Who teaches academic integrity and how do they teach it?

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dc.contributor University of Helsinki, Behavioural Sciences en
dc.contributor.author Löfström, Thea Erika
dc.contributor.author Trotman, Tiffany
dc.contributor.author Furnari, Mary
dc.contributor.author Shephard, Kerry
dc.date.accessioned 2018-01-24T20:20:01Z
dc.date.available 2021-06-16T02:46:51Z
dc.date.issued 2015
dc.identifier.citation Löfström , T E , Trotman , T , Furnari , M & Shephard , K 2015 , ' Who teaches academic integrity and how do they teach it? ' , Higher Education , vol. 69 , no. 3 , pp. 435–448 . https://doi.org/10.1007/s10734-014-9784-3 en
dc.identifier.issn 0018-1560
dc.identifier.other PURE: 49304520
dc.identifier.other PURE UUID: bf8cfb1c-9548-446b-97eb-f97148ddc542
dc.identifier.other WOS: 000351164400007
dc.identifier.other Scopus: 84939871867
dc.identifier.other ORCID: /0000-0002-0838-9626/work/28759943
dc.identifier.uri http://hdl.handle.net/10138/231525
dc.description.abstract Whose role is it to teach academic integrity to university students? We explored academics’ conceptions about their role in promoting academic integrity in two countries, namely New Zealand and Finland. We used Q methodology to find common configurations of perspectives that can help us understand the premises based on which academics approach the tasks and roles associated with teaching academic integrity. The 56 academics in our sample were asked to sort 42 statements highlighting a broad spectrum of perspectives on academic integrity and the teaching of it, and answer some related interview questions. A centroid factor analysis using PQMethod software resulted in five configurations of views with distinctive characteristics. We used three frameworks to interrogate these differences: (1) possible narrative from a students’ perspective, (2) Biggs’s levels of thinking about teaching, and (3) an ethical interpretation. Academics at our institutions appear united in respecting the importance of academic integrity, but not of one mind about what it is, how it should be taught, whether or not it can be taught, whose responsibility it is to teach it, and how to handle cases of misconduct. The results suggest that teachers are confused about integrity policies extant in higher education and about their roles within these. en
dc.format.extent 14
dc.language.iso eng
dc.relation.ispartof Higher Education
dc.rights en
dc.subject 516 Educational sciences en
dc.subject Higher education en
dc.subject Academic integrity en
dc.subject Research supervision en
dc.subject Values education en
dc.subject Q-methodology en
dc.title Who teaches academic integrity and how do they teach it? en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1007/s10734-014-9784-3
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/acceptedVersion
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