scholarly journals International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Hafizat Sanni-Anibire ◽  
Brenda M. Stoesz ◽  
Loie Gervais ◽  
Lisa Vogt
Keyword(s):  
International Students ◽  
Postsecondary Education ◽  
Academic Integrity ◽  
Survey Methodology ◽  
Small Sample ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Contract Cheating ◽  
Policies And Procedures ◽  
Negative Feelings

AbstractThis study investigated the knowledge of academic integrity and associated emotions of a small sample of international students studying at Canadian postsecondary institutions (n = 60) using survey methodology. Depending on the survey item, 25–60 participants provided responses. Many respondents appeared knowledgeable about academic integrity and misconduct and reported that expectations in their home countries and in Canada were similar. There was, however, disagreement on the concept of duplicate submission/self-plagiarism, indicating an important gap in educating students about specific aspects of policy in postsecondary education in Canada. In addition, more than a third of respondents provided neutral responses to a situation involving contract cheating, suggesting a lack of certainty in how to respond when witnessing peers’ engagement in outsourcing academic work. Many respondents reported feeling confident upon reading the academic integrity and misconduct policies of their Canadian postsecondary institution, although nearly one third indicated feeling fearful, anxious, and/or confused. These negative feelings were associated with reduced knowledge of academic integrity and misconduct. Future research should further explore the experiences and emotions of international students related to academic integrity and misconduct to better understand the successes and challenges that they face in their postsecondary studies in Canada. Our findings have important implications for the delivery of academic integrity education, enhancing supports and resources, and refining academic integrity policies and procedures to improve the experience of students who come from abroad to study in Canada.

scholarly journals Academic dishonesty: An international student perspective

2016 ◽  
Vol 2 (1) ◽  
pp. 111-123 ◽  
Author(s):  
Denise Simpson
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
International Student ◽  
Campus Culture ◽  
Student Perspective ◽  
Policies And Procedures ◽  
Faculty And Administrators ◽  
Changing Demographics

Academic dishonesty is a long-standing issue for faculty and administrators, yet the concern over dishonesty among international students is growing. With the changing demographics of higher education, faculty and administrators must revisit how campus policies and procedures serve all students’ needs, but especially international students, as it relates to academic dishonesty. This article explores academic dishonesty from an international student context and provides suggestions for facilitating a campus culture of academic integrity.

International Students in Online Courses

2019 ◽  
pp. 630-640
Author(s):  
María Ángeles Rodriguez Manzanares
Keyword(s):  
International Students ◽  
Postsecondary Education ◽  
Online Courses ◽  
Postsecondary Institutions ◽  
Current Trends

Postsecondary institutions of education are recruiting higher numbers of international students. At the same time, they are increasing opportunities for students to participate in online courses. Despite these two current trends in postsecondary education, little research has been conducted specifically on international students learning in online courses. The chapter focuses on the few studies that have been conducted so far on this topic, with a focus on their findings.

scholarly journals Contract cheating: an increasing challenge for global academic community arising from COVID-19

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Guzyal Hill ◽  
Jon Mason ◽  
Alex Dunn
Keyword(s):  
Academic Integrity ◽  
Online Teaching ◽  
Teaching Styles ◽  
Global Scale ◽  
Academic Community ◽  
Future Research ◽  
Digital Environment ◽  
Contract Cheating ◽  
Online Assessments ◽  
Multi Level

AbstractDue to COVID-19, universities with limited expertise with the digital environment had to rapidly transition to online teaching and assessment. This transition did not create a new problem but has offered more opportunities for contract cheating and diversified the types of such services. While universities and lecturers were adjusting to the new teaching styles and developing new assessment methods, opportunistic contract cheating providers have been offering $50 COVID-19 discounts and students securing the services of commercial online tutors to take their online exams or to take advantage of real-time assistance from ‘pros’ while sitting examinations. The article contributes to the discourse on contract cheating by reporting on an investigation of the scope and scale of the growing problems related to academic integrity exacerbated by an urgent transition to online assessments during the COVID-19 pandemic. The dark reality is the illegal services are developing at a faster pace than the systems required to curb them, as demonstrated by the results. The all-penetrating issues indicate systemic failures on a global scale that cannot be addressed by an individual academic or university acting alone. Multi-level solutions including academics, universities and the global community are essential. Future research must focus on developing a model of collaboration to address this problem on several levels, taking into account (1) individual academics, (2) universities, (3) countries and (4) international communities.

scholarly journals Chinese International Students’ Sense of Belonging in North American Postsecondary Institutions: A Critical Literature Review

2019 ◽  
Vol 28 (2) ◽  
pp. 48-63
Author(s):  
Jia Chen ◽  
George Zhou
Keyword(s):  
International Students ◽  
Literature Review ◽  
North American ◽  
Sense Of Belonging ◽  
Social Performance ◽  
Postsecondary Institutions ◽  
Chinese International Students ◽  
Future Research ◽  
The Impact ◽  
Critical Literature

Since 2000, an increasing number of Chinese international students have been entering North American universities, and many have experienced issues with a sense of belonging, which can in turn impact their academic, social performance, and psychological wellbeing. However, there is limited research on this topic that is exclusively focused on Chinese international students. Therefore, in order to establish the direction that future research should take, a thorough literature review has been conducted with the aim of exploring those students’ perceptions and experiences regarding sense of belonging, establishing the factors that shape this phenomenon, and identifying the impact it has on students and institutions. 

International Students in Online Courses

2018 ◽  
pp. 3900-3909
Author(s):  
María Ángeles Rodriguez Manzanares
Keyword(s):  
International Students ◽  
Postsecondary Education ◽  
Present Article ◽  
Online Courses ◽  
Postsecondary Institutions ◽  
Current Trends

Postsecondary institutions of education are recruiting higher numbers of international students. At the same time, they are increasing opportunities for students to participate in online courses. Despite these two current trends in postsecondary education, however, to date, little research has been conducted specifically on international students learning in online courses. The present article focuses on the few studies that have been conducted so far on this topic, with a focus on their findings.

scholarly journals Postsecondary Education for Students with Learning Disabilities

1989 ◽  
Vol 56 (3) ◽  
pp. 246-265 ◽  
Author(s):  
Ron Nelson ◽  
Benjamin Lignugaris/Kraft
Keyword(s):  
Learning Disabilities ◽  
Community Colleges ◽  
Postsecondary Education ◽  
Empirical Evidence ◽  
Colleges And Universities ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Review Of The Literature ◽  
Students With Learning Disabilities

Increasingly, students with learning disabilities are attending community colleges and traditional 4-year colleges and universities. This article presents the results of a review of the literature on services available or recommended for students with learning disabilities. The results suggest that postsecondary institutions have begun to provide a wide array of services to these students. There is little empirical evidence, however, on the effectiveness of those services. An agenda for future research is also discussed.

scholarly journals Toward a Model of Academic Integrity Institutionalization: Informing Practice in Postsecondary Education

1969 ◽  
Vol 38 (2) ◽  
pp. 24-43
Author(s):  
Tricia Bertram Gallant ◽  
Patrick Drinan
Keyword(s):  
Postsecondary Education ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Theory And Practice ◽  
Postsecondary Institutions ◽  
Change Resistance ◽  
Strategic Choices ◽  
The Relationship ◽  
Common Understanding

The strategic choices facing higher education in confronting problems of academic misconduct need to be rethought. Using institutional theory, a model of academic integrity institutionalization is proposed that delineates four stages and a pendulum metaphor. A case study is provided to illustrate how the model can be used by postsecondary institutions as a stimulus for specifying points of change resistance and developing a common understanding of institutionalization challenges. This article bridges theory and practice in the academic integrity movement, questions assumptions about leadership of the process, and anticipates fresher approaches to examining the relationship between the teaching and research missions.  

Depressive Traits and Theory of Mind in Healthy Individuals: A Mediation Study

2018 ◽  
Author(s):  
Nicholas James Rowark
Keyword(s):  
Theory Of Mind ◽  
Executive Functions ◽  
Executive Control ◽  
Statistical Power ◽  
Social Cognitive ◽  
Clinical Sample ◽  
Small Sample ◽  
Future Research ◽  
Healthy Individuals ◽  
Prepotent Response

Depression has been associated with poor social cognitive functioning, including impaired performance on measures of theory of mind. However, the association between depression and theory of mind performance has been removed when controlling for differences in executive functioning, which is also impacted by depression. Among these executive functions, inhibition of prepotent response has been demonstrated as enabling success on theory of mind tests. In the context of these findings, the current investigation tested whether a relationship could be found between depressive traits and theory of mind in a non-clinical sample, and whether this relationship was mediated by differences in executive control of inhibition. Theory of mind was assessed in 31 healthy individuals using an audio-presented false-belief reasoning task, which also tested baseline performance in non-mental-state reasoning. Inhibition of prepotent response was assessed with interference measures on a Stroop colour-word task, and depressive traits were self-reported through the second version of the Beck Depression Inventory. Mediation analysis revealed that executive control of inhibition did not significantly mediate an indirect effect of depressive traits on theory of mind. It was interpreted that relationships previously found between major depression, executive and social-cognitive functions do not generalise beyond clinical boundaries. However, these findings are discussed in terms of the small sample size, limiting statistical power, and several methodological limitations. Future research should assess the relationship between depressive traits and theory of mind using alternative measures of mental representation, or include a neurocognitive battery assessing executive functions other than inhibition.

6. The Communicative Pragmatics of Data-Use for Equity: A Theoretical and Methodological Framework

2020 ◽  
Vol 2 (1) ◽  
pp. 117-149
Author(s):  
Mary B. Ziskin
Keyword(s):  
Critical Race Theory ◽  
Communicative Action ◽  
Educational Equity ◽  
Data Use ◽  
College Faculty ◽  
Postsecondary Institutions ◽  
Data Driven ◽  
Future Research ◽  
Education Data ◽  
Critical Qualitative Research

<?page nr="117"?>Abstract Calls for higher education institutions to implement improvements guided by “data-driven” processes are prevalent and widespread. Despite the pervasiveness of this turn toward data, research on how data-use works on the ground in postsecondary institutions—that is, how individuals within institutions make sense of education data and use it to inform practice—is still developing.Drawing on Habermas’ Theory of Communicative Action (TCA), critical-race theory, and methodological guidance on critical-qualitative research methods, this paper synthesizes methodological and substantive insights from P–12 data-use research, with an eye to applying these insights to critical questions on postsecondary educational equity. The result of the review and analysis is a theoretical framework and a set of methodological recommendations for future research on the perceptions and experiences of college faculty, administrators, and practitioners, regarding their data-use and its implications for equity.

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