POLICIES AND PROCEDURES FOR ENSURING RESEARCH INTEGRITY IN UKRAINIAN UNIVERSITIES

The article explores the issue of formation of integrity research environment in universities. National legislation on implementation of academic integrity policies and procedures in Ukrainian universities is analyzed. To evaluate experience and practices of Ukrainian universities in assuring research integrity, the documents presented on websites of three leading Ukrainian universities according to the National Ranking «Top 200» (2019) are analyzed and compared with the documents used in the process of ensuring research integrity by UK universities as world leaders in higher education. Possible measures for overcoming the crisis of research integrity in Ukrainian universities are proposed.

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Research integrity support in the system of university governance: experience of the UK

International Scientific Journal of Universities and Leadership ◽

10.31874/2520-6702-2019-7-1-26-50 ◽

2019 ◽

pp. 26-50

Author(s):

Iryna Drach

Keyword(s):

Higher Education ◽

Academic Integrity ◽

Research Integrity ◽

University Governance ◽

University Environment ◽

Policies And Procedures ◽

The Law ◽

Support Of Research ◽

The Uk ◽

The University

In the process of modernizing the national higher education, the emphasis on the need to form a culture of academic integrity in the university environment has become one of the key trends, as evidenced by the provisions of the Law of Ukraine "On Higher Education" (2014), the Law of Ukraine "On Education" (2017, ), The Law of Ukraine "On Scientific and Scientific-Technical Activity" (2016) and other documents. The formation of a culture of research integrity in the university environment is intended to overcome the crisis of academic integrity, which is observed today in Ukraine and is caused by many factors. An analysis of the experience of the UK as one of the world-leading leaders of higher education in support of research integrity in the system of university governance is relevant to determine the guidelines in the process of forming a culture of research integrity. The purpose of the article is to identify positive experience in providing research integrity in the university environment for its possible implementation in the system of higher education of Ukraine. To achieve this goal, the methods of analysis, synthesis, comparison, systematization of scientific and Internet sources were used, which allowed to identify the peculiarities of supporting research integrity in the system of research management in the universities of Great Britain. The application of the generalization method made it possible to draw conclusions about the results of the study. The article substantiates the relevance of the analysis of experience in support of research integrity in the system of university governance of one of the world-leading leaders of higher education - Great Britain. The experience of maintaining high ethical standards in studies in the UK at the national and institutional levels has been analyzed. The main provisions of the key documents developed by the British Research Aid Office, which can be used to develop policies and procedures at Ukrainian universities, are described. Summarizing the information provided by leading UK universities to provide research integrity at the institutional level, it has made it possible to distinguish the following features: the existence of clear, open policies and procedures for ensuring research integrity, their continuous improvement; transparency and accountability of procedures for adhering to the principles of integrity in research; creation of opportunities in the university environment for training and professional development of researchers on the issue of research integrity; University collaboration with partner institutions both at the national and international levels.

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Academic dishonesty: An international student perspective

Higher Education Politics & Economics ◽

10.32674/hepe.v2i1.22 ◽

2016 ◽

Vol 2 (1) ◽

pp. 111-123 ◽

Cited By ~ 4

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.

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Students' Perceptions of Cheating and Plagiarism

Handbook of Research on Academic Misconduct in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1610-1.ch012 ◽

2017 ◽

pp. 267-284 ◽

Cited By ~ 2

Author(s):

Mihaela Badea ◽

Diana Presada

Keyword(s):

Higher Education ◽

Academic Integrity ◽

University Staff ◽

Academic Level ◽

Policies And Procedures ◽

Fraudulent Activity

There has been much discussion about the phenomenon of cheating in the system of education in general and in Higher Education (HE) in particular. Current research has analyzed this aspect from various viewpoints noting either the factors leading to such a phenomenon or the appropriate measures conducive to its elimination or diminution. As a result, the authors considered the moral side of the phenomenon explaining it as a fraudulent activity that should be corrected by means of rules and regulations established by each institution. Another aspect discussed in this chapter is an analysis of the existing norms regarding cheating at the academic level, by comparing various policies and procedures adopted by several Romanian universities. The purpose of such an enterprise consists in finding out the best solutions to the issue of dishonest behavior in universities in order to promote Academic Integrity (AI) among university staff and students.

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Academic Misconduct within Higher Education in Canada

Canadian Journal of Higher Education ◽

10.47678/cjhe.v36i2.183537 ◽

2006 ◽

Vol 36 (2) ◽

pp. 1-21 ◽

Cited By ~ 3

Author(s):

Julia M. Christensen Hughes ◽

Donald L. McCabe

Keyword(s):

Higher Education ◽

High School ◽

Academic Integrity ◽

Perceived Risk ◽

Academic Misconduct ◽

Educational Institutions ◽

Canadian Higher Education ◽

Policies And Procedures ◽

Undergraduate University Students ◽

Questions And Answers

Despite a plethora of research on the academic misconduct carried out by U.S. high school and undergraduate university students, little research has been done on the academic misconduct of Canadian students. This paper addresses this shortcoming by presenting the results of a study conducted at 11 Canadian higher education institutions between January 2002 and March 2003. We maintain that academic misconduct does indeed occur in Canada – amongst high school, undergraduate and graduate students. Common self-reported behaviours were as follows: working on an assignment with others when asked for individual work, getting questions and answers from someone who has already taken a test, copying a few sentences of material without footnoting, fabricating or falsifying lab data, and receiving unauthorized help on an assignment. Possible factors associated with these behaviours include student maturity, perceptions of what constitutes academic misconduct, faculty assessment and invigilation practices, low perceived risk, ineffective and poorly understood policies and procedures, and a lack of education on academic misconduct. Canadian educational institutions are encouraged to address these issues, beginning with a recommitment to academic integrity.

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Varying institutional procedures for dealing with student academic misconduct: A short comparative analysis

Integrity in Education for Future Happiness ◽

10.11118/978-80-7509-772-9-0186 ◽

2020 ◽

Author(s):

Shiva Das Sivasubramaniam ◽

Zeenath Reza Khan

Keyword(s):

Higher Education ◽

Comparative Analysis ◽

Academic Dishonesty ◽

Academic Integrity ◽

Focal Point ◽

Academic Misconduct ◽

European Network ◽

Institutional Policies ◽

Policies And Procedures ◽

Comparative Manner

Establishing and maintaining academic integrity has always been a focal point amongst all higher education organisations. A few studies have been designed to compare the efficacy of measures/procedures amongst different institutions. Some other attempts were also made to compare the procedures for academic misconduct investigations amongst different institutions about handling potential plagiarisms and/or academic misconducts. The aim of this workshop based investigation was to show the participants, the importance of pro-activeness and practical awareness to establish institutional procedures for handling potential plagiarism and/or academic dishonesty. We wanted to show the inconsistencies in the approaches of conducting academic investigations relating to plagiarism related misconducts. We have carried out a simple Google® search and selected publicly available institutional policies and procedures of five different international universities representing different geographical representations. The comparison has highlighted the approaches to investigate plagiarism or academic misconduct are varied amongst these universities. Some institutional policies have established clearly defined processes, others have vague and ambiguous procedures. The study has highlighted the importance of investigating institutional procedures in a comparative manner. In order to provide some recommendation of institutional policies and procedures, we would work closely with the European Network of Academic Integrity (ENAI), and other international stakeholders to expand this study in a larger scale.

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Strategies and Technologies for Preventing Plagiarism in Modern Higher Education

Handbook of Research on Applied Learning Theory and Design in Modern Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9634-1.ch041 ◽

2016 ◽

pp. 840-865

Author(s):

Anton V. Dolzhenko ◽

Tahir Mehmood Khan ◽

Anna V. Dolzhenko

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Academic Integrity ◽

Academic Culture ◽

Point Of View ◽

Academic Honesty ◽

Specialized Software ◽

Challenging Issue ◽

Policies And Procedures ◽

University Policies

In today's higher education, plagiarism can be ranked as one of the top challenges to academic honesty and integrity. Defining plagiarism itself is another challenging issue as it is transcribed in different manners and practices depending on cultures and institutes. This chapter aims to define plagiarism in context of culture, student perceptions and according to different university policies and procedures adopted around the globe. Plagiarism comes under review not only as an individual's misconduct but more as a symptom of an eroded academic culture. The treatment of this symptom is discussed from point of view of two sometimes competing strategies. One of them is based on the formal side of the problem and uses as tools policy, detection (using specialized software), and punishments (PDP) to abolish plagiarism. Another one focuses on trust, education, and assessments (TEA) as points of intervention with the aim to improve academic integrity and negate plagiarism.

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Practices of inclusion for carers who are higher education students

10.31234/osf.io/mtf59 ◽

2020 ◽

Author(s):

Jordan Taylor ◽

Paula Gleeson ◽

Tania Teague ◽

Michelle DiGiacomo

Keyword(s):

Higher Education ◽

Social Care ◽

Higher Education Institutions ◽

Education Students ◽

Institutional Settings ◽

Policies And Procedures ◽

Health And Social Care ◽

Students With A Disability ◽

Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

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