Academic Integrity Violations Research Articles

Hitting the Ground Running: Helping International Postgraduate Students to Succeed in Higher Education

This essay examines potential barriers to the academic success of international master’s students studying in higher education in the UK and identifies key elements that draw together university policy and culture and classroom practice to enable this group of students to ‘hit the ground running’. These barriers are viewed through the lens of academic shock and academic integrity. Key themes are discussed including the importance of factors such as language barriers, misunderstandings, and anxiety, as well as the importance of providing clear definitions of what constitutes academic integrity violations in UK universities. The timeframe of one academic year, in which full-time international master’s students are required to acquire new knowledge and skills often impedes the successful completion of early assignments set during their first term. Solutions for addressing these barriers are proposed and aimed at supporting the achievement of international master’s students.

Compliance with standards of academic integrity in us higher education institutions

Peculiarities of compliance with norms of academic integrity in institutions of higher education of the United States of America are considered. In US universities, special Departments of academic integrity have been created, the task of which is to monitor compliance with the norms of academic integrity of all those involved in the educational process. Codes of academic integrity have been developed in all institutions of higher education in this country. The codes contain rules and principles that justify decent educational behavior within the community, develop norms that make it possible to prevent manifestations of academic dishonesty. The work of the Department of Academic Integrity is analyzed and its direction is shown. In order to prevent, consider and fix violations of academic integrity, a legal procedure in the form of a document (Charge of Academic Dishon-Form) has been developed in the USA. Academic Integrity Centers have been established in US universities. Such Centers define academic integrity as a set of five fundamental values: honesty, trust, justice, respect, responsibility. The tools used to ensure the culture of academic integrity in the USA are highlighted. For this purpose, an analysis of the educational process of the University of Chicago, the University of California at Northridge, the University of South Carolina, the University of Stevenson in Maryland, the University of Western Kentucky, and the State University of New Jersey was carried out. In US universities, academic integrity is accepted as a norm, which has turned into a traditional, mandatory element of education. The Standards of Conduct in US Universities have been developed for the academic community. These are Codes of Honor. The main institutional means in the USA in the field of academic integrity are shown.

Editorial

Editorial

Factors Influencing Plagiarism Among Faculty Members and Research Scholars in the Higher Education System

Plagiarism considered serious academic misconduct and a violation of academic integrity and ethics. This study identified users' perceptions and attitudes about plagiarism and strategies for prohibiting in academia and found out the potential causes of plagiarism among higher education systems. The survey method used stratified random sampling techniques to make the strata for the study population, 213 data collected from scholars and faculty members. The survey result demonstrates the primary cause of plagiarism appearance and how different plagiarism indicators have been evaluated within the primary causes. The findings show that information and communication technology, specifically responsible for two factors, easiness of copying and availability of access to resources and new technologies, has a substance responsible for plagiarism. The primary purpose of the study of academic fraternity must transmit learning skills and knowledge. The intention based on ethical principles resulting from its misconduct, and plagiarism is just exploitation for an academic career. Academicians can significantly contribute to the correct set of skills to prevent students from plagiarizing, independently of the student's experiences.

Methodology and Organization of Professional Research and Academic Integrity in the Formation of a Modern Foreign Language and Literature Teacher

The study is devoted to the issue of methodology and organization of professional research and academic integrity (AI) in the formation of a foreign language and literature teacher. The purpose of the article is to characterize the role of the educational component «Methodology and organization of professional research and academic integrity» in the formation of the personality of a foreign language and literature teacher and his/her compliance with the principles of AІ, to offer methodological advice for studying the course, to reveal the policy of academic integrity in higher education institutions on the example of Hryhorii Skovoroda University in Pereiaslav. Methods. To achieve the goal, the author used the following methods: theoretical (analysis, synthesis of normative and scientific-pedagogical sources) and empirical (observation of the educational process). Results. The author considers that the study of the educational component «Methodology and organization of professional research and academic integrity» by students of the second (master's) level of higher education under the Еducational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» to be an important element of their professional training as highly competent teachers of foreign language and literature and a necessary tool for countering violations of AІ principles. The main elements of the course were considered (goal, tasks, general and professional competences that are formed during study, program learning results, content components of the course, a list of indicative topics and tasks for independent work, etc.), the certain methodical tips for studying the course are offered, the policy of academic integrity in Higher Education Institutions on the example of Hryhorii Skovoroda University in Pereiaslav are defined. Then article states that Higher Education Institutions have a number of documents that highlight the policy, standards and procedures for compliance with academic integrity, certain tools are in place to counter AІ violations, and a set of preventive measures is used. Conclusions. The educational component «Methodology and organization of professional research and academic integrity» for applicants of the second (master's) level of higher education under the Educational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» is an important element of their professional training, which together with other components of the Educational programs and certain tools of the higher education institution to counter violations of academic integrity, with the support of non-formal education and self-control regarding compliance with the principles of AІ, will be able to ensure the formation of the future foreign language and literature teacher as a highly competent scientist, professional and virtuous pedagogue. A detailed study of online services for assistance in processing the results of professional research of future foreign languages and literature teachers is defined as the perspective of further investigations.

Academic integrity in nursing: What nurse leaders and faculty need to know now.

Integrity is a foundational characteristic of the nursing profession. Ensuring academic integrity in nursing education is critical. The responsibility for academic integrity is shared among students, faculty, and administrators. Using a case scenario, the purpose of this manuscript is to identify and suggest administrative practices that create, maintain, and sustain a climate of academic integrity. This case scenario exposes some points of the inconsistencies in the policies and practices related to academic integrity while identifying best practices for administrators to employ and promote academic integrity at their respective institution. The authors address the inherent complexities of student due process, procedural fairness, faculty role confusion and confidentiality when working through academic integrity violations. As nurse leaders in an academic setting, the authors also share suggestions on how to improve the academic integrity process.

ACADEMIC INTEGRITY IN THE ACTIVITY OF A FOREIGN LANGUAGE TEACHER

The paper investigates the academic integrity (AcadI) in the activity of a foreign language (FL) teacher at a general secondary education institution (GSEI). Aim of research is to highlight the factors of formation of the FL teacher’s AcadI, to define the directions of its activity regarding the promotion of AcadI, to name the leading ways of preventing violations of AcadI in the GSEI. Methods. To achieve the goal, the following methods were used as theoretical (analysis, synthesis of normative and scientific and pedagogical sources) and empirical (observation of the educational process). Results and discussion. The factors of formation of the FL teacher’s AcadI are singled out and characterized, including the personality qualities of the FL teacher, which can be natural (from the birth) or acquired, the appropriate acquired qualification (an example of the popularization of AcadI and the prevention of its violations in the training of FL teachers under the specialities "Secondary Education (English Language and Literature)" and "Secondary education (German language and literature)" on the basis of Hryhorii Skovoroda University in Pereiaslav, Ukraine), self-education and direct practical professional activity and experience. The authors determined the directions of activity of a FL teacher regarding the promotion of AcadI were defined as: 1) personal example of behavior and academic culture of the FL teacher, 2) the extracurricular work with students about AcadI; 3) optional FL classes on AcadI; 4) the curricular work of the FL teacher with the students directly at FL classes. The leading ways to prevent violations of academic integrity in GSEI were identified: 1) adoption of the Regulation on academic integrity, which should be published on the website of the educational institution and brought to the attention of every participant in the educational process; 2) conducting educational work on compliance with academic integrity; 3) strengthening of self-motivation, self-esteem and self-respect of students, etc. Aspects, thanks to the analysis of which it is possible to verify compliance with the academic culture in the school, are also defined. Conclusions. It was made an attempt to highlight the factors of formation of the FL teacher’s AcadI, which are considered to be as the following: personality qualities, appropriate acquired qualification, self-education, practical professional activity. The directions of activity of a FL teacher regarding the promotion of AcadI were defined and the leading ways of preventing violations of AcadI in the GSEI were named according to the authors’ opinion. The prospect of further research is interviewing FL teachers on their opinion towards AcadI and problems and benefits of participating in AcadI popularization at GSEIs.

AI WRITING CORRECTION TOOLS: TEACHERS AND STUDENTS’ PERCEPTION

This study investigates the similarities and differences of perceptions of teachers and students, examines the issue of academic integrity, and explores the potential for incorporating AI writing correction tools into language teaching and learning. Eighteen lecturers and thirty-nine graduate students were asked to respond to a closed- and open-ended questionnaire to answer the research questions. The sample was collected from the TESOL program at St. Andrews University's International Education Institute. The questionnaire was analysed using Qualtrix to see the patterns from the Likert scale, and thematic analysis was utilized to anticipate the identified themes from the open-ended questionnaire. The findings show that teachers and students have various opinions about using AI writing correction tools in a classroom setting, with some similarities and differences. Interestingly, the majority of teachers and students did not regard the use of AI writing correction tools as a violation of academic integrity. Furthermore, there was a conflicting view among teachers about integrating AI writing correction tools in the classroom. Meanwhile, most students agreed that AI writing could be integrated into teaching and learning.

The Impact of Synchronous and Asynchronous Learning on Academic Integrity Violations by University Students

The Impact of Synchronous and Asynchronous Learning on Academic Integrity Violations by University Students

Attitudes of Students towards Violations of Academic Integrity in Online English Courses

Online education became widespread during the Covid pandemic and is likely to continue to have an important role in our education into the future. A notable aspect of the shift from traditional classroom to virtual teaching has been the collegiate challenge of extending a learning environment founded on mutual trust and academic endeavor, remotely. This study examines the attitudes of students towards violations of academic integrity in online English courses, as attitude can be a trigger for behavior. Student attitudes concerning cheating were assessed for exams, assignments and online sessions. To this end, a questionnaire was implemented with faculty and vocational school students located in the west of Turkey. The participants were two groups of students who attended online English courses and delivered online assignments. One of the groups was comprised of faculty students who attended traditional exams while the other group was tested online. The attitudes of both groups were compared and the results indicated similarity in the most and the least frequently preferred behaviors in general. The most frequently acknowledged violations were using a dictionary during online exams, getting help from translation websites for online assignments and pretending to attend online courses with the camera or microphone turned off. On the other hand, students didn’t show willingness to use remote connection software or give account details to a friend to get help in online courses. Although, students in both groups had similar attitudes towards academic misconduct, some item-based differences were revealed that may influence the delivery of language courses in the online setting.

Testing the Ability of Teachers and Students to Differentiate between Essays Generated by ChatGPT and High School Students

The release of ChatGPT in late 2022 prompted widespread concern about the implications of artificial intelligence for academic integrity, but thus far there has been little direct empirical evidence to inform this debate. Participants (69 high school teachers, 140 high school students, total N = 209 ) took an AI Identification Test in which they read pairs of essays—one written by a high school student and the other by ChatGPT—and guessed which was generated by the chatbot. Accuracy was only 70% for teachers, and it was slightly worse for students (62%). Self-reported confidence did not predict accuracy, nor did experience with ChatGPT or subject-matter expertise. Well-written student essays were especially hard to differentiate from the ChatGPT texts. In another set of measures, students reported greater optimism than their teachers did about the future role of ChatGPT in education. Students expressed disapproval of submitting ChatGPT-generated essays as one’s own but rated this and other possible academic integrity violations involving ChatGPT less negatively than teachers did. These results form an empirical basis for further work on the relationship between AI and academic integrity.

ПОЛОЖЕННЯ ПРО АКАДЕМІЧНУ ДОБРОЧЕСНІСТЬ: ПРОБЛЕМИ ІМПЛЕМЕНТАЦІЇ

The article discusses the problems of implementing the policy of academic integrity in higher education institutions; it was found that the implementation of fundamental principles, the formation of an educational environment with zero tolerance for violations of ethical standards requires the development of a policy and the introduction of the practice of academic integrity. The key in this process is the agreement of the declaration of values and their approval in educational practice. The results of the study on the awareness of the essence and meaning of academic integrity and the desire to articulate a position on academic integrity by students of the second (master’s) level of education of the Vinnytsia National Technical University were also analyzed and summarized. The object of the study was the participants' texts on the meaning of academic integrity in a higher education institution. Qualitative-quantitative analysis was applied to the participants’ texts according to the following criteria: 1) identification of positions on the issue of academic integrity; 2) «I»-position (self-discovery, self-analysis, self-exposure); 3) accentuation of texts; 4) appeal to the moral principles of academic integrity. The authors came to the following general conclusions: at the same time as learning the essence, content and meaning of academic integrity at the theoretical level, almost all research participants emphasized the position of observing academic ethical standards; along with this, it was noticeable that the master's students kept silent about the situation of violation and responsibility, which indicates the avoidance of the discussion regarding the procedures for handling cases of violations and responsibility for non-compliance with ethical principles. The declarative nature of the overwhelming number of the studied texts, hiding the «I» position in them, avoiding the articulation of values give grounds for the conclusion that a significant part of master’s students is not aware of the essence and meaning of academic integrity. Generalizations of research results can be used in changing approaches, processes and procedures to improve the system for ensuring academic integrity at the Vinnytsia National Technical University and other institutions of higher education. Key words: institution of higher education, academic integrity, policy, regulation, violation of academic integrity, text.

ACADEMIC INTEGRITY AS AN IMPORTANT COMPONENT IN ENHANCING EDUCATION QUALITY

For the first time at the normative level, the concept of "academic integrity" was enshrined in the Law of Ukraine "On Education," which was adopted in 2017. Article 42 of the Law defines academic integrity as a set of ethical principles and rules that must be followed by participants in the educational process to ensure trust in the results of training and/or scientific achievements. The education quality assurance system has three structural components: the quality assurance system in educational institutions, the system of external assurance of the quality of education, and the system of quality assurance in the activities of management bodies and institutions that provide external assurance of the quality of education. The participants in the educational process who are subject to the principles of academic integrity are pedagogical, scientificpedagogical, and scientific workers, as well as students of education.
 The objective of this study is to assess the level of knowledge of students at the second (Master's) level of higher education in the "Medicine" program at Poltava State Medical University regarding violations of academic integrity depending on the course of study.
 Materials and methods: The study involved 117 students at the second (Master's) level of higher education in the OPP "Medicine" program at Poltava State Medical University. Among them, 73 people studied in the third year and 44 in the second year of medical faculties at the university. The study tested the students' ability to recognize various violations of academic integrity, such as plagiarism, falsification, fabrication, writing off, and deception using specific examples. Respondents were offered an anonymous questionnaire containing 10 situations regarding academic integrity issues where they had to identify violations if present. The questionnaire also included questions about respondents' demographics, such as age, gender, and year of education.
 Conclusion: The majority of the surveyed secondand third-year students in the "Medicine" program at Poltava State Medical University (72.72% and 79.45%, respectively) demonstrated a sufficient or rather sufficient level of knowledge regarding violations of academic integrity.

Exploring Factors that Contribute to Nursing Students' Willingness to Report Peer Academic Integrity Violations.

Exploring Factors that Contribute to Nursing Students' Willingness to Report Peer Academic Integrity Violations.

A trilateral approach to design a model course on information literacy and research ethics for tertiary‐level curricula: A pathway to university ranking success

AbstractThe present study aims to design a model course on Information Literacy (IL) and Research Ethics (RE) for university curricula and examine the role of this course in university ranking. The study followed a mixed approach to collect required data for designing the course. First, research students' responses regarding IL and RE were collected using a structured questionnaire. Then, responses regarding students' ethical practices were collected from the heads of departments of a university. The Director of the Institutional Quality Assurance Cell (IQAC) of the university was also consulted for his opinions regarding the design of a model course on IL and RE for university curriculum. A total of 142 research students responded to the survey. Results showed that most of the students are unfamiliar with different ethical terms except plagiarism (71.8%). Similarly, departments' heads think that their students are mostly unfamiliar with the terms like intellectual property, paraphrasing and fair use; and inefficient in evaluating information source, ethically using that information and disseminating it through proper channels. Only 23% of students maintained ethics while conducting research works, which sometimes led them into violation of academic integrity. Considering these issues and consulting with IQAC, a course has been designed which might be incorporated in the university curriculum. This is the first initiative in Bangladesh where a model course has been designed and it has been shown how this course can play a vital role in ensuring quality education and influencing university ranking.

Bringing to Academic Responsibility for Violation of Academic Integrity: Theoretical and Applied Problems of Regulation

Problem setting. The article highlights problematic issues related to academic responsibility for violations of academic integrity of participants in the educational process. Attention is drawn to the fact that a significant shortcoming of the Laws of Ukraine «On Education» and «On Higher Education» is the absence of such definitions as «academic responsibility», «types of academic responsibility», «academic misconduct», which significantly complicates the bringing to academic responsibility of pedagogical , scientific-pedagogical and scientific workers of educational institutions and students of education in practice. Analysis of recent researches and publications. A. Artyukhova, V. Zinchenko, Y. Kalinovsky, M. Ozhevan, O. Tytska, O. Chumak and others scientists have addressed the issue of academic integrity in their works. The scientific conclusions and approaches to the vision of these scholars are an important basis for our study. Target of the research is to study and comprehend the problematic issues of bringing to academic liability for violation of academic integrity of participants in the educational process. Article’s main body. Based on the analysis of current legislation, the author formulates a definition of the term “academic liability” and establishes its place in the general system of legal liability. The author’s definition of the term «academic responsibility» is proposed: this is a type of legal responsibility that arises for the violation of the academic integrity of pedagogical, scientific-pedagogical and scientific employees of educational institutions, students of education in scientific institutions and educational institutions and entails negative consequences of state influence in case of committing them of an academic offense. A critical assessment of the list of violations of academic integrity is given. It is noted that in the current educational legislation there is no differentiation of violations related to the training of highly qualified personnel (master’s students, doctoral students, etc.). Attention is drawn to the fact that the Law of Ukraine «On Education» establishes a list of violations of academic integrity, in which offenses that are completely different in terms of the degree of social damage, for example, self-plagiarism and bribery, are placed in the same row/ The author established that the Law of Ukraine «On Higher Education» contains a list of sanctions for violation of academic integrity not for all participants of the educational process, but only for pedagogical, scientific-pedagogical and scientific employees of educational institutions and students of education. Amendments to the current legislation regarding the clear definition of objective criteria for the selection of the type of academic responsibility for a specific violation of academic integrity are proposed. Conclusions and prospects for the development. It was concluded that academic responsibility is a multi-meaning concept, in particular, a type of social, corporate, moral-ethical, legal responsibility, is a type of state coercion. It is proposed to harmonize the provisions of the educational legislation with the Code of Criminal Procedure of Ukraine, the Civil Code of Ukraine, the Criminal Code of Ukraine and other laws, which will regulate the types and measures of punishment for violating academic integrity. It is proved that academic responsibility can be legal (civil, labor, administrative, criminal), social, moral and ethical, corporate responsibility. Thus, academic responsibility intersects with legal responsibility. The need to establish the definition of the concept of «academic responsibility» at the legislative level and to regulate in detail all procedural aspects of bringing the participants of the educational process to academic responsibility is argued.

РЕЗУЛЬТАТИ ЦІЛЬОВОГО ОПИТУВАННЯ «ПЛАГІАТ ЯК ПОРУШЕННЯ АКАДЕМІЧНОЇ ДОБРОЧЕСНОСТІ»

<p><strong><em>The purpose of the study</em></strong><em> is to adjust the content of the «Plagiarism and academic integrity» academic subject on basis of the answers to the outlined survey.</em></p><p><strong><em>Research methodology.</em></strong><em> To find out the opinion of the respondents regarding the effectiveness of the «Plagiarism and academic integrity» academic subject, despite working in the conditions of a full-scale war in Ukraine, and to adjust the content of this academic subject under the study results, a survey (conducted on May 09–26, 2022) by the method of purposive sampling with Google Forms was used. It covered 67 respondents. This is 69.1% of the general population, that are the students with whom the author worked within this academic subject. The questionnaire contained 6 questions: 3 open-ended questions and 3 close-ended questions. To process the received information, the study used methods of generalization and analysis of information: systematization, grouping, qualitative (text analysis, classification) and quantitative (digital data) methods of data interpretation. The results are presented as a detailed verbal description.</em></p><p><strong><em>Results.</em></strong><em> It was found that for 100% of the respondents, the </em><em>academic subject opened up new knowledge and for 97% helped to master new skills important for maintaining academic integrity. The interviewees testify that the educational course is mostly balanced and creative, but it is still worth adding some items about plagiarism in artistic fields; increase the number of training exercises to develop the skills to compose list of references, to use citations, to create paraphrases and compilations, etc.; focus more on enhancement of basic competencies. Almost 75% of the respondents noted that studying the course prompted them to investigate more deeply the problems of academic integrity in general and plagiarism in particular. Respondents are most interested in creative industries, such as music, cinema, and literature, which means that it will be necessary to offer such formats for acquiring knowledge and skills that combine approaches and principles of academic integrity with course issues, for example, the creation of podcasts devoted to the prevention of plagiarism in various fields.</em></p><p><strong><em>Novelty.</em></strong><em> A number of issues are outlined that should be included in the course content, such as plagiarism and photography, plagiarism and stand-up, plagiarism and social media. Competences are highlighted, which, although they are fundamental in obtaining higher education (critical thinking, generating ideas, analyzing information) can be deepened in mastering of this academic subject.</em></p><p><strong><em>Practical importance.</em></strong><em> The obtained results will be used to adjust the content of the «Plagiarism and academic integrity» academic subject.</em></p><p><strong><em>Key words:</em></strong><em> academic integrity, plagiarism, violation of academic integrity, academic course.</em></p>

Exploring Factors That Contribute to Nursing Students' Willingness to Report Peer Academic Integrity Violations.

The aim of the study was to examine and describe student perceptions of severity of violations, faculty support, and support for program improvement strategies related to willingness to report peer violations. Peer reporting is important when students witness dishonest behaviors. To foster academic integrity, exploration of the willingness to report is needed. Using McCabe's Academic Integrity Survey-Modified for Nursing Students, 442 baccalaureate students were surveyed. The more students felt faculty supported related policies, the more willing students were to report ( r s = .298, α = .05). The more students understood what was considered a violation, the more willing they were to report ( r s = .485, α = .05). The more students believed program-wide strategies could prevent violations, the more willing they were to report ( r s = .231, α = .05). Education that helps define academic integrity can contribute to nursing students' willingness to report peer violations. Faculty support of policies and program-wide strategies contribute.

ACQUISITION OF ACADEMIC INTEGRITY COMPETENCIES BY POSTGRADUATE STUDENTS AND THEIR IMPACT ON THEIR SCIENTIFIC ACTIVITY

Academic integrity plays an important role in everyone's research, especially for graduate students who are in the early stages of their careers. The purpose of the article is to establish the basic competencies in the field of academic integrity that postgraduate students should possess. The main methods that were used in the research are analysis and synthesis, methods of comparative analysis, generalization, which made it possible to achieve the set goal. The methodological basis of the study was a survey of postgraduate students of Ukrainian universities. Based on the results of the literature review, the authors systematized the main forms of violations of academic integrity that graduate students may encounter during their studies. Based on the results of a survey of postgraduate students, the main issues of compliance with academic integrity were investigated: compliance with the code of academic integrity of the university; availability of persons responsible for familiarizing postgraduate students with issues of academic integrity; the main forms of violations of academic integrity that postgraduate students may encounter during their studies; the main decisions made as a result of the detection of cases of violation of academic integrity; core competencies that graduate students would like to possess to prevent academic integrity violations. The main measures to inform postgraduate students about the observance of academic integrity have been proposed.

COVID-19 Academic Integrity Violations and Trends: A Rapid Review

The rapid shift from classroom course delivery to online education modalities during the COVID-19 pandemic has had significant impacts on academia. Student loss of face-to-face interaction, the lost social benefits of the educational milieu, and restricted instructor ability to control both the learning environment and assessment process have been significant. The purpose of this paper is to discover if due to the unplanned shift to online course delivery, educators and researchers experienced impacts to academic integrity during the peak of the online shift. A systemic review utilizing the PRISMA methodology of peer reviewed literature published during the period of March 2020 till September 2021 demonstrated that violation types continued to fall within the existing academic integrity constructs of inappropriate information sharing, cheating on exams and assignments, incidents of plagiarism, and falsifying or fabricating information. The results showed that pre-COVID concerns with academic integrity were amplified with previous concerns moving to the forefront. In addition, the rapid shift opened doors for greater opportunity for violations and increased instructor concern especially within the hard sciences and courses with lab-based components. Reinforcing the importance of providing formal academic integrity student and faculty training can be a beneficial intervention to ensure students understand the ethical implications of student behavior and performance during the assessment process. Given the emerging trend pre-COVID that skyrocketed during the pandemic, ensuring academic integrity should remain a key priority for learning institutions.