This book provides insights on approaches for enhancing ethical practice, professionalism and integrity for future development in academia and beyond. It does so by offering a thorough review of the background and processes to enhance academic integrity in the years of artificial intelligence. The book also explores the future of research integrity and ethics by examining lessons from the past. Ideas from research findings on how to incorporate an integrity culture in continuously changing secondary and higher education are addressed. The chapters are written by international authors who have been working in the fields of integrity sciences, focussing on ways to enhance ethics and integrity amongst students, academics and institutions (including schools). They identify approaches to deter and detect misconduct and discuss the ways to educate academic integrity amongst academic communities. The book addresses best practices from international institutions and how these can be transformed and adopted in different subject areas. Embracing and managing the use of generative artificial intelligence (GenAI) tools in education are key themes throughout. Special attention is given to the ethical use of GenAI, exploring the ways to minimise the misuses via policies and guidelines.
Chapter
1. A Literature Review on AI Detection: Investigating the
Potential of Authorship Attribution Methods- Zander Janse van Rensburg.-
Chapter
2. Academic Integrity and Staff Perceptions: Perspectives on
Students Understanding of Academic Integrity, and Staff Needs in the Age of
Artificial Intelligence - Caroline Campbell.
Chapter
3. An Approach to
Evaluate the Impact of Academic Integrity Training for Educators by Analysing
Assessment Referrals - Lauren Schrock, Asima Iqbal, Alexa Kirkaldy.
Chapter
4. From Healthcare to Higher Ed: A Five-Level Framework for Fostering
Academic Integrity - Jessica Kalra.
Chapter
5. A Detailed Guide to
Structural Topic Modelling in Educational Research: Insights from a Study on
the Ethical Use of AI in Academia - Michael Weiss, Sabiha Mumtaz, Jamie
Carmichael.
Chapter
6. Curriculum Dilemmas: How Can Teachers Foster Pupils
Ability to Collaborate and Compete in the Swedish Education System? -
Charlotta Ronn.
Chapter
7. University Policies on Academic Ethics and
Integrity in Bulgaria.
Chapter
8. Towards an ethical standard: An analysis
of perspectives and experiences in complying with basic ethical
requirements.
Chapter
9. The Journey to Explicit Ethics Education for Czech
Computer Science Teaching Assistants.
Chapter
10. Countering Education Fraud
and Essay Mills through Legal Measures.
Dr. Irene Glendinning has recently retired from her most recent role as the Academic Integrity Lead for Coventry University Group after a long career over 40 years. Since 2010 she has focused on research into strategies for academic integrity, particularly concerning the design of workable institutional policies that deter misconduct in education and research and encourage a culture of scholarly learning. She continues to be engaged in research and international working groups focusing on improving academic integrity and fighting corruption, as part of the European Network for Academic Integrity.
Dr. Sarah Elaine Eaton is Professor and research chair of Education at the University of Calgary, Canada. Eatons research focuses on academic ethics in higher education. Her work can be found in the British Educational Research Journal, the Journal of Academic Ethics, the Journal of Educational Thought and Interchange, among other places. She is the Editor-in-Chief of the International Journal for Educational Integrity (Springer Nature) and co-founder and co-editor of Canadian Perspectives on Academic Integrity.
Dr. Shiva Das Sivasubramaniam is the Deputy Dean for the School of Life and Health Sciences, at University of Roehampton, UK, after 25 years as an academic with extensive research experience in academic integrity focussing on medical ethics. He is the associate editor of Journal of Academic Ethics, and a member of the editorial board of International Journal of Educational Integrity. He is one of the founding members of the European Network for Academic Integrity in which he is leading the ethics and integrity advisory working group responsible for developing guidelines for academic integrity and research ethics.
Dr Beatriz Antonieta Moya has obtained PhD in the Werklund School of Education at the University of Calgary, Canada, specializing in Leadership, Policy, and Governance. Formerly, she worked for ten years as an educational developer in Chilean higher education, where she led communities of practice for teaching and learning innovation and a pioneering educational program for learning assistants. Her current motivation as an early-career researcher is to analyze emerging issues and provide recommendations to facilitate transformations in higher education institutions that are invested in pursuing academic integrity.
