Assessing the Academic integrity among University Students in Pakistan (original) (raw)
Related papers
Academic Integrity: Effects of Demographic Variables on Students' Conduct
This study aimed to find out the effect of demographic variable i.e. gender, age, group of studies, GPA etc. on level of academic integrity among Pakistani students. The design of the study is quantitative in nature, in which the survey research method was employed to gather data from the respondents. A self-reported questionnaire was adapted on the basis of previously developed and validated questionnaire, with the consent of the authors. The developed scale was validated with the help of experts and pilot tested. Multilevel stratified convenience sampling technique was used to collect data from 4 provinces and federal area of Pakistan. The collected data was analyzed by using SPSS 16.0 version.
InterConf
The paper considers the problems with academic dishonesty at one higher educational institution that is located in East Kazakhstan. Despite the fact the Government has been fought for academic integrity since 2011 and a lot of measures have been taken to establish Academic Honesty, Kazakhstan's educational system is still experiencing plagiarism. The questions that the paper wants to answer are as follows: With what kind of academic dishonesty actions are students familiar with? What is the motive of plagiarism among students? Why is plagiarism still relevant in the current academic context? How should higher education institutions address the issue of academic dishonesty? The method employed in this paper is qualitative research. 10 students( 1 -first-year student, 6 – third-year students, 3 – fourth-year students) from different departments were interviewed.This research reveals some crucial outcomes referring to the knowledge of students, reasons of plagiarism and recommendat...
STUDENTS’ ACCEPTANCE OF ACADEMIC INTEGRITY
Academic integrity is essential to the foundation and ongoing viability of an academic community. It is the mission of any university to create an academic culture that fosters student integrity both in and out of the classroom. Academic assignment exists to help students learn; grade exists to show how fully this aim is attained. Observing basic honesty in one's work, ideas, and actions is a principle to which all members of the community are required to subscribe. Therefore all work and all grades should result from the student's own understanding and effort. Considering main activities for the formation of stable practices of academic culture and ethics of students with an emphasis on creativity and self Academic integrity is essential to the foundation and ongoing viability of an academic community. It is the mission of any university to create an academic culture that fosters student integrity both in and out of the classroom. Academic assignment exists to help students learn; grade exists to show how fully this aim is attained. Observing basic honesty in one's work, ideas, and actions is a principle to which all members of the community are required to subscribe. Therefore all work and all grades should result from the student's own understanding and effort. Considering main activities for the formation of stable practices of academic culture and ethics of students with an emphasis on creativity and self
Factors Contributing To University Students’ Integrity
International journal of academic research in business & social sciences, 2022
Integrity is an essential value that university students should possess to ensure the advancement of organisations, the country and also the welfare of the community. However, the increase in cases of disciplinary misconduct among university students shows that their integrity is compromised and deteriorating. In addition, the views of a handful of students that accepting bribes is not an offense and expressed their willingness to accept bribes, revealed low level understanding on the concept of integrity. The aim of this study is to identify factors that contribute to instilling integrity in university students to develop a corruption-free generation. This study was conducted qualitatively using semi-structured interview to obtain more information and data. A total of 5 integrity specialists from Universiti Kebangsaan Malaysia (UKM), Universiti Malaysia Pahang (UMP) dan Universiti Malaysia Perlis (UniMAP) and 21 students were chosen as informants in this study. All the data and information were analyzed using Atlas.ti software. The study identified 3 main factors, namely religious internalization, the environment and self-identity. Hence, these elements should be included in student development programs, to prevent them from involving in activities that are dishonest and without integrity.
ANALYZING THE STUDENTS' ACADEMIC INTEGRITY USING QUANTITATIVE METHODS1
The transition period in Romania has generated a series of important changes, including the reforming of the Romanian tertiary education. This process has been accelerated after the signing of the Bologna treaty. Important changes were recorded in many of the quantitative aspects (such as number of student enrolled, pupil-student ratio etc) as well qualitative aspects. The article aims to identify and analyze the main aspects related to the academic fraud in tertiary education, within Bucharest University Center, by using a statistic-survey-based assessment performed in November 2005. The research components rely on the students' and professors' academic behavior analysis, in close accordance with education performance factors.
Knowledge and Academic Integrity Breach among Malaysian University Students
2020
The objective of this article is to evaluate the knowledge and sources of knowledge of academic integrity and the types of academic integrity breach among university students in Malaysia. A quantitative approach was used to obtain the data. A set of questionnaires was distributed to students from Universiti Kebangsaan Malaysia (UKM), Universiti Malaya (UM), Universiti Putra Malaysia (UPM) and Universiti Sains Islam Malaysia (USIM). A total of 1000 respondents were selected to answer the questionnaires. The data are presented in descriptive statistics using frequency and percentage. Based on the findings, there are different levels of knowledge of academic integrity. Besides, it also revealed that the respondents knew about academic integrity issues such as plagiarism and cheating. Sources of knowledge on academic integrity are family, friends, technology, and mass media. The findings conclude that students need to empower their academic integrity, strengthen their code of conduct so...
Journal of Academic Ethics
Background Academic integrity (AI) is of increasing importance in higher education. At the same time, students are becoming more consumer-oriented and more inclined to appeal against, or complain about, a penalty imposed for a breach of AI. This combination of factors places pressure on institutions of higher education to handle alleged breaches of AI in a way acceptable to students that motivates them to continue to engage with their studies. Method Students (n = 8) were interviewed to discover their perceptions of the process for dealing with breaches of AI. All students were based in one university in a very diverse area of London which has many first-generation students from non-traditional academic backgrounds. Results Students reported strong emotional reactions featuring high levels of anxiety and stress. Some found the process to be threatening and demotivating and questioned continuation on their course of study, while others used more adaptive coping strategies. Students also went to great pains to make it clear that their own, and their friends', breaches of AI were unintentional, while expressing the view that other people were deliberately cheating and should be penalised. Key recommendations include: support for students to re-engage after the intervention; support for students to develop effective self-regulatory learning strategies and time management; provision of specific examples to clarify what is, and is not, acceptable academic practice; recognition of the strong emotions likely to be invoked, especially if accompanied by declarations of unintentionality.
This study focused on the analysis of the perceptions of the students and instructors of Polytechnic College of Botolan to determine how the new normal education affects academic integrity. The researcher used the descriptive correlational quantitative design by employing an online self-administered questionnaire via Google Forms among 30 instructors and 150 students who were selected using the purposive sampling techniquefrom SHS, TEP, and ICTP Departments. The data gathered were analyzed on the premise of the Neutralization theory by Sykes and Matza (1957) and were statistically treated using the Likert Scale, Weighted Mean, Frequency and Percentage Distribution, and Pearson (r). Results showed that the most common academic misconduct committed by students in the new normal education is plagiarism, followed by cheating in online exams. In terms of neutralization strategy, students commonly used denial of responsibility to justify their misbehavior. Furthermore, findings revealed that there is a significant moderate positive correlation between the perceived academic misconduct and their justifications indicating that the new normal education negatively affects the academic integrity of the students. The results of this study were used as a basis for crafting an intervention plan to address the issue of misconduct in the academe.
Understanding Academic Integrity: Perceptions of University Students and Lecturers
EDULEARN proceedings, 2017
There is no secret that higher education institutions in Central and Eastern Europe and especially in its Post-Soviet block still face academic misconduct frequently. Although, as results of researches reveal, academic integrity makes a significant impact on the quality of future professional activities and thus on the sustainability of society in general, the fight against academic misconduct still heavily makes its way to universities. In order to foster changes in this area and to improve culture of academic ethics a Lithuanian social science university decided to explore the situation and initiated research of academic ethics issues in its academic community. This paper aims to present one of the aspects of conducted research-perceptions of academic integrity from the perspective of both students and lecturers, since the analysis of prevailing perceptions, their similarities and differences is inevitable for gaining a deeper understanding of the ongoing processes. Empirical data have been gathered in 2016 using two methods-individual qualitative interviews with 15 lecturers and 6 PhD students, and 7 focus group discussions separately with bachelor and master students, who represented different study programmes and study years. The analysis of research results reveals that both students and lecturers perceive academic integrity as one of the most important imperatives of academic ethics and event as its synonym. On the other hand, the differences of perceptions are also observed. Students tend to consider academic integrity as a whole of agreed rules and obedience to them. While defining academic integrity they prefer to give examples of academic integrity as an opposite of academic misconduct (e.g. do not cheat, do not plagiarize, do not copy ideas etc.). Direction or focus of academic integrity is given to particular students' behaviour related with study process, especially with the implementation of required tasks. Meanwhile, the perception of academic integrity provided by lecturers is more general, extended to common values. In many cases it is based on the positive aspects like academic freedom and security, courage, objectivity, respect, trustworthiness, professionalism, etc. These differences of perceptions indicate that although objectively every member of academic community follows the same ethical rules, on personal-subjective-level they perceive ethical issues differently. These differences of perceptions of academic integrity are significant for determination of the most effective ways to foster common ethical culture of every member of the academic community and to enhance academic integrity as a shared academic value.
2020
The study investigated the impact of individual, cultural & contextual factors on academic integrity, conceptualized in terms of passive and active cheating, among medical students in Jordan. Using data collected from 353 students, it was determined through odds ratio analysis that cultural collectivism and academic integrity culture had no impact on either active or passive cheating. However, traits of both high conscientiousness and high agreeableness substantially reduced one's risk of active cheating. Neither the cultural and personality variables, nor gender were found to increase one's risk of passive cheating. These findings contradict current beliefs that collectivism impacts cheating among Middle East students. Various managerial and theoretical implications are discussed.