Managing the mutations: academic misconduct in Australia, New Zealand and the UK

International Journal for Educational Integrity

Jane Mills¹  Stephen Tee²  Melanie Birks³  Steph Allen⁴ 

[1] Dean and Head of School, Office of La Trobe Rural Health, Bendigo, Victoria, Australia;Executive Dean, Faculty of Health and Social Sciences, Bournemouth University, Bournemouth, UK;Head, Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, Queensland, Australia;Lecturer, Faculty of Media and Communication, Bournemouth University, Bournemouth, UK;

关键词: Assessment design;    Academic misconduct;    Cheating;    Contract cheating;    Essay mills;    Plagiarism;   

DOI  :  10.1007/s40979-020-00055-5

来源: Springer

【 摘 要 】

Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education sector globally.

【 授权许可】

CC BY