Understanding Academic Integrity Education: Case Studies from Two Australian Universities

Autor/inn/en	Striepe, Michelle; Thomson, Sheona; Sefcik, Lesley
Titel	Understanding Academic Integrity Education: Case Studies from Two Australian Universities
Quelle	In: Journal of Academic Ethics, 21 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Striepe, Michelle) ORCID (Thomson, Sheona) ORCID (Sefcik, Lesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-021-09429-x
Schlagwörter	Ethics; Cheating; Universities; Intellectual Disciplines; Evidence Based Practice; Foreign Countries; Teaching Methods; Context Effect; Story Telling; Summative Evaluation; Grounded Theory; Student Characteristics; Contracts; Best Practices; Tests; Integrity; Australia + Suchen Sie Ihr Suchwort? Ethik; Prellen; University; Universität; Geisteswissenschaften; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Vertrag; Examination; Prüfung; Examen; Integrität; Australien
Abstract	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. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01