Academic Integrity: Broadening Practices, Technologies, and the Role of Students: Proceedings from the European Conference on Academic Integrity and Plagiarism 2021

Preface
	The Editorial Team
	The Scientific Board
	Sections of the Book
Contents
Part I: Broadening Theories and Practices of Academic Integrity
	Introduction
	Chapter 1: Academic Integrity Outreach Efforts – Making Education Accessible and Inclusive
		Introduction
			UN Goals and Quality Education
			Globalisation and Student Mobility
			Barriers to Accessibility and Inclusivity in Academic Integrity
			Academic Integrity Horizons – Objective of This Chapter
		Understanding Horizontal and Vertical Efforts
			Examples of Outreach Efforts in Academic Sector Within European Union
			Horizontal Outreach – ENAI’s Outreach Working Group (OWG)
			Good Horizontal Practices – ENAI and ICAI Joining Hands
			Good Horizontal Practices – European Academic Integrity Week and International Day of Action Against Contract Cheating
			Good Horizontal Practices: ENAI Summer School
			Good Horizontal Practices – ENAI OWG Workshops
		Concluding Remarks: Partnerships and Collaborations as Way Forward
		References
	Chapter 2: Understanding the Enablers and Barriers of Ethical Guidance and Review for Academic Research
		Introduction
		Background Literature Survey
		Barriers and Enablers of Ethical Guidance
		Critical Analysis on Workshop Attendee’s Engagement and Feedback
		Organisational Influences
		Individual or Team-Based Influences
		Research Type Influences
		Collaborative Partnerships
		Concluding Remarks and Workshop Takeaways
		Study Limitations and Further Study
		References
	Chapter 3: Comparison of Institutional Strategies for Academic Integrity in Europe and Eurasia
		Background
		Limitations
		Methodology
		Analysis: Reasons for Plagiarism
		Analysis: Strategies
		Analysis: Policies
		Analysis: Penalties/Sanctions/Outcomes
		Evidence from the Questionnaires
		Evidence: Penalties/Sanctions/Outcomes
		Evidence: Consistency
		Evidence: Perceptions
		Evidence: Accountability
		Discussion
		Conclusions
		References
	Chapter 4: Researching Academic Integrity: Designing Research to Help Participants Give Genuine Responses Using Quantitative and Qualitative Methods
		Background
		Literature Review
		June 2021 Workshop
		Workshop Design and Operation
		Room A: Understanding of Observed Limitations of Survey Responses
		Room B: Alternative Methods of Data Collection
		Room C: The Importance of Ethical Approval
		Discussion
		Conclusions
		References
Part II: Academic Integrity in On-Line Education
	Introduction
	Chapter 5: Students’ Perceptions of Distance Learning During the COVID-19 Pandemic, and Its Effects on Academic Integrity
		Introduction
		The Digital Student and Integrity
		Aims of the Study
		Results and Discussion
			Overall Experience with Online Classes
			Online or On-Site Class Preferences
			ICT Tools in Online Classes
			Cheating in Online Evaluation Tests
		Conclusions
		Appendix
			Online Classes in a Situation of a Global Pandemic
		References
	Chapter 6: Exploring Models of Online Learning Communities to Expand Academic Integrity Understanding in Chilean Higher Education
		Introduction
		Problem Statement
		Background: Chilean Higher Education and Academic Integrity During COVID-19
		Changing Scenario in Technology Use
		Emerging Academic Integrity Educational Development in the Context of Emergency Remote Teaching
		Integrity Hour: A Possibility for Expanding the Academic Integrity Culture in Chilean Higher Education
		Online Learning Communities
		Conceptual Framework: Using the Framework for Supporting SoTL
		Exploring OLC Models: CoI and FOLC
		Exploring Community of Inquiry (CoI) through the Integrated Networks Lenses
		Exploring Fully Online Learning (FOLC) through the Integrated Networks Lenses
		Implications, Limitations, and Conclusions
		References
	Chapter 7: Transitioning from Face-to-Face to Online Exams: Devising a Course-Specific Strategy to Deter Cheating
		Introduction
		Organising Online Exams in an ERT Setting: Lessons Learned from a University in Cyprus
			Background Information: Timeline
			Perspectives and Issues in Online Exams of ERT Courses: Analysis
		Discussion: Proposed Solutions
			Considerations Before the Exam
			Considerations When Planning the Exam
			Recommendations When Planning an Exam: Lessons Learned
			Creating Exam Content
			Parameterization of the Exam Conditions and Running the Exam
			Assessing the Integrity of the Exam
			Bringing It All Together: An Exam Case
		Conclusions
		References
	Chapter 8: Assessing Students Online – Enablers and Barriers to Using e-Proctoring and Alternative Methods
		Introduction
		Summative Assessments and Their Place in T&L
		Online Teaching and Online Exams During the Pandemic
		Options Universities Used – A Lens on e-Monitoring
		Barriers and Enablers of e-Monitoring
		Case Study – College of DuPage
		Alternatives to e-Proctoring
		Pathway to Responsible e-Proctoring
		Conclusion
		References
Part III: Academic Integrity and Technology
	Introduction
	Chapter 9: Cross-Language Plagiarism Detection: A Case Study of European Languages Academic Works
		Introduction
		Related Work
		Problem Statement
			Candidate Retrieval Problem
			Pairwise Documents Comparison
		Experiments
			Synthetic Dataset Experiments
			Real-World Dataset Experiments
		Conclusion
		References
	Chapter 10: Decision Support for Marker Detection of Contract Cheating: An Investigative Corpus Linguistic Approach
		Introduction
			Contract Cheating and Essay Mills
		Contract Cheating Detection Using Linguistic Text Analysis
		Essay Mills and Deception/Disinformation Detection
		Research Questions
		Method
			Investigative Corpus Linguistics
			Data Collection
		Model Features
			Writing Quality and Development Features
			Register/Genre Features
			Sentiment/Affect Features
			Statistical Analysis
		Results
			Principal Component Analysis
			Logistic Regression: Text Classification
			Linguistic Characteristics of Commercial and Student Writing
			Commercial Writing Predictor Components
				1. Lexical Sophistication (Lex1; 26.7% Variance)
				2. Underspecified/Vague Reference (Coh3; 12.65% Variance)
				3. Adverbials (Reg7; 2.6% Variance)
				4. Summarising Noun Phrases (Coh9; 3.5% Variance)
				5. Lexical Sparsity (Lex3; 11.48% Variance)
				6. Lexicosemantic Overlap (Coh1; 16.73% Variance)
			Student Writing Predictor Components
				1. Informality (Reg6; 3.1% Variance)
				2. Additive Connectives (Coh2; 13.2% Variance)
				3. Positivity (Sent3; 8.6% Variance)
				4. Lexical Concreteness (Lex4; 9.9% Variance)
		Discussion
			Characteristics of Commercial Essay Writing
			Quality/Effort Model of Commercial Essay Writing Detection
		Conclusion
		Appendices
			Appendix 1: Sample List of BootCat Search Queries
			Appendix 2: Full List of Linguistic Features Used
				Cognitive
				Affective
				Functional
		References
	Chapter 11: Data Mining of Online Quiz Log Files: Creation of Automated Tools for Identification of Possible Academic Misconduct in a Large STEM Course
		Introduction
		Organisation of the Chapter and Rationale
		Literature Review
		Materials and Methods
		Statement of the Problem
		Learning Context
			Data Sources and Instruments
			Description of Data Set Available
			Project Design: Data Mining Technique
			Quiz Duration
			IP Address Filter
			Question Duration
			Question Order and Timing
		Outcomes of the Project
		Discussion
		Implications for Practice and Recommendations
			Recommendation #1: Communicate Explicit Examination Conditions
			Recommendation #2: Synchronous Start Time
			Recommendation #3: Question Blocks
			Recommendation #4: Random Question Order, Random Variables, and Question Pools
		Limitations and Future Work
		Conclusion
		References
Part IV: Student Involvement in Building a Culture of Academic Integrity: Research About Students
	Introduction
	Chapter 12: Academic Integrity Socialization and Language Competency Training for Canadian Undergraduate Students During the COVID-19 Pandemic
		Introduction
		Literature Review
			Move from Punitive to Educative
			Academic Language Challenges
			Nature of Support Needed
		Socialising Students to Academic Integrity as Part of Their Emerging Learner Identity
		Defining Academic Integrity Socialisation
		The Teaching Context
		Method
			Sample
			Procedure
			Materials
		Results and Discussion
			RQ 1: What Proportion of Students Wrote Almost Every Day?
			RQ 2: How Many Words Did Students Write in 1 Month?
			RQ 3: What Was the Impact of This Approach on Students Who Wrote at Least Half the Time in the Program?
		Pedagogical Insights
			Conducive Conditions for Socialization into AI Practices
			Key Motivational Strategies
			Multi-stakeholder Approach
			Supporting Inclusivity
		Limitations and Future Research
		Conclusion
		References
	Chapter 13: Self-Report of Academic Misconduct Practices Among University Students in Portugal
		Introduction
		Materials and Methods
		Results
		Discussion
			Gender and Academic Misconduct
			Witnessing, Committing and Denouncing Academic Misconduct
			Types of Academic Misconduct
			Reasons for Academic Misconduct
			How to Prevent Academic misconduct – Some Recommendations
		Conclusions
		References
	Chapter 14: Student Values and Attitudes to Plagiarism in Montenegro
		Introduction
		Theoretical Grounds
		Methodology
		Results
			Dominant Values from the Perspective of the Field of Study
			Gender Perspective
				Attitudes to Plagiarism
		Discussion of the Results
		Conclusions
		References
	Chapter 15: Transitional Module on Academic Integrity to Help K-12 Students in the UAE Prepare for Next Stage of Education
		Introduction
		Prior Knowledge, Content Knowledge and Background Knowledge and Why Are They Crucial to International Students Anywhere
		First Year Students and Academic Integrity Issues
		Introductory Courses on Academic Integrity – Or Lack Thereof in Higher Education
			Existing Academic Writing Modules in Higher Education
		Research Objective
		United Arab Emirates (UAE) and Its Education Sector
		Designing Transitional Modules
			STEP 1 – How Teaching Fits the Bigger Picture
			STEP 2 – What Students Are Supposed to Learn and Able to Do
				Component One – Explicit Lessons on Academic Integrity Topics
				Component Two – Academic Writing and Literacy Topics
				Component Three – Reflection and Ambassador Program
			STEP 3 – Match Content to Outcome
			STEP 4 – Is Teaching and Learning Method Appropriate?
			STEP 5 – Do Assessments Match Outcomes?
			STEP 6 – Are Learning Materials and Resources for Diverse Learners?
			STEP 7 – Are Learners Supported?
			STEP 8 – Is the Course Being Managed?
			STEP 9 – Does the Course Work?
		Module Implementation
		Measuring Impact Through Assessments and Feedback
		Conclusion
		References
	Chapter 16: Compromising Academic Integrity in Internationalisation of Higher Education
		Introduction
		Academic Integrity and Academic Writing in Master’s Theses
		Deviations from Academic Writing
		Data and Method
		Results
			Accuracy of Reference Lists
			Accuracy and Consistency of Referencing
		Thematic Patterns of Inaccuracy and Inconsistency in Referencing
			Examples of Inaccuracy and Inconsistency
			Misquoting
			Internationalisation of Plagiarism
			Translating Finnish Methodology Texts (Back) Into English
		Discussion
		Limitations of the Study
		Conclusion
		Appendix 1 Examples of Inaccuracies in Reference List Analysis: Five Consecutive References in one Reference List (Thesis 16, Category 3)
		References
			References Used in Text Comparisons:
Part V: Student Involvement in Building a Culture of Academic Integrity: Supporting Students as Researchers
	Introduction
	Chapter 17: Academic Ghost Writing and Commercial Contract Cheating Provision on a Freelancing Website
		Background
		Public Agency Sites and Freelancer.com
		Freelancer.com Operation
		Data Set Formation
			Limitations
		Data Set Exploration
		Discipline Keyword Analysis of Project Titles
		Project Type Keyword Analysis of Titles
		Recommendations and Conclusions
		References
	Chapter 18: The Role of Students in the Preservation of Academic Integrity
		Introduction
		Context and Methodology
			Assessing Students’ Perspectives on Academic Integrity Across Europe
			Methodology
		Results and Discussion
			Issues Identified in the National and Regional Contexts Across Europe
				Lack of Understanding the Academic Integrity Values
				Fear of Consequences for the Student and Feeling Powerless in Influencing HEI Policy
				Lack of Interest at the HEI
			Issues Identified in the International Context Across Europe
				Lack of International Policy on Academic Integrity
				Assessing Academic Integrity Through Available Quality Assurance Systems
				Integrating Academic Integrity in the Curricula
				Unilateral Perspective with a Focus on Student Misconduct
				Defining Students’ Ombudspersons
		Conclusion
		References
	Chapter 19: The Role of Reddit Communities in Enabling Contract Cheating
		Background
		The Academic Integrity Context
		Academic Integrity Discussions on Reddit
		Homework Help and Contract Cheating Subreddits
		Requests Made on a Homework Help Subreddit
		Trends Identified
			Students Using Reddit for Academic Misconduct Are Placing Themselves at Risk
			Students Themselves Are Looking for Ways to Get Free Access to File Sharing Sites
			Both Buyers and Providers Are Becoming Worried About Their Privacy
		Future Opportunities
			Investigating Alternative Data Sources
			Technical Opportunities
			Moving Beyond Anecdotes
			Non-English Academic Misconduct
		Conclusions
		References
Part VI: Ghosts of Transgressions Past: Handling Allegations of Past Misdeeds and their Implications for the Present and Future
	Introduction
	Reference
	Chapter 20: Talking to a Wall: The Response of German Universities to Documentations of Plagiarism in Doctoral Theses
		Introduction
		Documentation Process
		Talking to a Wall
			Academic Misconduct Processes at German Universities
			Confirmation of Receipt
			Duration of the Case
			Communication with the Informer
			Marking the Library Catalogues
		Why Are the Universities So Reticent?
		Summary Discussion
		References
Concluding Remarks
Index