Contract cheating is a growing menace that most academic institutions are grappling with globally. With governments now taking steps to help combat the industry and ban such services, it is also important to encourage students to stay away from such services through proactive strategies to raise awareness so that students stop using such services. This paper uses a case study approach to capture a time-series data from three years of a university campus’s efforts to raise awareness by celebrating the International (...) Centre for Academic Integrity ‘s International Day of Action Against Contract Cheating. This is in order to explore if such campaigns can be used as tools to increase student understanding of contract cheating as an academic misconduct issue and what roles students can play in raising awareness among other students on contract cheating. Proposing to look at contract cheating as a social issue, the paper positions the misconduct as such and explores how awareness campaigns can help address contract cheating. Over the three years, results show steep increase in awareness of contract cheating, a type of academic misconduct, and that students themselves have a positive influence on other students when raising awareness. An interesting finding of the study is that graduated students have had an impact by showing responsibility to younger students and by actively denouncing contract cheating companies and their approaches on social media; thus providing solid evidence that awareness campaigns can help increase awareness which is the first step towards building a culture of integrity in any campus. (shrink)

Contract cheating is a growing menace that most academic institutions are grappling with globally. With governments now taking steps to help combat the industry and ban such services, it is also important to encourage students to stay away from such services through proactive strategies to raise awareness so that students stop using such services. This paper uses a case study approach to capture a time-series data from three years of a university campus’s efforts to raise awareness by celebrating the International (...) Centre for Academic Integrity ‘s International Day of Action Against Contract Cheating. This is in order to explore if such campaigns can be used as tools to increase student understanding of contract cheating as an academic misconduct issue and what roles students can play in raising awareness among other students on contract cheating. Proposing to look at contract cheating as a social issue, the paper positions the misconduct as such and explores how awareness campaigns can help address contract cheating. Over the three years, results show steep increase in awareness of contract cheating, a type of academic misconduct, and that students themselves have a positive influence on other students when raising awareness. An interesting finding of the study is that graduated students have had an impact by showing responsibility to younger students and by actively denouncing contract cheating companies and their approaches on social media; thus providing solid evidence that awareness campaigns can help increase awareness which is the first step towards building a culture of integrity in any campus. (shrink)

Ethics and ethical behaviour are the fundamental pillars of a civilised society. The focus on ethical behaviour is indispensable in certain fields such as medicine, finance, or law. In fact, ethics gets precedence with anything that would include, affect, transform, or influence upon individuals, communities or any living creatures. Many institutions within Europe have set up their own committees to focus on or approve activities that have ethical impact. In contrast, lesser-developed countries are trying to set up these committees to (...) govern their academia and research. As the first European consortium established to assist academic integrity, European Network for Academic Integrity, we felt the importance of guiding those institutions and communities that are trying to conduct research with ethical principles. We have established an ethical advisory working group within ENAI with the aim to promote ethics within curriculum, research and institutional policies. We are constantly researching available data on this subject and committed to help the academia to convey and conduct ethical behaviour. Upon preliminary review and discussion, the group found a disparity in understanding, practice and teaching approaches to ethical applications of research projects among peers. Therefore, this short paper preliminarily aims to critically review the available information on ethics, the history behind establishing ethical principles and its international guidelines to govern research.The paper is based on the workshop conducted in the 5th International conference Plagiarism across Europe and Beyond, in Mykolas Romeris University, Lithuania in 2019. During the workshop, we have detailed a) basic needs of an ethical committee within an institution; b) a typical ethical approval process ; and c) the ways to obtain informed consent with some examples. These are summarised in this paper with some example comparisons of ethical approval processes from different universities. We believe this paper will provide guidelines on preparing and training both researchers and research students in appropriately upholding ethical practices through ethical approval processes. (shrink)

Covid-19 pandemic had an impact on many day-to-day activities but one of the biggest collateral impacts was felt by the education sector. The nature and the complexity of higher education is such that no matter how prepared we are as faculty, how planned our teaching and assessments, faculty are all too aware of the adjustments that have to be made to course plans, assessments designed, content delivery strategies and so on once classes begin. Faculties find themselves changing, modifying and deviating (...) from original plans to ensure accessibility and inclusiveness, this may be due to a variety of reasons such as student abilities, behaviour, disturbances and even outside factors that may be political, environmental, social etc. Majority of the time, faculty are prepared for the change that needs to be incorporated and are quick to adjust. However, no one expected the disruption to education that was caused by COVID19 pandemic. The world came to a standstill while schools and universities scrambled to push learning to the digital space. It was important to try to ensure continuity of learning for students, but the issue of integrity came to the forefront by summertime. Faculties were suddenly expected to restructure their lessons, delivery, teaching and assessing digitally, at the same time ensuring and upholding integrity of the concepts taught and assessed. This has neither been easy or straightforward because the situation was unprecedented with little or no prior documentation or guidelines to help. Recognising this gap, this paper is an attempt at providing exploratory findings from authors’ experiences in their respective institutions over the ensuing months. The paper attempts to record the changes made by the faculty and colleagues to lessons and assessments with particular focus on how technology has been used to help restructure classes, deliver lessons and assess students which have aided in minimizing the likelihood of students cheating. The paper further narrates the reflective changes that were made in response to experience, student/external examiners feedback etc. (shrink)

Contract cheating is a growing menace that most academic institutions are grappling with globally. With governments now taking steps to help combat the industry and ban such services, it is also important to encourage students to stay away from such services through proactive strategies to raise awareness so that students stop using such services. This paper uses a case study approach to capture a time-series data from three years of a university campus’s efforts to raise awareness by celebrating the International (...) Centre for Academic Integrity (ICAI)‘s International Day of Action Against Contract Cheating. This is in order to explore if such campaigns can be used as tools to increase student understanding of contract cheating as an academic misconduct issue and what roles students can play in raising awareness among other students on contract cheating. Proposing to look at contract cheating as a social issue, the paper positions the misconduct as such and explores how awareness campaigns can help address contract cheating. Over the three years, results show steep increase in awareness of contract cheating, a type of academic misconduct, and that students themselves have a positive influence on other students when raising awareness. An interesting finding of the study is that graduated students have had an impact by showing responsibility to younger students and by actively denouncing contract cheating companies and their approaches on social media; thus providing solid evidence that awareness campaigns can help increase awareness which is the first step towards building a culture of integrity in any campus. (shrink)

When considering a paradigm shift in higher education, it is imperative to focus on removing obstacles against maintaining integrity in academia. One such obstacle is contract cheating sites that have mushroomed disproportionately during the 18 months of emergency distance learning threatening graduate quality and university reputations. It was sharply brought to focus in 2015 due to a mass-scale scandal involving 16 universities and more than 1000 students leading to a subsequent law making such services illegal in Australia. Contract cheating is (...) a mushrooming industry that is constantly targeting often unsuspecting students under the guise of legitimate help. Moreover, these services in turn began black mailing students after delivering services. It is therefore vital to explore the existence and number of such websites that target students in UAE, sometimes using university logos to show legitimacy to understand the extent of the problem. This is primarily because an accurate measure of the extent does not currently exist. Curtis et al. have reported on self-reported cases from students which can be varied and often under-reported. This study is an attempt at using Boolean search technique to count unique and organic websites that have manifested. Coded analysis was used to collate the websites and count the total number of searches. For a total of 34 unique and organic websites, 29 showed a z score higher than the mean value 2.94, at standard deviation of 1.89, positing that the probability of appearance of these 29 websites across different search engines, different browsers and across separate search keywords was significant. This demonstrates the aggressive nature of these sites and their considerable efforts to offer a service that is harmful and detrimental to the students and education sector. This study is a milestone towards developing a nation-wide understanding of contract cheating in the UAE. It is also positioned as a proposal for higher education sustainability in the nation to look to ban services that offer to write assignments for students with or without a fee as a top-down approach to tackling the issue. (shrink)

The global surge in academic misconduct during the COVID-19 pandemic, exacerbated by remote teaching and online assessment, necessitates a comprehensive understanding of the multidimensional aspects and stakeholders' perspectives associated with this issue. This paper addresses the prevalent use of answer-providing sites and other types of academic misconduct, underscoring the challenge of detecting all or most of the student misconduct. Exploring factors such as faculty inexperience in remote teaching and assessment, the paper advocates for proactive measures to preserve integrity in education. (...) Emphasizing the need for a culture of integrity beyond traditional classrooms, the paper reviews existing models, then details steps to create a framework using the International Labour Organization (ILO)’s TREE training method. It presents the IEPAR framework (Inspiration, Education, Pedagogical considerations, Assessment design, Response and Restorative practice), and assesses its effectiveness. Incorporating faculty feedback, the paper concludes with evidence-based findings, positioning the IEPAR framework as a robust approach for addressing academic misconduct and fostering a culture of academic integrity in higher education through responsible training of all stakeholders. (shrink)

Any problem is a problem until a solution is designed and implemented. This paper reports on a workshop that highlights preliminary work done by the working group on Gamification in the scope of European Network for Academic Integrity, which aims to explore the possibility of developing and testing a gamified learning module on academic integrity values. In this paper, the group aims to look at proposing steps we are currently using to develop storyboards of scenarios for the first phase of (...) the project, which were presented at the 6th International Conference Plagiarism Across Europe and Beyond 2020 held virtually in Dubai as a workshop. The study also presents updated findings and scenarios drawn from the workshop conducted and audience feedback, in the following sections that pave the way for the future stages of the gamification process. This serves as a guide to academics and researchers in academic integrity who may wish to study gamification and apply it to develop their own modules for their learning modules. (shrink)