Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of (...) European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge. (shrink)

Good academic practice is more than the avoidance of clear-cut cheating. It also involves navigation of the gray zones between cheating and good practice. The existing literature has left students’ understanding of gray zone practices largely unexplored. To begin filling in this gap, we present results from a questionnaire study involving N = 1639 undergraduate students from seven European countries representing all major disciplines. We show that large numbers of these students are unable to identify gray area issues and lack (...) sensitivity to the context dependence of these. We also show that a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating. Our results are similar across the faculties and countries of study, and even for students who have attended academic integrity training. We discuss the implications of this for academic integrity training. (shrink)

Angesichts aktueller Krisenzustände sucht man nach einer globalen Ethik. Im vorliegenden Artikel wird Albert Schweitzers Weltanschauung der Ehrfurcht vor dem Leben als möglicher Beitrag zur Entwicklung einer solchen Ethik untersucht. Mit seinem Entwurf wollte Schweitzer am Beginn des 20. Jahrhunderts die zerrüttete abendländische Kultur erneuern. Der Mensch müsse sich als „Leben inmitten von Leben“ erfahren. Da die biologische Natur für die Ethik keine Quelle sein kann, ist sie verwiesen auf den Willen zur Liebe, den der Mensch in sich selbst entdeckt (...) und der ihn nötigt, aus einer Haltung der Ehrfurcht alles Leben zu erhalten und zu fördern. Mit der tätigen Mystik der Ehrfurcht vor dem Leben wollte Schweitzer eine universale Grundlegung jeglicher Ethik entwickeln, was ihm aber nur unzureichend gelungen ist. Auch wenn seine Weltanschauung kaum – wie er sie darzulegen versucht – als „denknotwendig“ gelten kann, ist sie nach Auffassung des Autors aber dennoch für den heutigen Krisenzustand als Inspiration und Motivation hochaktuell.Regarding the current crisis conditions, we are looking for a global ethics. This paper investigates Albert Schweitzer’s reverence for life worldview as a possible contribution to the development of such ethics. With his project at the beginning of the 20th century, Schweitzer wanted to renew the devastated Western culture. Man must experience himself as “a life in the midst of life”. As biological nature cannot be the source for ethics, it is referred to the will to love which man discovers in himself and which, due to the attitude of reverence, obliges him for sustaining and promoting all life. With the active mysticism of reverence for life Schweitzer intended to develop a universal foundation of all ethics, but the intention was inadequate. In the author’s opinion, although his worldview can hardly be considered “logically necessary” – as he tries to demonstrate – it is still highly relevant as an inspiration and motivation in the contemporary crisis condition. (shrink)