This study examines interviews with 46 undergraduates to explore if participants with differing language and cultural backgrounds view plagiarism or textual appropriation primarily as a) a language problem because of a lack of words of one’s own, or b) a cultural challenge as a result of either some first language (L1) cultural training to privilege a collective ownership of words and ideas or the blurring boundary of originator and collaborator in the current digital world of hypertext. The participants were from five L1 backgrounds: Native-English-speaking (n = 11), German (n = 10), Chinese (n = 8), Japanese (n = 9), and Korean (n = 8). Findings suggest that the majority of participants were not sure about whose words and which ideas they needed to cite with acknowledgement in their writing. Many participants who speak English as a second language (L2) also expressed concerns about being accused of copying as innocent language learners and some with nonwestern backgrounds also found the concept of plagi...

Cultural Backgrounds and Textual Appropriation

We present findings of a literature review on the topic of educational integrity in the Canadian context. Our search revealed 56 sources, published between 1992 and 2017. A historical overview showed a rise in the number of scholarly publications in recent years, but with an overall limited number of research contributions. We identified three major themes in the literature: (a) empirical research; (b) prevention and professional development; and (c) other (scholarly essay). Our analysis showed little evidence of sustained research programs in Canada over time or national funding to support integrity-related inquiry. We also found that graduate students who completed their theses on topics related to educational integrity often have not published further work in the field later in their careers. We provide five concrete recommendations to elevate and accelerate the research agenda on educational integrity in Canada on a national level. We conclude with a call to action for increased research to better understand the particular characteristics of educational integrity in Canada.

/pdf/strengthening-the-research-agenda-of-educational-integrity-478a7s1aoo.pdf

Strengthening the research agenda of educational integrity in Canada: a review of the research literature and call to action

Honesty is regarded as a basic ethical value in all educational programmes, and academic integrity is of undisputed importance in educational environments. The literature reviewed revealed that academic dishonesty is wide-ranging and also encountered in the nursing education environment. This phenomenon is of concern to the nursing fraternity because of the proven positive correlation between unethical academic practices and future unethical professional behaviour. Limited research data regarding academic dishonesty at nursing education institutions in South Africa and this correlation motivated the present study. The purpose was to examine the status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Formulated objectives guided investigation of several variables which impact upon academic integrity, for example the incidence of and student perceptions around academic dishonesty. A quantitative, descriptive survey design was used, with a self-reported questionnaire (based on literature review and study objectives) designed to obtain information about academic dishonesty. Provision was also made for qualitative input from the respondents by including three open-ended questions. It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating associated with plagiarism and assignments was identified as the main problem area. An unacceptably high level of dishonesty in completion of practical records was also an area of concern. The main recommendations are development and implementation of a code of honour and implementation of comprehensive academic integrity policies at the nursing education institution, with practical measures aimed at combating cheating in tests and examinations.

/pdf/the-status-of-academic-integrity-amongst-nursing-students-at-33osoedm1w.pdf

The status of academic integrity amongst nursing students at a nursing education institution in the Western Cape

https://research.avondale.edu.au/cgi/viewcontent.cgi?article=1076&context=nh_papers

An Intervention Aimed at Reducing Plagiarism in Undergraduate Nursing Students

Future health care professionals will require self-directed learning skills e-Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e-learning within educational programmes The aim of this study was to determine if extra-curricular online referencing and anti-plagiarism lectures would be utilised and would ultimately improve 1st-year undergraduate health sciences students’ performance in written assessments A series of six online archived multimedia lectures (asynchronous) were offered Adult learning theory principles guided the resource design Pre- and post-testing of knowledge, attitudes and computer skills was carried out In-person tutorials and online email support were also offered Less than 36% (self-report) of students accessed the online resources The poor uptake revealed in this study is consistent with a number of other studies These findings indicate the need for more careful scrutiny of the learning theory applied in e-learning design Prochaska's transtheoretical model is suggested as a framework with strong potential for e-learning initiatives

Promoting academic writing/referencing skills: Outcome of an undergraduate e-learning pilot project

Despite clear policies for handling reported occurrences of plagiarism, and the inclusion of antiplagiarism statements in course syllabi and university calendars, reports of both student and faculty plagiarism in universities has increased dramatically in the past decade. Critics indicate that current approaches to prevent plagiarism in universities are limited by their focus on the individual and by their failure to consider the contextual influences in university settings. Eight faculty members and 10 students in a university school of nursing were interviewed about their understanding of, and response to, plagiarism. The participants viewed plagiarism primarily as a student problem caused by moral breakdown or ignorance. Faculty indicated that they most often overlooked university policy for reporting plagiarism if the offence was deemed as unintentional or caused by personal stress. Students were aware that plagiarism was wrong, but undergraduate students frequently conceptualized it as an ‘academic quirk’. The article concludes with a discussion of the implications of the research findings to university schools of nursing.

The construction of plagiarism in a school of nursing

Journal of Contemporary Education, Theory & Research 4 (2020) 2, S. 3-11
Padagogische Teildisziplin: Empirische Bildungsforschung; Hochschulforschung und Hochschuldidaktik;

Doctoral student reflections of blended learning before and during covid-19

In this editorial, we reflect on the origins of the Canadian Perspectives on Academic Integrity and provide an overview of the evolution of this journal. Despite its continued development, an important goal has remained: Creating “space for practitioners to connect and feel connected to one another on a professional level” (Eaton, 2018, p. 1).

Responding to the needs of the community: Evolving nature of the Canadian Perspectives on Academic Integrity

In this article we present resources and ideas for prospective writers of Canadian Perspectives on Academic Integrity. The purpose of this article is to generate ideas and build confidence among prospective contributors. Our intention is to provide support for those who have wisdom and insights to share, but who may be inexperienced or lack confidence with their professional writing skills.

https://journalhosting.ucalgary.ca/index.php/ai/article/view/43396/pdf

Writers’ Guide for Prospective Contributors to Canadian Perspectives on Academic Integrity

As a first-generation student and later as a student affairs professional, I have felt a keen sense of being betwixt and between, not fully being one thing or another. Reflecting on my journey within the academy, I recognize existing in that space between two worlds has led me at times to question my own value and legitimacy in relation to others within the academy. Learning to navigate these boundaries, I have developed knowledge and skills that have helped me to be successful in working across the institution.

Betwixt and Between: Navigating Academia as a First-Generation Student and Higher Education Professional

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