This study investigated faculty attitudes towards student violations of academic integrity in Canada using a qualitative review of 17 universities’ academic integrity/dishonesty policies combined with a quantitative survey of faculty members’ (N = 412) attitudes and behaviours around academic integrity and dishonesty. Results showed that 53.1% of survey respondents see academic dishonesty as a worsening problem at their institutions. Generally, they believe their respective institutional policies are sound in principle but fail in application. Two of the major factors identified by (...) faculty as contributing to academic dishonesty are administrative. Many faculty members feel unsupported by their administration and are reluctant to formally report academic dishonesty due to the excessive burdens of dealing with paperwork and providing proof. Faculty members also cite unprepared students and international students who struggle with language issues and the Canadian academic context as major contributors to academic dishonesty. This study concludes with recommendations for educators and recommendations for future research. (shrink)

Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the (...) University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness. (shrink)

This commentary paper examines the issue of contract cheating in higher education, drawing on research and current debate in the field of academic integrity. Media coverage of this issue has reflected significant concerns in the field about students’ use of custom academic writing services, along with sector and national calls for action that would lead to making such essay mills illegal. However, recent studies have revealed the complex nature of contract cheating, with a relatively low proportion of students engaging in (...) outsourcing behaviours involving a third party. This paper focuses on how universities and colleges can respond to this emergent concern, and proposes that institutions extend and establish strategies to embed the values, principles and practices aligned to academic integrity. As part of this endeavour, five areas of consideration are offered for higher education institutions that relate to: determining academic integrity strategy; reviewing institutional policy; understanding students; re-visiting assessment practices; and implications for staff professional development. (shrink)