Academic Integrity Policies Research Articles

Artificial intelligence and academic integrity: The role of academic librarians

The increasing dependence on Artificial Intelligence (AI) writing tools among advanced learners has sparked concerns about academic dishonesty, prompting stakeholders to develop ways to maintain academic integrity. The study explored the role of academic librarians in maintaining academic integrity with the prevalence of AI writing tools among students. The study was conducted through qualitative methods with a phenomenological design. A semi-structured interview was used to collect data from twelve academic librarians in six universities in Ghana. The data was analysed thematically with word clouds. The findings of the study revealed that the roles of academic librarians are more tailored towards maintaining research integrity, an aspect of academic integrity. Also, the study observed that academic librarians play relevant roles in empowering students on the ethical use of information in the current dispensation of AI application tools in learning. Based on the study's findings, it is recommended a skill upgrade of library staff in evolving AI technology in response to issues of academic misconduct among students. Furthermore, the study suggests that academic institutions should revise academic integrity policies to address the increasing use of AI writing tools among students.

Examining AI Guidelines in Canadian Universities: Implications on Academic Integrity in Academic Writing

Academic integrity is a crucial aspect of higher education that fosters intellectual honesty and upholds the principles of fairness and trustworthiness (Stoez & Eaton, 2020; Kang, 2022; Eaton, 2022). As the introduction and integration of artificial intelligence (AI) technologies becomes increasingly prevalent in educational settings, it is imperative to examine how Canadian universities are addressing the implications of AI on academic integrity (Eaton, 2022; UNESCO, 2023). This study aimed to examine the existing AI guidelines and policies developed and implemented by Canadian universities and analyze their alignments and gaps in relation to their academic integrity policies, particularly in the domain of academic writing in Canadian higher education contexts. In this research study, sixteen Canadian universities were selected for document analysis, and through an examination of their existing polices and guidelines on AI, results revealed insights into both challenges and opportunities for faculty, students and stakeholders around teaching academic writing while upholding academic integrity in higher education.

Academic Integrity Policies in HEIs Across Cultures

Academic integrity is a cornerstone of higher education, ensuring that students engage in honest and ethical practices in their pursuit of knowledge. The implementation of academic integrity policies varies across countries, reflecting the unique cultural, societal, and educational contexts of each nation. This article compares academic integrity policies in New Zealand, Australia, and Canada to those in Bulgaria, highlighting the similarities and differences that exist between these diverse educational landscapes. The study applies the well-known methodology by Bretag et al. (2011) whereby an exemplary academic integrity model is evaluated on the basis of five components, namely access, approach, responsibility, detail and support. This methodology is enriched by a modification suggested by Perkins and Roe (2023) in which a sixth component is added – technological explicitness, which involves the necessity to include and constantly update information and provide guidelines about new technologies.

Unmasking the Understanding of Academic Dishonesty Among Undergraduate Medical Students: "Is That Cheating?"

Introduction Academic dishonesty threatens the environs of medical education, wherein medical graduates are expected to exhibit professional honesty. Despite the efforts of institutions and governing bodies, the implementation of an environment of academic integrity is a challenge. We hypothesized that what medical students perceive as academic dishonesty might be different from the prevalent understanding of academic dishonesty among the teaching fraternity. This exploratory study was done to identify and explore in depth what constitutes cheating in the eyes of a medical student. Methods This qualitative study was planned as a semi-structured interview among undergraduate medical students in the second year of study (n=25). The dimensions studied were the individual perceptions of what constitutes cheating, self-reported responses with underlying reasoning to hypothetical academic cheating scenarios, and responses on instances of self-experienced or self-observed instances of academic dishonesty. Results The responses indicate the ambiguous interpretation of academic honesty by students and four chiefthemes of the interpretation of dishonesty, based on student understanding. Our results identify core areas, such as the need for a clear and unambiguous institutional academic integrity policy, an environment of academic honesty, and strict enforcement of penalties for breach of ethical conduct, that need to be addressed to tackle the menace of academic dishonesty. Conclusion Themes derived from our study describe student factors, including trivialization of academic integrity, that lead to academic dishonesty. Advocacy for academic honesty in educational institutions must address these factors to enforce institutional standards.

Academic integrity in the information age: insights from health sciences students at a South African University

PurposeAcademic integrity is vital to the success and sustainability of the academic project and particularly critical in the training of ethical and informed health professionals. Yet studies have found that cheating in online exams was commonplace during the COVID-19 pandemic. With the increased use of online and blended learning post-COVID-19, an understanding of student cheating dynamics is essential for developing effective strategies to combat academic dishonesty in the rapidly changing educational landscape.Design/methodology/approachThis study explored academic integrity and reasons for dishonesty from the perspective of health sciences students at a South African University of Technology (UOT) via the Fraud Diamond. To gain an in-depth understanding of the topic, a qualitative method was employed, and data were collected via focus group discussions with nine student class representatives. These data were analysed thematically using the Clarke and Braun approach.FindingsCheating during online assessment was common and innovative, with students manipulating others and exploiting friendships to facilitate dishonest practices. Student motivations for dishonesty included a lack of consequences and pressure due to a lack of time management, engagement and preparation.Practical implicationsThis study underscores the need for institutions to adopt an adaptable, multi-faceted approach that addresses student cheating opportunity, motivation and normalisation of dishonest practices whilst strengthening academic integrity policies and enforcement thereof.Originality/valueThe findings contribute valuable insights into the ongoing academic integrity crisis in higher education in the South African context.

Student disciplinary policies at a distance and online university in South Africa

Academic integrity is at the core of the academic project and is threatened if universities and the academics and students in them, do not take the quest of achieving academic integrity seriously. If other universities, businesses, and the general public lose trust in a specific university due to a perceived lack of academic integrity in the institution and its qualifications, this creates a threat to the sustainability of the university. In this paper I evaluate the student disciplinary policies and codes of a distance education university against the core elements of an exemplary academic integrity policy (Bretag, Mahmud, Wallace, Walker, James, Green et al., 2011). The five core elements identified by Bretag et al. (2011) are access, approach, responsibility, detail, and support. The university’s policies were evaluated against these elements and rated on whether each one has been achieved or not. This analysis is done at the policy level and also encompasses the policy experiences of this university during COVID-19, by unpacking how these policies played out when a major challenge was applied to them. Apart from the policy analysis, this paper is based on 10 months of fieldwork undertaken during 2021 when 28 people were interviewed; an analysis of policies; and an analysis of five years’ worth of records from student disciplinary procedures. I argue that the five elements for effective student disciplinary policies need to be present for the institutionalisation of academic integrity to occur.

International Students and Generative Artificial Intelligence

An exploratory analysis of tertiary education GenAI academic integrity policies has been undertaken, to examine provision for international students, having been identified as vulnerable to bias and integrity challenges associated with these technologies. A qualitative document analysis of 131 HE institutions (HEI) policies across 11 countries reveals mostly scant consideration of international students' needs, with the majority lacking any explicit provision. A subsequent SWOT analysis of exceptions to this generally indicates strengths in acknowledging diverse learner assumptions but weaknesses regarding specificity in articulating tailored expectations and support. These novel findings suggest international students have been largely overlooked by HEIs here despite generally significant economic contributions, reflecting the tenets of the commodification of HE. Results also highlight an urgent need to address gaps by incorporating international student voices in policy development,. Not addressing these issues risks exacerbating frictions, undermining academic integrity, and further disadvantaging this group in policy responses to GenAI.

Academic integrity and copyright literacy policy and instruction in K-12 schools: a global study from the perspective of school library professionals

This study examined the policies and instructional practices related to academic integrity and copyright literacy in K-12 schools through the lens of school library professionals. Since school librarians play a key role in promoting academic integrity and copyright literacy in schools, they were chosen. An online survey was administered to school library professionals in 85 countries using a mixed methods approach, yielding 569 responses. The results revealed that many K-12 schools lack policies on academic integrity and copyright, and there is variability in the perceived value, implementation and teaching of these literacies. While most school library professionals reported teaching academic integrity and copyright literacy in their schools, implementing effective pedagogies remains challenging. Collaboration between school library professionals and teachers, along with the use of multimedia resources, were identified as potential strategies for practical education and instruction. The study highlights the need for greater attention to be given to these literacies in K-12 education and calls for the development of policies, necessary support and effective teaching methods to ensure students are knowledgeable and well-prepared for higher education.

EXAMINING EXEMPLAR ELEMENTS OF SELECTED MALAYSIAN HIGHER EDUCATION INSTITUTIONS’ ACADEMIC INTEGRITY POLICY: DOCUMENT ANALYSIS BASED EVIDENCE

Background and Purpose: This study examined the comprehensiveness and sufficiency of academic integrity (AI) policies of selected Malaysian higher education institutions. The investigation of eight public and private universities’ AI policies were guided by the five core elements of exemplar AI policy framework developed by Bretag, Mahmud, Wallace, Walker, James, Green, East, McGowan and Partridge (2011).
 
 Methodology: This qualitative method research focused on document analysis of purposively selected eight AI policies. The five core elements that guided the document analysis are access, approach, responsibility, detail and support. The data collected from document analysis was analysed via NVivo 11 software.
 
 Findings: Public universities are educative based and private universities practice punitive approach. All universities provide access of the AI documents to the university community and public, implement ad hoc basis education, awareness campaigns and modules to support the AI agenda and encourage responsibility among the staff and students to curb academic dishonesty. As for detail, universities differ in terms of amount and type of information provided in the documents.
 
 Contributions: The findings will provide universities evidence to make their existing AI policies more robust and comprehensive.
 
 Keywords: Academic integrity policy, core elements of exemplar, document analysis, Malaysian higher education institutions.
 
 Cite as: Manjet, K., & Phan, J. K. J. (2024). Examining exemplar elements of selected Malaysian higher education institutions’ academic integrity policy: Document analysis based evidence. Journal of Nusantara Studies, 9(1), 269-293. http://dx.doi.org/10.24200/jonus.vol9iss1pp269-293

Academic Integrity Policy Analysis of Chilean Universities

Academic Integrity Policy Analysis of Chilean Universities

The consciousness of virtue: uncovering the gaps between educational specialists and the general public in their understanding of virtue in Japan.

Virtue is a normative concept that constitutes social and moral codes. The notion of virtue can be identified in both the West and the East. Since this concept was revived in academia in the 20th century after a long sinking into oblivion, contemporary professional researchers, but not the general public, may be familiar with this notion. We conducted a survey on the attitudes of educational specialists and the general public regarding the notion of virtue in Japan. Our study found that, in contrast to educational specialists, the general public were not so familiar with the notion; both had a positive image of virtue and a poor understanding of the Confucian notions of virtue; both retain Buddhist values under the term of virtue, but educational specialists tended to associate ancient Greek and Western elements with the notion of virtue. Educational specialists emphasized active, intellectual virtues, such as practical wisdom, whereas the general public emphasized passive, emotional virtues, such as gratitude. Our study showed that, the notion of virtue was understood in different ways between educational specialists and the general public in Japan. This finding has several social implications, such as academic integrity and educational policy.

Exploring the Dark Side of Online Distance Learning: Cheating Behaviours, Contributing Factors, and Strategies to Enhance the Integrity of Online Assessment

AbstractThis study investigated cheating behaviours, contributing factors, and strategies to enhance the integrity of assessment in an online learning context. The researchers conducted an analysis of the literature on students’ motivation to cheat in online modules and noted that there is limited research on the specific reasons why students cheat in online learning contexts. To contribute to this knowledge gap, this study set out to understand cheating in two English modules with first-year second language students, in an open distance and e-learning institution in South Africa. The purpose of this study is (1) to investigate why students cheat in their online assessments, (2) to explore the contributing factors of cheating behaviours, and (3) to determine strategies to minimise cheating. Using qualitative methods such as focus group discussions with students, evaluation questions with markers, and one-on-one interviews with lecturers, the study found that cheating is a significant issue in distance education, with students admitting to various forms of cheating in online assessments. Using the social cognitive theory of moral disengagement, the study found that cognitive mechanisms motivate students to engage in unethical behaviour such as cheating. The study recommends implementing an interactive module design, lecturer training on student support, and stringent academic integrity policies to minimise cheating. There is a need for studies that explore the impact of cheating and the effectiveness of different strategies for minimising cheating and enhancing integrity in online assessment.

Generative AI in higher education: The need to develop or revise academic integrity policies to ensure the ethical use of AI

Generative AI in higher education: The need to develop or revise academic integrity policies to ensure the ethical use of AI

Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction

PurposeThis purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice.Design/methodology/approachA virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively.FindingsThe GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain.Research limitations/implicationsIf repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation.Practical implicationsWhile grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks.Social implicationsAs texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students.Originality/valueThe novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

“I Can't Read This”: Plagiarism, Biopolitics, and The Production of The Trans‐Dividual Student

AbstractIn this paper, Tony Iantosca situates the academic integrity policies of US colleges and universities, as well as student plagiarism, in biopolitical frameworks. By examining the aporias that result from student plagiarism in the context of neoliberal knowledge production, which produces and depends upon individualized, skills‐bearing students, Iantosca interrogates what educators can learn philosophically and pedagogically from the mutual misrecognition that occurs between institutional policy and the transgressing student. He frames this discussion with Michel Foucault's classic work on biopolitics as well as Roberto Esposito's immunitary paradigm in order to examine the implications of student illegibility for what Bernard Stiegler has called education's trans‐individuating potential. The argument that emerges is that student plagiarism has multiple, contradictory significances that can nonetheless teach educators important lessons about property and individualism, and these lessons must be retained as we reinitiate, rather than punish, plagiarizing students. Iantosca then closes the paper with a brief consideration of the pedagogical implications of this argument.

Effects of honor code reminders on university students’ cheating in unproctored exams: A double-blind randomized controlled field study

Unproctored exams have been increasingly adopted by universities globally to assess students’ learning and prevent cheating. Different forms of honor code reminders have been implemented with such exams, but no empirical research has directly compared their effectiveness in promoting academic honesty. To bridge this significant gap and inform educational practices for promoting optimal learning, we examined cheating among university students taking an unproctored exam in two field studies. Both studies used a double-blind randomized controlled design. Prior to the exam, students were provided with no reminders of academic integrity policies (most common in unproctored exams) or reminders of policies, actual cases of cheating, or negative consequences of cheating. Reminding students about academic integrity policies, actual cases of academic cheating, and the negative consequences of cheating led to significantly less cheating than providing students with no reminders. The present findings suggest that although university students may have been informed about academic integrity policies upon entry and have experienced unproctored exams, they need a brief reminder to ensure honesty just before taking them. Our findings also illustrate the importance of conducting well-controlled behavioral research that evaluates, in the field, the effectiveness of commonly implemented educational practices to ascertain that they indeed serve their designed pedagogical purposes to promote learning optimally.

Assessing the Implementation of University Management Strategies for Combating Examination Misconduct in Tanzanian Universities

This study assessed the implementation of university management strategies for combating examination misconduct in Tanzanian universities. It was guided by the Theory of Planned Behaviour developed by Ajzen in 1991. The study employed a convergent research design under mixed methods research approach. The target population was 27 universities, 51,489 students, 708 lecturers, 27 Chief examination officers and 27 Directors of quality assurance from which the sample size of 460 was selected through probability and non-probability sampling procedures. A questionnaire, document analysis guide and interview guide were used to collect data. Source triangulation and research experts ensured validity. Reliability was ensured through Cronbach alpha and intercoder agreement techniques. Quantitative data was analysed using descriptive and inferential statistics whereas qualitative data was analysed through thematic analysis. The study found that strategies such as penalties for examination offenders and checking for student’ illegal material were moderately implemented and there was a significant relationship between the levels of implementation of university management strategies for combating examination misconduct and the occurrence of various forms of examination misconduct in Tanzanian universities. The study concluded that university management strategies are not effectively implemented and there is a significant relationship between the levels of implementation of university management strategies and the occurrence of various forms of examination misconduct. The study recommends that universities in Tanzania in collaboration with Tanzania Commission for Universities should review and/or formulate academic integrity policies that will specify and uphold universities’ ethical principles and values as well as practices of appropriate examination conduct for handling policy violations to realize quality examinations

Academic Integrity Policy Analysis of Alberta and Manitoba Colleges

Dealing with matters related to academic integrity and academic misconduct can be challenging in higher education. As a result, students, educators, administrators, and other higher education professionals look to policy and procedures to help guide them through these complex situations. Policies are often representative of an institution’s culture of academic integrity. For these and other reasons it is therefore important that policies and procedures are reviewed regularly and updated to ensure that they align with current educational expectations and societal context. In this presentation, we share the results from our policy analysis of 16 colleges in the Canadian western provinces of Alberta and Manitoba. Data extraction and analyses were performed using a tool developed based on Bretag et al.’s five core elements of exemplary academic integrity policy. Our results showed inconsistencies in college polices in terms of the intended audience for the documents (e.g., students, faculty, administrators), varying levels of detail, inconsistent definitions, or categories of misconduct (e.g., plagiarism, cheating) and little mention of contract cheating. We compare the results of this study with previous academic integrity policy research in Canada for colleges in Ontario (Stoesz et al., 2019), as well as universities (Miron et al., 2021; Stoesz & Eaton, 2022). We also discuss the recent increase in the use of artificial intelligence tools such as ChatGPT and GPT-3 and what this could mean in the context of academic integrity policy. We conclude with recommendations for policy reform in the Canadian college context. Our findings may be useful to those working in community colleges and polytechnics elsewhere.

It's Not Robotic: Barriers to Navigating Academic Integrity & the Role of Emotions

In December, 2022, Conestoga College’s Academic Integrity Office launched an all-faculty survey on Academic Integrity. It was sent to just under 2,500 full-time and part-time faculty, and we received 989 faculty responses, or a 40% response rate. Focus Groups were also conducted to enrich our findings with qualitative data. Generally, this survey is being conducted to better understand how faculty interact with the institution’s academic integrity policies and procedures and to identify faculty interpretation, and possible improvements to supports and resources. In particular, we are keen to ascertain data on two important, yet neglected, questions: What are the barriers faculty experience when navigating academic integrity violations and do these vary depending on faculty type (Full-Time vs. Part-Time). How do discrete emotions impact faculty when navigating academic integrity violations, and do emotions impact penalty decisions? It her chapter titled, “Impediments to Reporting Contract Cheating: Exploring the Role of Emotions” in A Research Agenda for Academic Integrity (Ed. T. Bretag, 2020), Felicity Prentice states, “if emotional responses by academic staff to breaches of academic integrity affect judgement and decision-making, […] it is timely to address this as a potentially significant avenue for research” (p. 70). Potentially significant avenue for research, indeed. Overall, participants will glean an understanding of the barriers faculty face as well as how emotions may influence the process of navigating academic integrity.

Decoding Academic Integrity Policies: A Corpus Linguistics Investigation of AI and Other Technological Threats

Decoding Academic Integrity Policies: A Corpus Linguistics Investigation of AI and Other Technological Threats