.Practical implicationsThis study also presents several contributions by showing that tools associated with AI can act as detectors of students who plagiarise. That is, they can be useful in identifying students with fraudulent behaviour. Therefore, it will require a combined effort of public, private academic and educational institutions and the society with affordable policies.Originality/value This study proposes a new, innovative framework summarising the balance between AI and academic integrity.

ALGORITHM AND SOFTWARE IMPLEMENTATION OF MODELS FOR PROGRAM CODE COMPARISON ON THE EXAMPLE OF C-LIKE PROGRAMMING LANGUAGES

This scientific work introduces an innovative algorithm and its software implementation for addressing the issue of detecting code similarities and identifying instances of code borrowings in software solutions. This development, pre sented in both finished and abstract forms, has the potential to revolutionize the way educators and institutions approach evaluating the creative solutions of student-programmers. The algorithm is designed to automate checks on software solutions submitted by students for various programming challenges, competitions, and Olympiads. The tool provides an effective means of detecting code similarities and flagging potential instances of plagiarism, allowing instructors to ensure that the submissions are original and the result of conscientious efforts. The work presents two examples of creative tasks that require careful evaluation for code similarity, providing concrete illustrations of how the algorithm works in practice. The algorithm itself is described in detail, and parts of the software code implementation in C# programming language are provided, enabling interested parties to explore the tool's technical workings. The results of testing and analysis of the algorithm are presented, with the work highlighting the potential of the tool to automate time-consuming and resource-intensive evaluations of software solutions. Visualizations of the test results provide clear and concise insights into the efficacy of the algorithm, enabling educators to assess the originality of the solutions with ease. Overall, the work is an invaluable contribution to the field of software development, providing educators with an innovative tool for ensuring the originality of software solutions submitted by students. With the growing need for transparency and academic integrity in higher education, this development has significant potential to transform the way institutions approach software solution evaluations, empowering students to pursue creative problem-solving with confidence. All of this can be achived by this algorithm being implemented in the future in bigger application as it`s main or side feature.

Academic Integrity in Higher Education: Understanding and Addressing Plagiarism

This article delves into the profound implications of plagiarism, extending beyond its role as an academic transgression to challenge the foundational principles of truth, originality, and integrity upon which the academic world is built. Plagiarism's extensive consequences ripple through students, educators, and educational institutions, posing a substantial threat to the integrity of the educational system. The primary aim of this study is to comprehensively address the complexities of plagiarism in higher education, emphasizing the need for effective strategies to safeguard and promote academic integrity. Academic institutions, designed to cultivate knowledge and character development, confront the unsettling presence of plagiarism, necessitating an in-depth exploration of its multifaceted causes and motivations for meaningful mitigation. The study identifies academic pressure, time constraints, lack of knowledge about citation rules, and the digital age as significant contributors to the prevalence of plagiarism. It underscores the far-reaching consequences of this issue and highlights the pivotal role of prevention and detection strategies, notably plagiarism detection software such as Turnitin, Grammarly, and Copyscape, in the ongoing battle to preserve academic honesty and the sanctity of scholarly work.

‘Words are Flowing Out Like Endless Rain Into a Paper Cup’: ChatGPT & Law School Assessments

ChatGPT is a sophisticated large-language model able to answer high-level questions in a way that is does not trigger conventional plagiarism detectors. Concerns have been raised that and similar forms of ‘generative AI’ pose a significant threat to academic integrity in higher education. To evaluate this risk in the context of legal education specifically, this project had ChatGPT (using the GPT3.5 model available in January 2023) generate answers to twenty-four different exams from an English-language law school based in a common law jurisdiction. It found that the system performed best on exams that were essay-based and asked students to discuss international legal instruments or general legal principles not necessarily specific to any jurisdiction. It performed worst on exams that featured problem-style or “issue spotting” questions asking students to apply an invented factual scenario to local legislation or jurisprudence. While the project suggests that for the most part conventional law school assessments are for the time being relatively immune from the threat generative AI brings, the project provides only a baseline snapshot of how large-language models tackle assessment in higher education. As both the technology improves and students learn how to harness it, increasingly fewer forms of assessment will be beyond its reach. However, rather than attempt to block students from using AI as part of learning and assessment, this paper instead proposes three ways students may be taught to use it in appropriate and ethical ways. While it is clear that generative AI will change how universities teach and assess (across disciplines), a solution of prevention or denial is no solution at all.

Academic integrity in higher education: manifestations and motivation factors

The article highlights the problems of ensuring academic integrity in higher education and the factors that determine them. The category "integrity" is considered not only in ethical and legal aspects, but also in an economic dimension. The peculiarities of such forms of dishonesty as plagiarism, methodological manipulation, abuse of self-citation and bias in further professional activities (using the profession of auditor as an example) are considered. It is substantiated that achieving the profitability of investments in national education to the level of foreign indicators requires the improvement of educational management and the introduction of a number of documents of an organizational and legal nature regarding incentives for conscientiousness. A comparative analysis of national and foreign experience in overcoming negative manifestations in university education is carried out. It is emphasized that the imperfection of the criteria system for determining the scientific rating affects to a large extent the violation of the integrity of universities’ academic staff. The productive role of the cooperation between the National Agency for Higher Education Quality Assurance and foreign institutions in the implementation of European experience in ensuring academic integrity, adapted to Ukrainian socio-economic realities, is emphasized. The expediency of involving international organizations in monitoring the state of corruption within the Ukrainian education is substantiated. It is proposed to supplement the evaluation of the state of academic integrity of the HEIs in the process of educational and scientific work with the applicants by evaluating it by means of the criteria of conscientiousness and productivity of graduates’ professional activity. It is proved that the training of applicants must necessarily include the projection of ethical principles and principles of academic integrity in the future profession, taking into account special requirements of international standards and professional codes of ethics. It is emphasized that elevating integrity to the level of immanent value of educational and scientific society is a guarantee for competitiveness of graduates of Ukrainian universities on the European market of knowledge.

Evaluating a pedagogical approach to promoting academic integrity in higher education: An online induction program.

Academic integrity is at the heart of excellent education. However, resources explaining the concept tend to be definition-driven, while using complex language and sometimes even an austere tone designed to discourage students from breaches. This study aims to design and evaluate an online module at a UK University across 2 years, designed to improve students’ understanding of concepts of academic integrity and practice. The module includes a range of interactive resources (e.g., gamified quizzes and e-booklets) and was made available to a large cohort of postgraduate students (448). The study adopts a mixed-methods approach composed of three sequential phases involving first collecting students’ views on existing academic integrity resources (7 students participating in a focus group and 39 competing a questionnaire), then developing a range of new ones based on students’ feedback to form the content of the module, and finally gathering students’ evaluation on the newly created resources (sample size: 361 students). Results illustrate a clear improvement in relation to the accessibility, usefulness and understandability of new resources. Results also highlight a remarkable increase in student confidence levels regarding academic integrity. Students also considered the new module as more appealing and informative. This manuscript offers a good example of a pedagogical approach aimed at promoting academic integrity in an innovative and engaging fashion.

The Scholarship of Technology Enhanced Cheating

The Scholarship of Technology Enhanced Learning, and the Scholarship of Learning and Teaching more broadly, tends to focus on positive stories of things that work (Dawson & Dawson, 2018). We have an interest in learning and want to share strategies we have found to be successful. A similar parallel can be drawn with the field of academic integrity, in that it too is a field with a focus on a positive thing: students’ capabilities and actions that demonstrate they can and do act in the way we want them to.
 Delving into the negative is unpleasant. It can require an adversarial mindset (Dawson, 2021), similar to the type used in cybersecurity (Craigen et al., 2014). Scholars of cheating can be portrayed by the media as undercover sleuths (e.g. Cook, 2018). On the flipside, those who question the technologies used to detect or deter cheating can face legal action by vendors. In my own work I have had to step very carefully, having been warned that studies where I try to empirically check if anti-cheating technologies work may not be legal without the support of their vendors. Cheating and anti-cheating scholarship is a charged, risky place to be.
 This presentation explores cheating and technology. Drawing on a recent synthesis of research from cybersecurity, artificial intelligence and game studies (Dawson, 2021), it discusses what the current state of cheating is, and where it is likely to be in the near future – as well as the types of scholarship that we need to address the problem of technology-enhanced cheating.
 References
 Cook, H. (2018, 13 November 2018). Academics go undercover to spot the telltale signs of a cheater. The Age. https://www.theage.com.au/national/victoria/academics-go-undercover-to-spot-the-telltale-signs-of-a-cheater-20181113-p50fng.html
 Craigen, D., Diakun-Thibault, N., & Purse, R. (2014). Defining cybersecurity. Technology Innovation Management Review, 4(10), 13-21.
 Dawson, P. (2021). Defending assessment security in a digital world: preventing e-cheating and supporting academic integrity in higher education. Routledge.
 Dawson, P., & Dawson, S. L. (2018). Sharing successes and hiding failures: ‘reporting bias’ in learning and teaching research. Studies in Higher Education, 43(8), 1405-1416. https://doi.org/10.1080/03075079.2016.1258052

Promoting Academic Integrity in Institutions of Higher Learning: What 30 Years of Research (1990-2020) in Australasia Has Taught Us

This article reviews and evaluates the academic integrity research conducted in Australasia over a 30-year period from 1990–2020. It presents an analysis of studies on academic integrity including those on contract cheating as an increasing area of concern in higher education. The authors divide the research according to the diverse stakeholders—students, faculty, staff, and institutions of higher learning. Keeping in mind that maintaining and promoting a culture of academic integrity is everyone’s business, and that there is no simple solution, the authors recommend a combination of strategies to promote and maintain a culture of academic integrity in higher education now and into the future.

Research integrity: learning from collective action in Nepal

Early career researchers in developing countries like Nepal have faced many barriers while learning and practicing research integrity. Having easy access to appropriate resources for learning research integrity is essential to ensure academic integrity in higher education in Nepal and promote responsible research practices. This paper presents an approach to collective learning that will help stakeholders initiate learning and foster research integrity at their own level. Methodologically, the learning interventions were conducted in four phases: preparation, planning, implementation, and learning. Throughout the process of each phase, social exchange theory and collaboration in social learning were considered as new literacy models to promote research integrity knowledge. The interpretation of experiential learning interventions led to the development of the 4Co collective learning model. This model is contextually applicable for gaining deeper knowledge and skills and new networks of research integrity. With the purposes of awareness and development, this article is divided into two sections: the first part explores the actions taken and the second explores experiential learning that provides insights about the 4Co collective learning model.

India's regulations for preventing plagiarism and promoting academic integrity in higher education

India's regulations for preventing plagiarism and promoting academic integrity in higher education

Assuring Academic Integrity of Supervisor Appointment in Post-Graduate Program with Data-Driven Decision Making Strategy: A Proposal

Research supervision is one of the important aspect in academic quality assurance and the sustainbility of the science itself. However, there is lack of attention based on research literature and evidence of good practice on research supervision from the context of academic integrity in higher education. This study aims to develop a data-driven decision making strategy in supervisor selection for post-graduate program based using research projects data. Apart of that, the researchers reviewed the indicator of academic integrity in research supervisory from program standards in masters and doctoral degree by Malaysia Qualification Agency (MQA), international recommendation by UNESCO and Islamic principles according to the roles of the supervisor, administrator and student in the context of research supervisory. This study adopted data analytics and visualization technique using cloud-based collaborative platform as a research method for data acqusition, processing and analyzing the data. The researchers acquired the research projects profile data registered in the institutional database in Universiti Malaysia Pahang from Department of Research and Innovation as a case study. We categorized and mapped the research profile according to Malaysian Research and Development Classification System (MRDCS) code. The combined data was been analyzed and visualized to specific online dashboard to indicate the research experience in fraction of years as a metric. The researchers evaluate the characteristics of the dashboard based on the academic integrity indicators from MQA, UNESCO and Islamic principles as our measures. The result shows that there is a potential usefulness of the proposed strategy in assuring academic integrity for supervisor selection in post-graduate programmes. This novel approach has a potential impact on academic integrity in higher education which can be adopted at larger scale by higher education institution in Malaysia.

Predicting contract cheating intentions: Dark personality traits, attitudes, norms, and anticipated guilt and shame

Contract cheating is a critical emerging threat to academic integrity in higher education. Although some situational predictors of student engagement in contract cheating are known, little is known about the psychological predictors of contract cheating. Intentions are a key predictor of future behavior. Thus, in this study, students' (N = 459) intentions to engage in contract cheating were examined in an extended Theory of Reasoned Action (TPR) model via a cross-sectional survey. Psychopathy and Machiavellianism were included in the TRA model as precursors of attitudes and subjective norms, and anticipated guilt and shame were included as mediators between attitudes and norms, and intentions. Structural equation modeling and analysis of mediation paths revealed that psychopathy and Machiavellianism did not directly predict contract cheating intentions. Psychopathy and Machiavellianism predicted contract cheating intentions via simple and serial mediation paths. These results suggest that contract cheating intentions may be reduced by modifying students' attitudes, subjective norms, or their anticipated moral emotions.

A Scoping Review of Text-Matching Software Used for Student Academic Integrity in Higher Education

Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.

Academic Integrity in Online Assessment: A Research Review

This paper provides a review of current research on academic integrity in higher education, with a focus on its application to assessment practices in online courses. Understanding the types and causes of academic dishonesty can inform the suite of methods that might be used to most effectively promote academic integrity. Thus, the paper first addresses the question of why students engage in academically dishonest behaviours. Then, a review of current methods to reduce academically dishonest behaviours is presented. Acknowledging the increasing use of online courses within the postsecondary curriculum, it is our hope that this review will aid instructors and administrators in their decision-making process regarding online evaluations and encourage future study that will form the foundation of evidence-based practices.

FAKTOR-FAKTOR YANG MEMPENGARUHI KECURANGAN AKADEMIK PADA PERKULIAHAN ONLINE

The spread of the covid-19 disease outbreak has brought urgent changes in varioussectors. The government’s advice to stay at home and keep your distance shouldbe followed by a change in learning methods from face-to-face to online learning.The purpose of this study is to explore the extent to which factors such as situationalfactors, academic factors, and psychological factors can influence students’academic cheating behavior during online learning, and to propose strategies topromote academic integrity in higher education when learning is conducted on anounce line.This type of research is quantitative research with a descriptiveapproach. The samples studied were all S1 Accounting Faculty of Economicswhich is still active in the even semester of The Academic Year 2019/2020 whohad taken the online exam and learning online with a sample number of 153 studentsusing purposive sampling techniques. Data analysis techniques in this study usingPLS (Partial Least Square) 3.0 software. The results of this study showed thatpsychological factors and academic factors have no significant effect on onlinecheating. But situational factors as intervening variables have a significant effectonline cheating

2 Academic Integrity and the Disintegration of Pedagogy

Abstract: This article addresses the concept of academic integrity in higher education. While the emphasis in much literature relates to academic misconduct, this article considers academic integrity in terms of pedagogical judgment by exploring how integrity is related, etymologically, to wholeness. It argues that where approaches to teaching and learning are prescribed—or proscribed—in pursuit of “teaching excellence,” pedagogical judgment is curtailed, resulting in a fragmentation or “disintegration” of pedagogy, and of academic integrity. These ideas are pursued through a reading of Andrzej Jakimowski’s 2012 film, Imagine. While the film raises questions about pedagogical judgment and risk in education, the film’s denouement suggests that the integrity of the teacher is ineluctably bound to the extent to which s/he opens up the subject, and the world, to students, and so is also transformed. This approach to thinking about the integrous teacher develops Pádraig Hogan’s (2003) idea of teaching as a way of life with an integrity of its own, and Christiane Thompson’s (2015) reading of the film as imagining ways of engaging with the world. It concludes that the fragmentation of pedagogy is a denial of the teacher’s integrity to open up the world. In this sense, the limits of pedagogy are a limiting of the world.

Academic Integrity in Higher Education of Ukraine: Current State and Call for Action

The research aims to define the scope and challenges of intellectual property rights protection in higher schools of Ukraine and offer recommendations to address those for higher education officials and university leaders. The findings of the research rely on the results of an anonymous expert survey conducted among non-law students of two institutions of higher education using a specially designed questionnaire. They reveal a significantly low level of students’ awareness and knowledge of intellectual property rights, academic integrity, and protection thereof, which undermines the internal education quality. At the same time, there exists a high demand for receiving the relevant knowledge within the university programmes the students are enrolled in. It, therefore, seems expedient to design and include “Intellectual Property and Academic Integrity” as a subject in the curricula of higher educational institutions of Ukraine to be taught at the first year of training, and develop a special course in the fundamentals of intellectual property and academic writing to build the students’ relevant competences. Similarly, it is essential that the teaching staff should be trained accordingly and have the relevant powers and tools to impart and enforce academic integrity rights protection.

IMPLEMENTATION OF THE PRINCIPLES OF ACADEMIC INTEGRITY IN THE CONTEXT OF EUROPEAN PRACTICE

The article deals with the main challenges which the student community and teaching staff face towards building a European-style university based on the principles of academic integrity as a component of higher education quality. The basic universal norms, which should enter into the daily life of the university and ensure the improvement of the quality of educational and scientific process, have been considered in the article; the basic manifestations of academic dishonesty have been highlighted; the experience of the EU and of France in particular, in implementation of academic integrity principles in the life and activities of students and teachers has been considered. The main method of overcoming academic dishonesty by the developed countries has been mentioned. The respect of academic integrity principles as a component of higher education quality has been stressed. The current state of the principles of academic integrity implementation in the Ukrainian university education has been noted. The notion and principles of academic integrity have been stated. The types of academic dishonesty have been revealed. Academic integrity as a set of ethical principles and rules defined by the Law of Ukraine «On Education» has been mentioned in the article. The initiatives taken in the world to overcome the problem, have been revealed. The chronology of the advances in this field has been provided in the article. The European Union-funded project on the «Comparison of policies for academic integrity in higher education across the European Union» has been revealed in the article as an important initiative of the EU countries in academic integrity principles implementation. The aim, the participants and the target group of this project have been highlighted. It was stressed that the establishment of the principles of academic integrity is quite a complicated process that involves not only the definition, fixation, but also the conscious and free adoption of these principles by all members of the academic community. The presence of goodwill, enlightenment of enthusiasm, confidence in one’s rightness among adherents of academic integrity, combined with modern information technologies allow to accelerate this process in time and expand the circle of ideological supporters of these principles

Teaching Academic Integrity: the Missing Link

Student plagiarism and cheating have been at the focus of scholarly investigations for over two decades now, the discussion being conducted on the backdrop of the question of whether traditional didactics is suitable for Google generation students who supposedly think and process information differently. Using data collected via start-of-term questionnaires, a series of follow-up semi-structured interviews and a specially calibrated session on academic integrity, the present study looks into the students’ ideas on cheating, school work, internet use, studying habits and understanding of academic integrity. The study aims to suggest (albeit tentatively) a holistic approach to teaching academic integrity in higher education taking into account the students’ perspective: an in-depth qualitative approach was used in the data analysis, evaluating students’ investment, engagement, motivation, learning habits, attitudes to cheating and plagiarism. The findings suggest a conflicted picture of the Bulgarian student: hardly taking the all-practical approach towards higher education, conflicted about the value of learning, this generation of students has little structure to their knowledge, they critically underuse ICT tools for learning and regard cheating as a commodity, unburdened by moral or ethical implications.