scholarly journals Core elements of exemplary academic integrity policy in Australian higher education

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Tracey Bretag ◽  
Saadia Mahmud ◽  
Margaret Wallace ◽  
Ruth Walker ◽  
Colin James ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Best Practice ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
Best Practice Guidelines ◽  
Core Elements ◽  
The Uk ◽  
Academic Integrity Policy ◽  
Australian Universities

This paper reports on one important aspect of the preliminary findings from the Australian Learning and Teaching Council (ALTC) project, Academic integrity standards: Aligning policy and practice in Australian universities (Bretag et al., 2010) Our project aims to identify approaches to the complex issues of academic integrity, and then to build on these approaches to develop exemplars for adaptation across the higher education sector. Based on analysis of publicly available online academic integrity policies at each of the 39 Australian universities, we have identified five core elements of exemplary academic integrity policy. These have been grouped under the headings, Access, Approach, Responsibility, Detail and Support, with no element given priority over another. In this paper we compare the five core elements identified in our research with best practice guidelines recommended by the Higher Education Academy (HEA) in the UK. We conclude that an exemplar policy needs to provide an upfront, consistent message, reiterated throughout the entire policy, which indicates a systemic and sustained commitment to the values of academic integrity and the practices that ensure it. Whereas the HEA created two discrete resources, the key aim and challenge of this project will be to develop exemplars that demonstrate a strong alignment between policy and practice.

Countering Violent Extremism in Canada and Abroad

2018 ◽  
Author(s):  
Nora Abdelrahman Ibrahim
Keyword(s):  
Best Practice ◽  
Unintended Consequences ◽  
Lessons Learned ◽  
Policy And Practice ◽  
Far Right ◽  
Significant Development ◽  
The Us ◽  
Violent Extremism ◽  
Recent Trends ◽  
The Uk

Terrorism and violent extremism have undoubtedly become among the top security concerns of the 21st century. Despite a robust agenda of counterterrorism since the September 11, 2001 attacks, the evolution of global terrorism has continued to outpace the policy responses that have tried to address it. Recent trends such as the foreign fighter phenomenon, the rampant spread of extremist ideologies online and within communities, and a dramatic increase in terrorist incidents worldwide, have led to a recognition that “traditional” counterterrorism efforts are insufficient and ineffective in combatting these phenomena. Consequently, the focus of policy and practice has shifted towards countering violent extremism by addressing the drivers of radicalization to curb recruitment to extremist groups. Within this context, the field of countering violent extremism (CVE) has garnered attention from both the academic and policy-making worlds. While the CVE field holds promise as a significant development in counterterrorism, its policy and practice are complicated by several challenges that undermine the success of its initiatives. Building resilience to violent extremism is continuously challenged by an overly securitized narrative and unintended consequences of previous policies and practices, including divisive social undercurrents like Islamophobia, xenophobia, and far-right sentiments. These by-products make it increasingly difficult to mobilize a whole of society response that is so critical to the success and sustainability of CVE initiatives. This research project addresses these policy challenges by drawing on the CVE strategies of Canada, the US, the UK, and Denmark to collect best practice and lessons learned in order to outline a way forward. 

scholarly journals Implications of changing from grazed or semi-natural vegetation to forestry for carbon stores and fluxes in upland organo-mineral soils in the UK

2007 ◽  
Vol 11 (1) ◽  
pp. 61-76 ◽  
Author(s):  
B. Reynolds
Keyword(s):  
Land Use ◽  
Organic Carbon ◽  
Best Practice ◽  
Agricultural Soils ◽  
Relative Magnitude ◽  
International Studies ◽  
Best Practice Guidelines ◽  
Carbon Reservoir ◽  
Mineral Soils ◽  
The Uk

Abstract. In the UK, as organo-mineral soils are a significant store of soil organic carbon (SOC), they may become increasingly favoured for the expansion of upland forestry. It is important, therefore, to assess the likely impacts on SOC of this potentially major land use change. Currently, these assessments rely on modelling approaches which assume that afforestation of organo-mineral soils is "carbon neutral". This review evaluates this assumption in two ways. Firstly, UK information from the direct measurement of SOC change following afforestation is examined in the context of international studies. Secondly, UK data on the magnitude and direction of the major fluxes in the carbon cycle of semi-natural upland ecosystems are assessed to identify the likely responses of the fluxes to afforestation of organo-mineral soils. There are few directly relevant measurements of SOC change following afforestation of organo-mineral soils in the UK uplands but there are related studies on peat lands and agricultural soils. Overall, information on the magnitude and direction of change in SOC with afforestation is inconclusive. Data on the accumulation of litter beneath conifer stands have been identified but the extent to which the carbon held in this pool is incorporated into the stable soil carbon reservoir is uncertain. The effect of afforestation on most carbon fluxes is small because the fluxes are either relatively minor or of the same magnitude and direction irrespective of land use. Compared with undisturbed moorland, particulate organic carbon losses increase throughout the forest cycle but the data are exclusively from plantation conifer forests and in many cases pre-date current industry best practice guidelines which aim to reduce such losses. The biggest uncertainty in flux estimates is the relative magnitude of the sink for atmospheric carbon as trees grow and mature compared with that lost during site preparation and harvesting. Given the size of this flux relative to many of the others, this should be a focus for future carbon research on these systems.

scholarly journals Charting a course to an emerging field of 'research engagement studies': A conceptual meta-synthesis

2018 ◽  
Vol 2 (2) ◽  
pp. 185-229 ◽  
Author(s):  
Jude Fransman
Keyword(s):  
Higher Education ◽  
International Development ◽  
Higher Education Policy ◽  
Policy And Practice ◽  
Research Engagement ◽  
The Past ◽  
Narrow Definition ◽  
Definition Of ◽  
The Uk ◽  
Education Science

The past decades in the UK have witnessed renewed interest by policymakers, research funders and research institutions in the engagement of non-academic individuals, groups and organizations with research processes and products. There has been a broad consensus that better engagement leads to better impact, as well as significant learning around understanding engagement and improving practice. However, this sits in tension to a parallel trend in British higher education policy that reduces the field to a narrow definition of quantitatively measured impacts attributed to individual researchers, projects and institutions. In response, this article argues for the mobilization of an emerging field of 'research engagement studies' that brings together an extensive and diverse existing literature around understandings and experiences of engagement, and has the potential to contribute both strategically and conceptually to the broader impact debate. However, to inform this, some stocktaking is needed to trace the different traditions back to their conceptual roots and chart out a common set of themes, approaches and framings across the literature. In response, this article maps the literature by developing a genealogy of understandings of research engagement within five UK-based domains of policy and practice: higher education; science and technology; public policy (health, social care and education); international development; and community development. After identifying patterns and trends within and across these clusters, the article concludes by proposing a framework for comparing understandings of engagement, and uses this framework to highlight trends, gaps and ways forward for the emerging field.

scholarly journals “I’m not an investigator and I’m not a police officer" - a faculty’s view on academic integrity in an undergraduate nursing degree

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Joan Lynch ◽  
Yenna Salamonson ◽  
Paul Glew ◽  
Lucie M. Ramjan
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Academic Integrity ◽  
Codes Of Conduct ◽  
Learning Needs ◽  
Policy And Practice ◽  
Undergraduate Nursing ◽  
Large Numbers ◽  
Academic Integrity Policy

AbstractIn nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate in nursing education.While participants deplored cheating behaviours, they expressed frustration in having to ‘police’ large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour.

The contradictions of policy and practice: creativity in higher education

2012 ◽  
Author(s):  
Iain MacLaren
Keyword(s):  
Higher Education ◽  
Risk Taking ◽  
Management Practices ◽  
Recent Literature ◽  
Workplace Stress ◽  
Policy And Practice ◽  
Policy Context ◽  
Collaborative Exploration ◽  
The Uk ◽  
Creativity And Innovation

Whilst much of the rhetoric of current educational policy champions creativity and innovation, structural reforms and new management practices in higher education run counter to the known conditions under which creativity flourishes. As a review of recent literature suggests, surveillance, performativity, the end of tenure and rising levels of workplace stress are all closing off the space for real creative endeavour, characterised as it is by risk-taking, collaborative exploration and autonomy. Innovation, as conceived in this policy context (i.e., that of the UK and Ireland), is narrow in scope and leaves little room for critical re-examination of the nature of education itself or radical reconceptions of curriculum, raising the question as to whether such are more likely to arise extra mural , from new forms of organisation.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Using Asynchronous Computer Conferencing to Support Learning and Teaching in a Campus-Based HE Context

2011 ◽  
pp. 51-70 ◽  
Author(s):  
Pat Jefferies ◽  
Roy Seden
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Best Practice ◽  
Learning Task ◽  
Computer Conferencing ◽  
Online Discussions ◽  
Professional Issues ◽  
Learning And Teaching

This chapter details research into the use of asynchronous computer conferencing (ACC) within a campus-based higher education (HE) environment. Drawing from the literature, the chapter will firstly highlight some of the issues impacting implementation. It will then go on to outline some of the findings from a piece of action research that was conducted over a period of five years with final-year undergraduates studying ethics/professional issues in computing. The main objective of this research was to investigate and subsequently develop Salmon’s (2000) five-stage strategy forimplementing ACC. Finally, the chapter will not only develop the Salmon (2000) model but will also challenge the necessity for e-moderating online discussions within a campus-based HE environment. As such, it will give practitioners a greater understanding of how the learner, the learning task, and a particular technology (ACC) interact within a campus-based HE context and will provide guidelines for developing best practice.

Cultures of breastfeeding: reflections for policy and practice

2018 ◽  
pp. 163-168
Author(s):  
Sally Tedstone ◽  
Geraldine Lucas
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Infant Feeding ◽  
Policy And Practice ◽  
Senior Lecturer ◽  
Clinical Placements ◽  
Potential Impact ◽  
The Uk ◽  
Two Sectors

As an infant feeding specialist in midwifery practice and a university senior lecturer in midwifery, we have had some very interesting discussions about the work presented in this group of chapters. It has become clear to us that what midwifery students learn is heavily influenced by the practice they observe while on clinical placements. This may seem obvious, but from our perspective the pressures that higher education and the NHS face in the current climate of austerity in the UK have resulted in a squeeze on opportunities for dialogue, feedback and reflection between the two sectors, and we feel that this has a potential impact on the quality of student learning....

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