Globally, academic integrity and misconduct is a continuing conundrum for education institutions. Whilst the online delivery of education is not new, the onset of Covid-19 with accompanying health and safety limitations and the consequential rapid transition to emergency online delivery of education has, for many, exacerbated the need to focus on emerging potential for new forms of student academic misconduct i.e., e-dishonesty. This paper presents the strategies developed by a higher education institution specializing in university courses for safety and security (...) professionals in the United Arab Emirates to address academic integrity during Covid-19 and beyond. The fundamental approach draws on lessons learnt from across the education community and focuses on engaging a comprehensive whole of Academy commitment to a high standard of academic integrity. The research investigated the outcomes of the academic integrity interventions in a total student population of 631. The early trending results of the strategies are encouraging, whilst monitoring of the ever-changing academic assessment landscape is pivotal to ensure these early trends are validated and sustained. The strategies developed and deployed by the Academy are replicable and offer a contribution to the demanding and complex challenge of establishing academic integrity within educational institutions across the world. (shrink)

The study examines one type of breaches of integrity, namely using one’s authority in public office for personal gain, in the administration of teachers in Ghana. It was executed using an embedded mixed methods design with a population of 667 teachers employed by the Ghana Education Service. A sample of 270 respondents was chosen by simple random sampling for the study. The questionnaire containing open-ended and closed-ended items was administered to the respondents. Data generated by the close-ended items were analysed (...) using frequencies and percentages and data obtained from the open-ended items were analysed in themes. The study found that integrity breaches were prevalent in GES and occurred under the watch of superior officers in the service. It was more pronounced in teachers’ requests for upgrading and promotion, and salary processing. Victims did not report the act because they believed nothing would happen and because they fear victimisation. Integrated Personnel and Payroll Database coordinators and Human Resource Managers at the district and regional levels of GES were found to be the most corrupt officers in the service. It is recommended that character references on GES staff be sought; the processing of salaries, transfer, upgrading, promotion, among others, at the GES offices should be automated; and effective whistleblower hotlines should be instituted. (shrink)

This research aimed to analyse inclusive practice in academic integrity in the teaching, support, policies and procedures involved at one UK HE institution. Data was collected through two sets of stakeholder interviews: three students from disadvantaged groups who had experienced academic conduct investigations; eleven staff with key roles in academic integrity. A third set of data comprised four institutional academic integrity documents which were analysed in terms of meeting Universal Design for Learning principles for inclusion. The four main findings emerging (...) from the study are: academic conduct processes create high levels of anxiety among students, particularly related to perceived judgement; students experience difficulty understanding academic integrity documents which lack consistency and do not meet inclusive criteria; students from certain backgrounds including widening participation, students with a disability and international non-native speakers need more institutional support in order to follow academic conduct processes and assimilate expected practice; there is a willingness among staff to try to develop more inclusive practice. The research findings led to a revised, more inclusive and educative institutional academic conduct procedure. The implication for practice is that attention is urgently needed to improve inclusive approaches to academic integrity. (shrink)