Integrity, Religiosity, Gender: Factors Preventing on Academic Fraud

The purpose of this study is to explain and predict the effect of respondent integrity and religiosity in relation to the possibility of academic fraud, which is mostly done by students. The study was also supposed to look at the effect of gender on students’ academic fraud behavior. This study involved 102 accounting students from public universities in Malang, Indonesia. Researchers used survey methods to collect data, and data were analyzed by SPSS software using multiple linear regression and moderated regression analysis. The findings of this study indicate that a lack of integrity and religion has a negative impact on the likelihood of academic fraud. This shows that students with higher levels of honesty and religion are less likely to commit academic fraud. While gender did not appear to have a substantial impact on the effect between integrity, religiosity, and the likelihood of academic cheating, both male and female students had similar levels of integrity and religiosity. The findings of this study will be useful for universities in formulating academic policies related to academic fraud prevention measures.

The Absent Presence of Aeromobility: A Case of Australian Academic Air Travel Practices and University Policy

Mobilities scholarship has paid considerable attention to the forms of presence enabled by air travel in hypermobile organisations (Elliott & Urry, 2010; Strengers, 2015; Storme et al., 2017). However, there has been less focus on the absences that these presences simultaneously generate. This chapter develops the concept of ‘absent presences’ enabled through the practices and policies of academic hypermobility. The chapter draws on qualitative interviews with 24 Australian-based academics, alongside a review of university policies that are relevant to air travel. We use these data to explore ‘absent presence’ in academic air travel. First, we suggest that there is an assumption in academia that embodied presence is required for authentic modes of knowledge sharing and networking, primarily at conferences and meetings. Yet this type of presence abroad requires that one is absent from home for extended periods. Second, we show how absent presence exists in academic policies concerning air travel. In university strategic plans, air travel is present as a means and measure of academic success. In university sustainability policies, however, air travel’s environmental impacts are often absent from consideration. We conclude by discussing the implications of absent presence in academic work life, as well as university policy and practice more broadly.

The role of concerted goal commitment mediation in improving lecturer research performance

The purpose of this study was to analyse the mediating role of concerted goal commitment in improving a lecturer’s research performance. In this study, the research sample data used amounted to 365. The research method used simple random sampling. The instruments used were a questionnaire and structural equation modelling with Lisrel 8.80 as statistical analysis. Based on the results of this study, it is proven that leadership, academic culture, and academic policies can improve a lecturer’s research performance mediated by concerted goal commitment. The strength of the lecturer’s intention in commitment to shared goals is characterised by value creation, namely increasing the perception of goals, trust in the institution and the perception of the future so that it can strengthen the organisation or institution. This research can be extended to a state university to strengthen the hypothesis and the structural model that is built. Keywords: academic culture, concerted goal commitment, leadership, lecturers, policy academic, and research performance

Emergency Distance Learning in the Italian University

The suspension of face-to-face teaching activities, due to the pandemic emergency, led universities to rearrange their teaching strategies using online learning environments and video-conference tools as a temporarily replacement of classrooms, without an accurate attention to training strategies. In this scenario, there is a need to reconsider current practices in order to determine the appropriate development strategies of academic policies to address the future of innovation of higher education. The purpose is to develop a training system that could adequately integrate users’ needs, capitalise good practices and provide a boost in innovation caused by the distance learning experience. A right step in this direction is to develop a higher education context marked by high level of learning environments’ hybridisation that could flexibly answer users’ needs and meet increasing demand for professionalism in the work marketplace. In this paper, a documentary research of university Emergency Distance Learning practices is presented. The aim is to draw the profile of current situation in order to reflect on future development trajectories of higher education.

Assessment and decision making under the spotlight:

In social work education failing placement is a seismic event. There are many complex reasons why placements fail; the student fails the placement, the placement fails the student, the practice teacher fails the student, the student fails themselves and the university fails or upholds all. With a failed placement the spotlight falls on the student, the practice teacher, tutor and the university. There are professional standards, reputations, academic policies and procedures at stake, notwithstanding the protection of the service user as the central concern. This article presents four failed Masters in Social Work placement assessments, two case examples from practice failures and two from portfolio failures. Analyses and reports are shared from initial difficulties and procedural organization, through to the forensics of final decision. Consideration is also given to current research and a ‘what happened next’ section is included.

Designing and Developing Skills- and Competency-Based Environments

Institutions approach the design and development of competency-based programs through macro- and micro-level strategies. From high level, system-focused decisions to individual course instructional strategies, administrators, faculty, and designers must maintain focus on the needs of the learner as they address issues and barriers of academic policies and institutional infrastructure. A variety of strategies at the macro- and micro-level must be incorporated into the design, development, and implementation of a competency-based course and program. Following guidance offered through standards, guidelines, and best practices, competency-based courses and programs can meet the needs of students as they demonstrate their competence in course and program content.

Working while studying – some legal and political questions affecting the right to higher education in Estonia

This paper explores some of the social dimensions affecting higher education policies in Estonia, and in respect to the European Union (EU) institutional framework and priorities, and looking at higher education as a fundamental human right. From this perspective, the aim is to establish that understanding underlying phenomena becomes key to respond strategically, raise awareness and improve the development of academic policies at the national and institutional levels. The combination of work and studies is one of the most critical dimensions to factor into this assessment but it has been neglected in the practice. Lecturers and other faculty members intervene, developing independent academic policies and initiatives in the absence of a pre-concerted strategy, expertise, mandate and/or capabilities. Instead, universities should prepare for unorthodox engagements adapting to the students in need, and train their faculties to facilitate a shift towards less traditional learning environments. Responsive adjustments to the current social developments can be interpreted to be the proper way or the state to perform its duties and to better guarantee the exercise of the human right to education.

AVALIAÇÃO INSTITUCIONAL: uma análise de indicadores de desempenho institucional em uma IFES

Esta pesquisa teve como objetivo analisar os resultados dos indicadores de desempenho institucional considerando as diretrizes estabelecidas e observando as recomendações oriundas dos mecanismos de Avaliação Institucional. Caracteriza-se como exploratória e descritiva e levantamento bibliográfico e documental, com abordagem quali-quantitativa desenvolvida a partir da análise de resultados de indicadores institucionais dos anos de 2016 e 2017, associados, especialmente, ao Eixo 3 – Políticas Acadêmicas, do Sistema Nacional de Avaliação Superior - Sinaes. Os resultados e análises apresentados têm a sua aplicabilidade e relevância institucional, no sentido de apoiar a implementação de estratégias e ações para o desenvolvimento e planejamento institucional da Universidade Federal do Tocantins. PALAVRAS-CHAVE: Avaliação Institucional; Indicadores de desempenho; Sinaes. ABSTRACT This study aimed to analyze the results of the institutional performance indicators considering the established guidelines and observing the recommendations from the mechanisms of Institutional Evaluation. It is characterized as descriptive and exploratory, with bibliographical and documental survey, using an quali-quantitative approach developed from the analysis of the results of institutional indicators of year 2016 and 2017, associated, in particular, with the axis 3 - Políticas Acadêmicas, do Sistema Nacional de Avaliação Superior – Sinaes (Academic Policies of the National System of Higher Assessment). The analyses and results presented have the applicability and an institutional relevance, in order to support the implementation of strategies and actions for the development and institutional planning at the Federal University of Tocantins. KEYWORDS: Institutional Assessment; Performance indicators; Sinaes. RESUMEN Esta investigación tuvo como objetivo analizar los resultados de los indicadores de desempeño institucional considerando las directrices establecidas y observando las recomendaciones oriundas de los mecanismos de Evaluación Institucional. Se caracteriza como exploratoria, descriptiva, levantamiento bibliográfico y documental, con abordaje cualitativito-cuantitativo desarrollada a partir del análisis de resultados de indicadores institucionales de los años 2016 y 2017, asociados, especialmente al Eje 3 – Políticas Académicas, del Sistema Nacional de Evaluación Superior – SINAES. Los resultados y análisis presentados tienen su aplicabilidad y relevancia institucional, en el sentido de apoyar la implementación de estrategias y acciones para el desarrollo y planeación institucional de la Universidad Federal de Tocantins. PALABRAS CLAVE: Evaluación Institucional; Indicadores de desempeño; Sinaes.