An increase in Academic Integrity (AI) breaches has resulted in higher education institutions implementing solutions to improve AI competence. It has been argued that to improve students’ AI understanding, concepts and skills should be taught at the classroom level and contextual factors should be considered. This article presents an investigation on how AI is taught at the classroom level across a range of disciplines, how contextual factors inform approaches to AI education, and how the approaches align with evidence-based recommendations. Purposeful (...) sampling procedures were employed to select units of study from disciplines at two Australian universities. Qualitative data collection methods were used to capture ways AI education was approached and the collected data were analysed through grounded theory methods. The findings show that AI was primarily taught through explicit instruction and personal storytelling and assessed through summative assessment. Such approaches appear to be influenced by personal philosophies, institutional mandates and student backgrounds. While the approaches align with the notion that best practice includes an educative approach, other facets of best practice that have been promoted to combat the rise in AI breaches such as collusion, assessment outsourcing and cheating in exams were not evident. (shrink)

This project assesses the ability of a game tutorial, “Goblin Threat” to increase university students’ ability to recognize plagiarized passages. The game tutorial covers information about how to cite properly, types and consequences of plagiarism, and the differences between paraphrasing and plagiarism. The game involves finding and clicking on “goblins” who ask questions about various aspects of plagiarism. Sound effects and entertaining visuals work to keep students’ attention. One group of 177 students enrolled in an online Psychology of Adolescence course (...) answered four multiple choice plagiarism recognition questions in the months after completing the online game tutorial while another group of over 400 students in the same online psychology course did not have access to the game tutorial, but answered the same multiple choice plagiarism recognition questions over the same period of time. The group who played the game tutorial showed an 11% improvement in recognizing plagiarized passages over the comparison group, a statistically significant difference. Results suggest the ability to keep students focused may be an important ingredient for plagiarism interventions. (shrink)

Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand (...) and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education sector globally. (shrink)

Background Behavior is known as misconduct when individuals do not adhere to ethical standards, rules, or regulations. Several factors lead to misconduct, including the lack of understanding of what misconduct is among undergraduate students. However, misconduct as a concept needs more clarity and specificity. Objective This study aimed to examine the concept of misconduct from the literature and establish an operational definition for application to nursing education. Research design A concept analysis using Rodger’s evolutionary view was used to analyze the (...) literature from the disciplines of: academics, business, law, and religious perspectives. Findings and discussion An operational definition was developed based on the multidisciplinary concept analysis. A concept map was designed to help visualize the antecedents, attributes, and consequences and to assist in the conceptualization of misconduct. Implications for nursing science, administration, and education are provided. Conclusion Understanding misconduct is necessary for nurse educators to ensure ethical practice within the academic context. (shrink)