Добірка наукової літератури з теми "Anti-cheating policies"

At the present stage, the Georgian higher education system has faced several challenges. Academic Integrity is one of the deeply rooted problems and has a long history in many countries and communities and Georgia is no exception. Generally, the business research results help companies determine which products or service is most profitable for them. When we speak about business research it means asking some research questions to know where the money can be spent to increase profits, assets, or market share. So, Business research is a very important issue in making effective decisions. Academic Integrity is a type of intellectual theft, and it can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgment. Consequently, whenever you use the words or ideas of another person in your work, you must acknowledge where they came from. Therefore, the successful implementation of well-crafted anti-plagiarism policies can have a positive impact on the quality of business research and at the same time improves the academic reputation of business researchers. The present paper aims to explore attitudes towards and awareness of academic Integrity in business research in Georgian’s higher education institutions. Keywords: Academic Integrity, Business research, Anti-plagiarism policies, Copyright, Review.

The main thrust of the study was to evaluate the school heads’ human resource management (HRM) practices in relation to teachers’ school engagement and teaching performance. The study employed a descriptive survey method. It was conducted among the 55 private elementary schools in the Division of Bohol using modified questionnaire checklists from Khan N. (2015), Klassen et al. (2012), and the Education Manpower Bureau (2003). The Spearman Rank Correlation Coefficient determined the relationship between variables, while the p-value tested the significance level. With the sudden shift in the educational landscape, school heads’ HRM practices, teachers’ school engagement, and teaching performance among private schools have not shown an interdependent relationship since their p-values 0.846, 0.103, and 0.178, respectively, are greater than the 0.05 level of significance. Teachers have independently performed their duties and responsibilities in the new normal setup regardless of the intervention of their school heads. School heads’ human resource management practices have not been associated with teachers’ school engagement and teaching performance. Hence, the researcher recommends that the Board of Directors (BODs), owners, and school heads of private elementary schools should maintain the high practice of the human resource management policies and procedures with more emphasis on the compensation and reward management and conduct of professional developmental activities for teachers regarding modular distance learning delivery modality. Moreover, teachers should maintain school engagement, focusing more on the issues they met in implementing modular distance learning, like student cheating. They should design an anti-cheating scheme regarding the answering of learning modules. Also, teachers should safeguard their mental health as they carry out their roles and responsibilities as curriculum implementers in the new normal. In terms of teaching performance, teachers should stress more on providing support to their students to ensure quality learning despite the absence of face-to-face interaction between them and their students.

AbstractAcademic institutions aim at achieving the highest standards of education and learning. Consequently, they prohibit academic corruption such as cheating or plagiarism. This article examines how international accreditation and quality assurance standards embody academic integrity as a main factor in deciding whether an academic institution should be accredited, and what ranking should an academic institution acquire in a competitive contest for educational excellence. Academic integrity is broadly defined to include, in addition to cheating and plagiarism, compliance with standards of human rights, labor rights, corporate social responsibility, ant-corruption measures, environmental protection, social media usage, protection of underage students, anti-radicalization and extremism, avoidance of conflict of interest, faculty professionalism, students codes of conduct and human experimentation. Academic institutions should adopt policies that are designed to address these diverse standards and accommodate diversity and enhance access to education for all without discrimination. Academic institutions should also strictly require the highest standards in teaching and research. This article will discuss the different policies, laws, rules and regulations adopted by Qatar University as a model for incorporating academic integrity, which may be of interest to the international higher education community. This article will ask two main questions; are accrediting institutions asking the right questions to find out whether an academic institution strictly adheres to a policy of academic integrity, and whether policies adopted by academic institutions, Qatar University as a model, are adequate to address various violations of academic integrity.

Abstract Background Plagiarism is a cosmopolitan scourge, which might lead to serious consequences. The Faculty of Medicine of Tunis (FMT), involved in the international accreditation process, intends to fight vigorously against plagiarism. From this perspective, the present study was undertaken and aimed to explore the positions and attitudes of FMT's faculty members towards plagiarism and the different factors influencing them. Methods It was a descriptive cross-sectional survey conducted among faculty members of the FMT during the academic year 2018-2019 using the validated English version of the 'Attitudes Towards Plagiarism' (ATP) questionnaire distributed online with Google forms. The ATP questionnaire consisted of 29 items divided into three factors: positive attitude, negative attitude and subjective norms towards plagiarism. Results A total of 340 faculty members responded to the questionnaire. Mean scores for positive attitude and subjective norms were 28.8±6.9 and 24.6±4.9 respectively, corresponding to low to moderate scores. The mean score of negative attitude was 22.4±2.6, matching a moderate score. Interpretation of these scores revealed an unfavorable attitude of the faculty members towards plagiarism and the belief that such behavior is associated with social disapproval and rejection. However, the temptation of plagiarism was palpable and self-plagiarism seemed to be tolerated. ATP scores were significantly influenced by age, grade, work experience, supervision, research activities, and English proficiency. Conclusions This study has pointed out the dilemma facing our faculty in its academic anti-plagiarism crusade. On the one hand, it should ensure the commitment of its faculty members and solicit their mobilization to carry on this fight, but on the other it should put in place clear disincentive policies to prevent plagiarism and cheating and apply them in an equal and transparent way between faculty members and students. Key messages This study showed unfavorable attitudes of Tunisian faculty members toward plagiarism. Self-plagiarism seemed to be tolerated.

Welcome to the last issue of the IJEI for 2013. It has been an exciting year with numerous conferences and research on academic integrity around the world. Auckland University of Technology kicked off the year with the Fraud, Fakery and Fabrication: Academic and research integrity conference, the International Center for Academic Integrity held their annual conference in San Antonio on 28 February, the National Roundtable and Australian National Speaking Tour for the Exemplary Academic Integrity Project was also held in late February and early March, the 3rd World Conference on Research Integrity was held in Montreal in May, the Plagiarism across Europe and Beyond Conference shared the results of the 'Impact of policies for plagiarism in higher education across Europe' project in Brno, Czech Republic in June, and the 6th Asia Pacific Conference on Educational Integrity showcased the work of Australian Office for Learning and Teaching commissioned projects on academic integrity in Sydney in October. With so much interest and research on this topic across a range of countries and contexts, it is perhaps not surprising that the current issue is an eclectic mix of reflective, conceptual, empirical and case study work from researchers spanning six countries, including the United Arab Emirates, Norway, Australia, Sweden, Indonesia and the UK. The issue covers diverse topics extending from the development of academic skills, to motivations and predictors of student plagiarism, systems to reduce plagiarism and the responsibility of universities to provide marketing information based on ethical principles of honesty and trustworthiness. Student groups represented include secondary school, undergraduate and postgraduate. Radhika Iyer-O'Sullivan, formerly of the British University in Dubai, analyses faculty feedback, samples of student writing and Turnitin Similarity Reports to determine if teaching critical reading as a threshold concept results in critical thinking and subsequently improved critical writing skills. While the sample was small and the results inconclusive, Iyer-O'Sullivan makes the case that teaching critical reading assists students to understand the importance of using supporting evidence to develop a convincing academic argument. Håvard Skaar and Hugo Hammer from Oslo and Akershus University College, Norway use a mixed-methods approach to explore secondary school students' plagiarism of internet sources in essay writing. The survey of 67 students indicated that 75% of students reported plagiarising from online sources and that plagiarism accounted for 25% of the total amount of text. Students with a higher grade in written Norwegian plagiarised less than those with a lower grade, and students more conversant with appropriate citation practices plagiarised less than those students less familiar with referencing conventions. Qualitative feedback from interviews with 29 students indicated that the students wanted to spend as little time and effort as possible on the assessment task and that plagiarism was chosen as a writing strategy, with little reflection on the moral aspects on this decision. In contrast, Rebecca Awdry, from the University of Canberra, and Rick Sarre, from the University of South Australia, found that the university students in their study expressed strong ethical positions in relation to plagiarism, arguing that it was cheating and dishonest. Awdry and Sarre explored students' motivations to plagiarise using a mixed methods approach, and analysed the data through the prism of criminological theory. The authors conclude that while rational choice theory provides some insight into student breaches of academic integrity, there is an apparent disconnect between the way that academics view students' behaviour and how students themselves express their motivations. In agreement with key writers in the field (Bertram Gallant, McCabe, Bretag et al.), Awdry and Sarre conclude that higher education providers should focus less on detection and punishment and more on developing a values-based culture of integrity. Based on a sample of 362 undergraduate psychology students, and in the context of the Indonesian government's position that any form of plagiarism "is a serious offense that may even be classified as an illegal action", Ide Bagus Siaputra, from Universitas Surabaya, explores the proposition that "regardless of the presence or absence of opportunities and the severity of the potential sanctions, some individuals seem to be prone to plagiarism". Siaputra builds on the work of Williams, Nathanson and Paulhus (2010), to propose five variables as predictors of plagiarism, including procrastination, performance, personality, perfectionism, and achievement motivation, and names the model 'the 4PA of plagiarism'. Findings from the author's study indicate that procrastination was the key predictor of plagiarism, followed by achievement motivation. Looking to provide a multi-pronged response to student plagiarism, Ken Larsson and Henrik Hansson from Stockholm University, Sweden share the results of an innovation at their university. The digital system called SciPro was developed to support independent student thesis work, decrease the burden on supervisors for feedback on basic skills, and reduce plagiarism. The system includes a number of modules which facilitate management, communication and learning. According to the authors, SciPro works to prevents plagiarism by providing: 1) clear instructions about rules and regulations for students and supervisors; 2) an online peer-review system; 3) transparent online communication and file storage of accumulated manuscripts; and 4) a final seminar module enabling automatic generation of originality reports from Turnitin when students upload their final thesis manuscripts. Larsson and Hansson report that the implementation of SciPro has resulted in substantial improvements in policy development, successful integration of anti-plagiarism software, and an increased awareness of plagiarism issues. The final paper in the issue reminds us that academic integrity is an issue which underpins every aspect of the educational enterprise and goes well beyond plagiarism in student assessment. Educational psychologist, John Bradley, from the UK, offers a typology of nine misleading data-based marketing claims based on his examination of UK university prospectuses. Bradley's analysis leads him to assert that marketing of higher education should aspire to higher ethical standards than marketing in general because of the high stakes involved for a potentially vulnerable group, and because the reputation of the university is founded on having high standards of scholarship. Rather than rely on external regulators to ensure the authenticity of marketing claims, the author advocates a system of voluntary peer review of university marketing prospectuses based on the principles of research and publication ethics. I trust you will enjoy this varied issue which will interest teachers, researchers, policymakers, administrators and marketers of education, in both secondary and tertiary contexts. Volume 10(1) of the IJEI, to be published in June 2014, will include the best reviewed papers from the Plagiarism Across Europe and Beyond Conference, Czech Republic 2013, along with appropriate papers submitted via the IJEI platform. Tracey Bretag, IJEI Editor Email: tracey.bretag@unisa.edu.au

This thesis consists of three self-contained essays. We study undesirable behaviors such as cheating and self-sabotaging in contests in a laboratory environment. The rst paper proposes a new anti-doping policy. In a conditional superannuation scheme, athletes have to pay a certain fraction of their proceeds from sports into a fund from which they can draw only well after their careers and if they have never been caught doping. Theoretically, this fund has two important advantages over conventional anti-doping policies such as bans and nes. It does not lose its deterrence e ect when athletes approach the end of their careers (unlike bans), and it can deal with the widespread problem that drug cheats are often only found out much later when the detection technology has caught up with doping practices. We build a model of a dynamic sporting contest, implement it in the laboratory and compare the performance of our policy to that of traditional policies. Our policy compares favorably with respect to doping prevention and the quality of resulting sporting contests. In the second paper, we study a tournament that rewards not only winners but also losers with extremely bad performance, which creates an incentive for underdogs to under-perform deliberately. Such a contest scheme is often employed to improve the long term competitive balance. We design two treatments, with or without the leaderboard, to investigate whether social status can reduce this self-sabotaging behaviour. The leaderboard of all participants' ranked performance is used as a proxy of social status. Our results show that underdogs respond to the monetary self-sabotaging incentives in contests. In addition, individuals tend to self-sabotage just enough when the leaderboard is displayed to everybody. Without the leaderboard, players self-sabotage more excessively. We conjecture that by achieving exactly the level of performance that gives the consolation prize, tankers in the leaderboard treatment want to signal that they understand the game well and they tanked to receive the consolation prize. The third paper addresses an agency problem in a contest between two contestants, each with a manager. Individuals that are engaged in contests have strong incentives to cheat. Sanctions are designed to deter potential cheaters. Often other agents in the contestant's team (e.g., a coach of an athlete) or company (a manager of an R&D engineer) have a bene t from cheating and can in uence on the cheating decision. If only the contestant is punished for cheating, an agency problem arises. We show theoretically, that extending the liability from the contestant to the manager reduces cheating only if fines are suffciently high. Otherwise over-all cheating rate increases. Experimental tests confi rm that for high fines joint liability is effective in reducing cheating, while predicted detrimental effect of joint liability when fines are low does not materialise.
Thesis (Ph.D.) -- University of Adelaide, School of Economics, 2019

Contract cheating is becoming a real challenge to many universities. Not only is it a relatively new phenomenon, but also it is difficult to prove as the work is often original and unlikely to be detected using standard anti-plagiarism text-matching services such as Turnitin or Erkund. Using a literature review approach, this chapter examines why students in general would take risks to engage in contract cheating and what strategies could be implemented to prevent or lower the chance for them to be engaged in this type of academic misconduct. An Australian regional university, which is also a leader in distance learning in the country, was used as a case for this study. The findings and recommendations provide insights for Australian university policy-makers when developing strategies, procedures and policies to face this issue. Limitations and future research directions are also discussed.

Contract cheating is becoming a real challenge to many universities. Not only is it a relatively new phenomenon, but also it is difficult to prove as the work is often original and unlikely to be detected using standard anti-plagiarism text-matching services such as Turnitin or Erkund. Using a literature review approach, this chapter examines why students in general would take risks to engage in contract cheating and what strategies could be implemented to prevent or lower the chance for them to be engaged in this type of academic misconduct. An Australian regional university, which is also a leader in distance learning in the country, was used as a case for this study. The findings and recommendations provide insights for Australian university policy-makers when developing strategies, procedures and policies to face this issue. Limitations and future research directions are also discussed.