ERIC Number: EJ1060236
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 11
Institutional Strategies That Foster Academic Integrity: A Faculty-Based Case Study
Prins, Sebastian; Jones, Edward; Lathrop, Anna H.
Collected Essays on Learning and Teaching, v7 n1 2014
In recognition that student academic misconduct is a complex issue that requires a holistic and institutional approach, this case study explores the impact of an intervention strategy adopted by the Faculty of Applied Health Sciences (comprised of approximately 80 faculty and an average of 3,240 undergraduate students) at Brock University, St. Catharines, Ontario. In 2006, spearheaded by the Associate Dean for Undergraduate Studies, a Faculty-wide academic integrity strategic plan was designed and implemented. The plan identified 4 principles (collaboration, education, assessment, and monitoring and detection) and recommended 17 initiatives. This case study examines the impact of theses initiatives through an analysis of survey data and incidences of student misconduct cases adjudicated between 2005 and 2012 (with 2006 as the point of intervention). Data was coded and analyzed using the Welch's t-test. Results indicated that the intervention strategy led to a significant reduction in the frequency of self reported at risk behavior and the number of academic misconduct cases. This paper will report on these findings and identify the strategies that helped effect a positive change in the culture of academic integrity.
Descriptors: Case Studies, College Faculty, Ethics, Strategic Planning, Surveys, Incidence, Cheating, Intervention, Foreign Countries, Health Sciences, Statistical Analysis, Deans, Cooperation, Teaching Methods, Evaluation Methods, Risk, Integrity, Faculty Development, Workshops, College Students
Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada