Skip to main content
SpringerLink
Log in

Educational Responses to Academic Integrity

  • Reference work entry
  • First Online:
Handbook of Academic Integrity

Abstract

The work of the Australian Academic Integrity Standards Project (AISP 2012) and Exemplary Academic Integrity Project (EAIP 2013) has demonstrated the role of policy in dissemination of a university’s values, managing academic misconduct, and enabling academic integrity education appropriate for the particular scholarship conventions of academic literacies. The AISP (2012) provides models of exemplary policy and a range of learning resources. It also reveals that staff and students want responses to academic integrity to be more than informative; they need responses to academic integrity to be educational. The EAIP (2013) provides a framework to develop policy and practices which are committed to the development of a culture of academic integrity and reveals the complexity of educational culture/s. It provides resources to meet some of this complexity, including resources for international students and postgraduates. Following on from the work of these Australian projects, this chapter discusses students’ academic integrity learning needs in the context of the digital age, and it provides design principles and activities to enable students to take on their university’s values and develop their scholarship skills. The chapter focuses on designing engaging academic integrity modules (AIMs) for institution-wide education and designing activities for practice using an academic literacies approach. Most universities provide generic information, but this chapter argues that, beyond introducing students to academic integrity and avoiding plagiarism, students are entitled to education which enables them to understand scholarship and how it is practiced. This poses the challenge for university education to do more than inform students about academic integrity and to provide educative opportunities for students to be able to practice scholarship skills prior to being assessed on their capabilities.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 549.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 799.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • AISP (2012). Academic integrity standards project (AISP): Aligning policy and practice in Australian universities (2012). Office for Learning and Teaching Priority Project 2010–2012. http://www.aisp.apfei.edu.au. Accessed 21 Sept 2014.

  • AISP Learning Activities & Develop (2012). Academic integrity standards project (AISP): Aligning policy and practice in Australian universities (2012). Office for learning and teaching priority project 2010–2012. http://www.aisp.apfei.edu.au/learningactivities/develop. Accessed 29 Feb 2015.

  • Arko, M., McAllister, L., & Goss, H. (2005). Constructing an online Academic Integrity Kit: An institutional approach at QUT. Presented at 2nd Asia-Pacific Educational Integrity Conference: Values in Teaching, Learning and Research, Newcastle, UK.

    Google Scholar 

  • AUQA (2009). Good practice principles for english language proficiency. http://www.aall.org.au/sites/default/files/Final_Report-Good_Practice_Principles2009.pdf. Accessed 29 Feb 2015.

  • Baughan, P. (2013). The missing meso: Variation in staff experiences of an academic practice initiative and lessons for educational change. International Journal for Educational Integrity, 9(1), 89–100.

    Google Scholar 

  • Bayne, S. (2006). Temptation, trash and trust: The authorship and authority of digital texts. E-Learning, 3(1), 16–26. doi:10.2304/elea.2006.3.1.16.

    Article  Google Scholar 

  • Beetham, H., & Oliver, M. (2010). The changing practices of knowledge and learning. In R. Sharpe, H. Beecham, & S. De Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp. 155–169). New York: Routledge.

    Google Scholar 

  • Belter, R. W., & Du Pre, A. (2009). A strategy to reduce plagiarism in an undergraduate course. Teaching of Psychology, 36(4), 257–261.

    Article  Google Scholar 

  • Bloch, J. (2001). Plagiarism and the ESL student: From printed to electronic texts. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connection (pp. 209–228). Ann Arbor, MI: University of Michigan Press.

    Google Scholar 

  • Bloch, J. (2008). Plagiarism across cultures: Is there a difference? In C. Eisner & M. Vicinus (Eds.), Originality, imitation, and plagiarism: Teaching writing in the digital age (pp. 219–230). Ann Arbor, MI: University of Michigan Press.

    Google Scholar 

  • Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J. (2014). “Teach us how to do it properly!” An Australian academic integrity student survey. Studies in Higher Education, 7(39), 1150–1169. http://www.tandfonline.com/doi/full/10.1080/03075079.2013.777406. Accessed 21 Sept 2014.

    Google Scholar 

  • Carroll, J. (2002). A handbook for deterring plagiarism in higher education. Oxford, UK: Oxford Centre for Staff and Learning Development, Oxford Brookes University.

    Google Scholar 

  • Christie, H., Tett, L., Cree, V. E., Hounsell, J., & McCune, V. (2008). ‘A real rollercoaster of confidence and emotions’: Learning to be a university student. Studies in Higher Education, 33(5), 567–581. doi:10.1080/03075070802373040.

    Article  Google Scholar 

  • Dervin, B., & Foreman-Wernet, L. (Eds.). (2003). Sense-making methodology reader. Cresskill, NJ: Hampton Press.

    Google Scholar 

  • Devlin, M., Kift, S., & Nelson, K. (2012). Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for institutional policy makers and leaders. Sydney, Australia: Office for Learning and Teaching.

    Google Scholar 

  • EAIP (2013). Exemplary academic integrity project (EAIP): Embedding and extending exemplary academic integrity policy and support frameworks across the higher education sector (2013). Office for Learning and Teaching Strategic Commissioned Project 2012–2013. http://resource.unisa.edu.au/course/view.php?id=6633. Accessed 29 Sept 2014.

  • East, J. (2005). Proper acknowledgment?. Journal of University Teaching and Learning Practice, Academic Integrity, 2(3a), 1–11. http://jutlp.uow.edu.au. Accessed 21 Sept 2014.

  • East, J. (2006). The problem of plagiarism in academic culture. International Journal for Educational Integrity, 2(2), 16–28.

    Google Scholar 

  • East, J., & Donnelly, L. (2012). Taking responsibility for academic integrity: A collaborative teaching and learning design. Journal of University Teaching & Learning Practice, 9(3). http://ro.uow.edu.au/jutlp/vol9/iss3/2. Accessed 21 Sept 2014.

  • East, J., & McGowan, U. (2012). AISP, Academic integrity standards: Recommendations for good practice. Academic integrity standards project (AISP): Aligning policy and practice in Australian Universities (2012). Office for Learning and Teaching Priority Project 2010–2012, www.aisp.apfei.edu.au/content/research-papers. Accessed 21 Sept 2014.

  • Elander, J., Pittam, G., Lusher, J., Fox, P., & Payne, N. (2010). Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity. Assessment & Evaluation in Higher Education, 35(2), 157–171.

    Article  Google Scholar 

  • Epigeum (2014). https://plagiarism.epigeum.com. Accessed 21 Sept 2014.

  • Facer, K., & Selwyn, N. (2010). Social networking: Key messages from the research. In R. Sharpe, H. Beecham, & S. De Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp. 31–42). New York: Routledge.

    Google Scholar 

  • Fielden, K., & Joyce, D. (2008). An analysis of published research on academic integrity. International Journal for Educational Integrity, 4(2), 4–24.

    Google Scholar 

  • Flowerdew, J., & Li, Y. (2007). Plagiarism and second language writing in an electronic age. Annual Review of Applied Linguistics, 27, 161–183.

    Article  Google Scholar 

  • Garner, A., & Hubbell, L. (2013). Institutional models for adjudicating plagiarism in the United States. International Journal for Educational Integrity, 9(1), 70–83.

    Google Scholar 

  • Gow, S. (2014). A cultural bridge for academic integrity? Mainland Chinese master’s graduates of UK institutions returning to China. International Journal for Educational Integrity, 10(1), 70–83.

    Google Scholar 

  • Higher Education Academy JISC Academic Integrity Service (2011). Supporting academic integrity: Approaches and resources for higher education. http://www.heacademy.ac.uk/assets/documents/academicintegrity/SupportingAcademicIntegrity_v2.pdf. Accessed 21 Sept 2014.

  • Horacek, D. (2009). Academic Integrity and Intellectual Autonomy. In T. Twomey, H. White, & K. Sagendorf (Eds.), Pedagogy, not policing. Positive approaches to academic integrity at the university (pp. 7–18). Syracuse, NY: The Graduate School Press, Syracuse University.

    Google Scholar 

  • Howard, R. M. (1993). A plagiarism pentimento. Journal of Teaching Writing, 11, 233–246.

    Google Scholar 

  • Ivanic, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Amsterdam, The Netherlands/Philadelphia: John Benjamins.

    Book  Google Scholar 

  • JISC. (2014). Digital media, info kit: Games http://www.jiscdigitalmedia.ac.uk/infokit/games/games-home. Accessed 21 Sept 2014.

  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). Games and gamification in NMC Horizon Report: 2014 higher education edition. Austin, TX: The New Media Consortium.

    Google Scholar 

  • Kift, S. (2009). Transition pedagogy. http://transitionpedagogy.com. Accessed 21 Sept 2014.

  • Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco: Harper and Row.

    Google Scholar 

  • La Trobe University http://www.latrobe.edu.au/students/learning/academic-integrity/academic-integrity-module. Accessed 30 Sept 2014.

  • Lea, M., & Street, B. (2006). The ‘academic literacies’ model: Theory and applications. Theory into Practice, 45(4), 368–377.

    Article  Google Scholar 

  • Lei, J., & Hu, G. (2014). Chinese ESOL lecturers’ stance on plagiarism: Does knowledge matter? ELT Journal, 68(1), 41–51.

    Article  Google Scholar 

  • Lὄfstrὄm, E., Trotman, T., Furnari, M., & Shephard, K. (2014). Who teaches academic integrity and how do they teach it? Higher Education Online. doi:10.1007/s10734-014-9784-3.

    Google Scholar 

  • Mayes, T., & De Freitas, S. (2013). Technology-enhanced learning: The role of theory. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21 st century learning (pp. 17–30). London/New York: Routledge.

    Google Scholar 

  • McGee, P. (2012). Supporting academic honesty in online courses. University of Texas at San Antonio http://www.thejeo.com/Archives/Volume10Number1/McGee.pdf. Accessed 21 Sept 2014.

  • McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the World. New York: Penguin.

    Google Scholar 

  • McGowan, U. (2010). Re-defining academic teaching in terms of research apprenticeship. In M. Devlin, J. Nagy, & A. Lichtenberg (Eds.), Research and development in higher education: Reshaping education (Vol. 33, pp. 481–489). http://www.herdsa.org.au/?page_id=1371#M. Accessed Sept 2014.

  • McGowan, S., & Lightbody, M. (2009). Another chance to practice: Repeating plagiarism education for EAL students within a discipline context. International Journal for Educational Integrity, 4(1), 16–30.

    Google Scholar 

  • Moniz, R., Fine, J., & Bliss, L. (2008). The effectiveness of direct-instruction and student-centered teaching methods on students’ functional understanding of plagiarism. College & Undergraduate Libraries, 15(3), 255–279.

    Article  Google Scholar 

  • Murdoch University http://our.murdoch.edu.au/Student-life/Study-successfully/Murdoch-Academic-Passport-MAP/. Accessed 30 Sept 2014.

  • Owens, C., & White, F. A. (2013). A 5-year systematic strategy to reduce plagiarism among first-year psychology university students. Australian Journal of Psychology, 65(1), 14–21.

    Article  Google Scholar 

  • Pecorari, D. (2006). Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes, 25(1), 4–29. doi:10.1016/j.esp.2005.04.004.

    Article  Google Scholar 

  • Pecorari, D., & Petrić, B. (2014). Plagiarism in second-language writing. Language Teaching, 47, 269–302. doi:10.1017/S0261444814000056.

    Article  Google Scholar 

  • Pennycook, A. (1997). Vulgar pragmatism, critical pragmatism, and EAP. English for Specific Purposes, 16(4), 253–269.

    Article  Google Scholar 

  • Phan, Le-Ha. (2006). Plagiarism and overseas students: Stereotypes again? ELT Journal, 60(1), 76–78. doi:10.1093/elt/cci085.

    Google Scholar 

  • Senders, S. (2008). Academic plagiarism and the limits of theft. In C. Eisner & M. Vicinus (Eds.), Originality, imitation, and plagiarism: Teaching writing in the digital age (pp. 195–207). Ann Arbor, MI: University of Michigan Press.

    Google Scholar 

  • Shi, L. (2008). Textual borrowing in second-language writing. Written Communication, 21(2), 171–200. doi:10.1177/0741088303262846.

    Article  Google Scholar 

  • Sutherland-Smith, W. (2010). Retribution, deterrence and reform: The dilemmas of plagiarism management in universities. Journal of Higher Education Policy and Management, 32(1), 5–16. http://dx.doi.org/10.1080/13600800903440519

    Google Scholar 

  • Szilagyi, A. (2014). Nigerian students’ perceptions and cultural meaning construction regarding academic integrity in the online international classroom. European Journal of Open, Distance and e-Learning, 17(1). http://www.eurodl.org/?p=current&article=633. Accessed 25 Sept 2014.

  • Thompson, C., & Pennycook, A. (2008). Intertextuality in the transcultural contact zone. In R. Moore Howard & A. E. Robillard (Eds.), Pluralizing plagiarism: Identities, contexts, pedagogies (pp. 124–139). Portsmouth, UK: Boynton-Cook, Heinemann.

    Google Scholar 

  • University of Western Australia http://www.student.uwa.edu.au/learning/resources/ace. Accessed 30 Sept 2014.

  • Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for E-learning in a participatory culture. In R. Sharpe, H. Beecham, & S. De Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp. 212–224). New York: Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. La Trobe University, 3086, Melbourne, VA, Australia

    Julianne East

Authors
  1. Julianne East
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Julianne East .

Editor information

Editors and Affiliations

  1. University of South Australia, School of Management, Adelaide, South Australia, Australia

    Tracey Bretag

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this entry

Cite this entry

East, J. (2016). Educational Responses to Academic Integrity. In: Bretag, T. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-098-8_33

Download citation

Publish with us

Policies and ethics

Search

Navigation