The current qualitative study investigated prevalence and types of academic integrity violations in psychology graduate students and solicited student recommendations for how academic institutions, professors, and peers may act to discourage or prevent its occurrence. Students were recruited through email lists and asked to participate in an online study with a series of open-ended questions assessing integrity violations and prevention recommendations. Results revealed academic integrity violations were relatively infrequent and most were of relatively low severity. Common antecedents (...) to integrity violations included inadequate preparation, task difficulty, and external stressors such as health ailments that interfered with preparation. Most violators reported engaging in a rational decision making process, weighing the pros and cons of cheating, and most did not reveal the violation to anyone. The majority of violations resulted in no negative consequences to the student and 44 % reported they would do it again. Students recommended better dissemination of integrity policies, greater oversight of graduate students, harsher punishments for violations, and consistent reporting of violations as prevention strategies. Results highlight how academic dishonesty in psychology graduate students may be a product of multiple time and resource demands, coupled with low self-efficacy to meet or negotiate these demands. Despite reports of external pressures being the top reason for academic integrity violations, few recommendations focused on decreasing external pressures as a mechanism to curb cheating. (shrink)

Journal of Political Philosophy, Volume 30, Issue 3, Page 324-346, September 2022.

This study examined the relationship between L2 motivation and engagement in academic reading skill from the lenses of L2 motivational self-system and transformative experience. More specifically, following the transformative experience framework, we investigated the level of students’ engagement in academic reading skills inside and outside English classes. We also explored what motivational factors act as strong predictors of transformative experience and whether L2 motivation and engagement of students differ across different disciplines. Stratified purposive sampling was followed to recruit (...) 419 undergraduate English for academic purposes students studying in different majors. As such, we developed a questionnaire for measuring TE and utilized a pre-established questionnaire to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students’ level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed. (shrink)

The belief norm of academic publishing states that researchers should believe certain claims they publish. The purpose of this paper is to defend the belief norm of academic publishing. In its defense, the advantages and disadvantages of the belief norm are evaluated for academic research and for the publication system. It is concluded that while the norm does not come without costs, academic research systemically benefits from the belief norm and that it should be counted among (...) those that sustain the practice of academic publishing. (shrink)

Reprint of an article published in the Journal of Philosophy of Education (2010) about the tension between a right to academic freedom and a responsibility to promote public goods, discussed largely in the African context.

Journal of Social Philosophy, EarlyView.

Student academic dishonesty is a pervasive problem for universities all over the world. The development of innovative practices and interventions for decreasing dishonest behaviour requires understanding factors influencing academic dishonesty. Previous research showed that personal, environmental, and situational factors affect dishonest behaviour at a university. The set of factors and the strength of their influence can differ across countries. There is a lack of research on factors affecting student dishonesty in Russia. A sample of 15,159 undergraduate students from (...) eight Russian highly selective universities was surveyed to understand what factors influence their decision to engage in dishonest behaviour. Ajzen’s Theory of Planned Behaviour was employed to explain dishonest behaviour among students. The explained variance in the engagement in academic dishonesty equals 48% in the model for the full sample, and reaches 69% in the model for one of the considered institutions. The major findings of this study were: subjective norms appeared to dominate as the strongest predictor of academic dishonesty across the Russian universities; perceived behavioural control, appeared to be positively related to the dishonest behaviour. In the majority of universities, this factor was found to be insignificant. This finding indicates a specific feature of Russian students’ an ethical decision-making process discussed in the last part of the paper. (shrink)

This study aimed to explore the association between the functioning of family environment and academic burnout of Chinese college students as well as the mediating effects of the interpersonal resource and intrapersonal resource [i.e., positive psychological capital ] in this relationship. A total of 1971 Chinese undergraduates were involved in an online questionnaire survey and data analysis. It was found that family cohesion and adaptability was negatively related to academic burnout. Mediation analyses demonstrated that family cohesion and adaptability (...) did not directly affect academic burnout, but indirectly through increasing PsyCap, and through enhancing peer support and then increasing PsyCap in serial. Meanwhile, the relationship between family cohesion and adaptability and academic burnout was not mediated by peer support alone. These findings highlight the family environment’s crucial role in youth mental health and positive development in the college context. (shrink)

The aim of this article is to establish that current thought about the point of a publicly funded university faces a dilemma. On the one hand, influential and attractive ‘macro’-level principles about how state resources ought to be accountably used entail that academic freedom should be utilised solely for the sake of social justice or some other concrete public good. Standard theories of public morality entail that an academic’s responsibility is entirely to be ‘responsive’ or ‘relevant’ to her (...) social context in the way she teaches and researches. On the other hand, ‘micro’-level self-conceptions of teachers and researchers include the idea that it can be proper to use academic freedom in order to discover and impart knowledge that is unlikely to foster social justice, however construed. Probably most academics accept the idea that ‘knowledge for its own sake’ can often merit pursuit and transmission. In this article, I use the most space to defend the second horn of the dilemma, the micro-level perspective, by indicating just how counterintuitive the macro one is. As a foil I critically discuss a recent report by the South African Council on Higher Education, which occasions awareness of the position that the right to academic freedom is exhausted by a duty to benefit society. However, I conclude by noting prima facie defences of the first horn, pointing out that dominant accounts of institutional ethics forbid scholars from seeking knowledge for its own sake, and hence indicating the need to resolve an antinomy about the proper final ends of a state university. (shrink)

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents reported on their children’s academic motivation and participation in extracurricular activities. We used a multi-group latent change score (...) model to compare Italian and Portuguese students’: pre-COVID mean motivation scores; rate of change in motivation; individual variation in the rate of change in motivation; and dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation. Furthermore, students’ age was significantly associated with changes in motivation. No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations. (shrink)

Definition of the problem In medicine, as well as in other disciplines, computer science expertise is becoming increasingly important. This requires a culture of interdisciplinary assessment, for which medical ethics committees are not well prepared. The use of big data and artificial intelligence (AI) methods (whether developed in-house or in the form of “tools”) pose further challenges for research ethics reviews. Arguments This paper describes the problems and suggests solving them through procedural changes. Conclusion An assessment that is interdisciplinary from (...) the outset appears to be more suitable than having two commissions with different expertise. However, this would require that the composition of medical ethics committees be altered. In addition, the article recommends initial measures to be taken during research ethics reviews of big data and AI projects in order to consolidate the review process and ensure standardization of the criteria. (shrink)

In this article, I propose a novel way of understanding the mechanisms of academic transfers in the context of the Second World War by looking at the role of membership and referral systems in determining an applicant’s success. Using largely unexplored archival data from the Society for the Protection of Science and Learning, held at the Bodleian Library, and the British Federation for University Women, held at the British Library of Political and Economic Science, this articles presents the case (...) of Rose Rand. She was a philosopher and one of the core members of the Vienna Circle who spent her professional years in exile, first in the United Kingdom and later in the United States. Her academic journey in the United Kingdom lasted almost 16 years. In that time, Rand never managed to obtain a permanent academic post despite the fact that her philosophical work is deemed relevant today by the experts and historians of her field. By reading and combining new and previously unused biographical data and personal and professional correspondence, this article shows the crucial role that memberships and personal referrals had in determining the success of her academic transfer. (shrink)

There is a rather widespread consensus, among historians of philosophy, concerning the decline of Wittgenstein amid recent analytic philosophy. However, the exact import of such a decline,...

The prevalence of academic dishonesty is a matter of considerable concern for institutions of higher education everywhere. We explored students’ perceptions of academic dishonesty using Q methodology, which provides insights that are different from those obtained through surveys or interviews. South African students ranked 48 statements, giving reasons why students cheat, on an 11-column grid, anchored by strongly agree and strongly disagree. Q factor analysis was used to identify groups of individuals who share the same perspective. The three (...) perspectives that emerged viewed academic dishonesty as moral transgressions, pressure transgressions, or confused transgressions. These suggest different approaches to addressing the issue. (shrink)

Volume 30, Issue 2, March 2025, Page 242-244.

In the course of their child?s school years, a group of parents were asked to assess their child?s mathematical competence and indicate whether they endorsed the gender stereotype pertaining to it. Once the child had entered upper primary school, the consistent stereotypic parents tended to rate their boys? mathematical competence higher than the parents of girls did. Additionally, the parents whose attitude turned into an anti?stereotypical one perceived their girls? mathematical competencies as higher than those of the boys, which was (...) related to their perception that the boys? competencies were getting worse while the girls? competencies were getting better. (shrink)

Academic programs in the medical/health humanities have proliferated widely in recent years, and the professional, academic, and cultural drivers of this growth promise sustained new program development. In this article, we present the results of a survey sent to representatives of one hundred twenty-four baccalaureate and ten graduate programs in the medical/health humanities to assess the experiences and needs of existing programs. Survey results confirm the interest in and need for a descriptive toolkit as opposed to a prescriptive (...) manual; indicate what data and materials are most needed to support the successful development of new academic programs in the field; and identify areas for future research. Recognizing a need for program development resources, the Health Humanities Consortium has initiated the creation of a comprehensive online toolkit. We discuss survey results and the toolkit in relation to the drivers of new program growth. Finally, we describe resources now available through the HHC’s new online program toolkit, including existing programs; sample syllabi; sample curricula templates; program rationale; proposal templates; and graduation data. (shrink)

Academic debates are so frequent and omnipresent in most disciplines, particularly the social sciences and humanities, it seems obvious that disagreements are bound to occur. The aim of this paper is to show that whereas the agent who perceives his/her contribution as being misunderstood locates the origin of the communication problem on the side of the receiver who "misinterprets" the text, the emitter is in fact also contributing to the possibility of this misunderstanding through the very manner in which (...) his/her text is written. In other words, I propose a symmetric approach to understanding misunderstandings: taking simultaneously into account the position of the reader in the scientific field and the structure of the texts of the writers. The paper thus proposes to complement the sociological analysis of controversies in a scientific field with the close reading of texts, a practice usually found in studies of argumentation, in order to explain the occurrence of misunderstandings. The debate surrounding the charge of "relativism" among sociologists of scientific knowledge provides us with a case study to analyse in detail the argumentative context of misunderstanding. (shrink)

This article focuses on faculty members’ allocation of time to teaching and research, conceptualizing these—and the mismatch between preferred and actual time allocations—as examples of gender inequality in academic employment. Utilizing data from the 1999 National Study of Postsecondary Faculty, I find that women faculty members prefer to spend a greater percentage of their time on teaching, while men prefer to spend more time on research, although these preferences are themselves constrained; women faculty members spend a greater percentage of (...) their workweek on teaching and a smaller percentage on research than men, gaps that cannot be explained by preferences or educational and institutional attributes; and women faculty members have larger time allocation mismatches than men—that is, their actual time allocations to both teaching and research diverge more from their preferred time allocations than those of men. These findings shed light on how gender inequality is both produced and maintained in this aspect of academic employment and have implications for job satisfaction, productivity, and the recruitment and retention of current and future faculty members, especially women. (shrink)

Academic integrity is becoming increasingly important to managing academic institutions. Accordingly there are efforts to uniformly assess campus attitudes to such issues as cheating in assessments along with the policies and procedures in place to address them. This paper seeks to summarize and understand the attitude of the students and academic staff at an Australian university towards academic integrity, as reflected in the results of a campus-wide survey, using both qualitative and quantitative analysis. The main finding (...) of the quantitative results was the disconnect between academic staff and students belief’s about academic honesty and the reactions of students and academics to dishonest behaviour. Four key themes of academic honesty were identified through qualitative analysis, being those of cheating, student, solutions to cheating and general concerns. (shrink)

This research investigates whether academic integrity can be strengthened through a holistic educative approach that combines compulsory modules on academic integrity, pedagogy that challenges punitive approaches, and an embedded curriculum. We present quantitative and qualitative data from surveys and interview responses from students to investigate their experiences and perceptions of our approach. Qualitative data suggest students appreciate the educative approach and that it fosters agency in students. Most participants – even those who indicated they had been part of (...) an academic integrity breach process and students who knew someone who had been involved in the process – expressed that the process itself led to a greater understanding of academic integrity generally and students felt they could address the issue for themselves and benefit into the future. Responses indicated students wanted to have a voice in the academic integrity process. This research indicates that a holistic educative approach promotes students’ agency in relation to their academic work and frames academic integrity as a positive and desirable aspect of students’ developing academic identities. (shrink)

Modern sociology emerged in part out of the milieu of ‘state socialists’ in imperial Germany. An exploration of the milieu and its discourses provides insights as to the sense of the founding work of German sociology, Ferdinand Tönnies’ Gemeinschaft und Gesellschaft, the political context in which historicist economics were transformed into sociology, explicit and implicit influences behind sociology in the writings of von Stein, Rodbertus, Wagner and Schmoller, the response of the ‘socialists of the lectern’ to Tönnies’ sociology, and differing (...) responses to the debate between the historicist human sciences and rational theory. (shrink)

(2004). The Philosophical Athlete By Heather L. Reid. Published 2002 by Carolina Academic Press, Durham, NC. Journal of the Philosophy of Sport: Vol. 31, No. 1, pp. 97-99.

This article charts the ways in which students negotiate an academic identity whilst pursuing academic tasks that are publicly observable precisely as ‘academic tasks’ to their peers. Previous research into aspects of student interaction that take place within university tutorial sessions has suggested that different kinds of student identity come into conflict as students interact, face-to-face. Most notably, the imperative of ‘doing education’ — as a keen proto-academic seeking a good final degree classification — is often (...) overridden by the imperative of ‘doing being a student’ — as an average and/or indifferent student who does not stand out. In this article, however, it is not the university tutorial but a slightly different and hitherto unexplored site of interaction that is foregrounded: the university library textbook. As with tutorials, the margins of library textbooks are spaces within which individually accomplished research becomes publicly observable — in the former as group work, and in the latter as student marginalia. Drawing on discourse analytic concepts such as ‘footing’ and ‘stake’ this article seeks to understand what student marginalia can tell us about the ways in which the tension between ‘doing education’ and ‘doing being a student’ is managed and negotiated in sites other than the university tutorial. (shrink)

ABSTRACT Academic administration is not to be construed simply as a technical practice, the development of efficient management systems, nor as reactive, as response to the collective views of the academic community, nor in terms of academic leadership, the establishment and implementation of institutional aims. A full account of academic administration will provide a sense of the integral relationship between the academic administrator and the academic community. For that, a prior notion of the (...) class='Hi'>academic community is required. Such a notion, giving a central place to structured discourse, can be derived from the German idea of the university and particularly from the writings of von Humboldt, Karl Jaspers and Jurgen Habermas. (shrink)

Academic integrity is a set of ethical ideals and values that guide the behavior of individuals in academic and educational settings. It encompasses honesty, trustworthiness, fairness, and a commitment to upholding the highest standards of ethical conduct in the quest for knowledge, learning, and research. Academic integrity is essential in maintaining the trustworthiness, reputation, and effectiveness of educational institutions and scholarly communities. Whereas, AI, or Artificial Intelligence, is a broad field of computer science that focuses on creating (...) frameworks, software, or machines that can perform tasks that would typically require human intelligence. These tasks include problem-solving, learning from experience, understanding natural language, recognizing patterns, and making choices. AI systems aim to mimic or replicate human cognitive functions, and they can range from simple rule-based systems to highly complex, autodidactic neural networks. AI can significantly impact academic integrity and research in both positive and potentially challenging ways. (shrink)