Scientific integrity is a cornerstone of credible research and academic advancement in Vietnamese universities, encompassing adherence to ethical principles of honesty, transparency, and accountability in research practices. This study aims to investigate how lecturers and students in Vietnam perceive research misconduct behaviors. By employing a quantitative approach, it provides insights into the current state of research misconduct within the Vietnamese universities through a questionnaire using a five-point Likert scale. We collected 444 valid responses from lecturers and students at universities in (...) Vietnam, with 52.5% from students and 47.5% from lecturers. The findings show that lecturers and students have high perceptions of research misconduct in three aspects: implementation of scientific research projects, academic publication, and evaluation of scientific research projects. Additionally, the perceptions of research misconduct among lecturers in social sciences and humanities are significantly higher than those in other fields, including health sciences, economics and business administration, and natural sciences, engineering, and technology, respectively. These findings play a crucial role in empowering higher educational institutions and academic communities to elevate lecturers and students’ perceptions of research misconduct, ultimately fostering a robust culture of integrity in Vietnam. (shrink)

In this study, the researchers investigated the relationships between character strengths and ethical engagement in online faculty. One of the ethical duties for higher education faculty is to engage in effective teaching practices. As online higher education becomes increasingly popular, online faculty also bear this duty. Numerous studies have shown that character strengths cultivate ethical behavior. Hence, we sought to determine the relationship between character strengths and ethical engagement in online faculty. Specifically, we focused on intellectual character strengths, interpersonal character (...) strengths, and emotional character strengths because of their relevance to online faculty’s teaching practices. Through correlational analyses, we learned that interpersonal and emotional character strengths were positively and moderately related to ethical engagement, whereas intellectual character strengths were weakly related to ethical engagement. The findings of this study provide insight into online faculty’s character strengths and ethical engagement. However, further research is needed to understand the role of character strengths and ethical engagement in promoting effective teaching practices in online higher education classrooms. (shrink)