This open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention.
Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning.
This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.
Section I: Understanding the big picture of academic integrity in
Canada: An Enduring Challenge.- Section introduction: Understanding the big
picture of academic integrity in Canada.- Academic integrity in Canada: A
historical perspective and current trends.- Integrity violations in the
academy: A decade of growing complexity and concern (2010-2020).- Confronting
COVID-19: What the pandemic taught us about academic integrity.- Academic
integrity through a SoTL Lens and 4M Framework: An institutional self-study.-
An administrators perspectives of the academic misconduct ecosystem:
recommendations for resolving multi-stakeholder differences.- Re-defining
academic Integrity with Indigenous truths.- Accountability, relationality and
Indigenous epistemology: Advancing an Indigenous perspective on academic
integrity.- Understanding provincial and territorial academic integrity
policies for elementary and secondary education in Canada.- Section II:
Understanding academic integrity in specific contexts.- Section introduction:
Understanding academic integrity in specific contexts.- Academic integrity in
Canadian engineering schools.- Teaching the teachers: Do preservice teachers
plagiarise?.- Visual plagiarism: Seeing the forest and the trees.- The
distinctive nature of academic integrity in graduate legal education.-
Perceptions and experiences in understanding academic integrity: Reflections
within a doctoral program.- The barriers to reporting incidences of academic
dishonesty: The unique perspective of faculty from Canadian community
colleges.- Promotion of academic integrity through a marketing lens for
Canadian post-secondary institutions.- Academic integrity in the practice /
service learning setting.- Promoting academic integrity and preventing
misconduct in a Canadian open digital distance education university.- Section
III: An urgent and growing problem: Contract cheating in Canada.- Section
introduction: Contract cheating in Canada.- Ethics, ed tech, and therise of
contract cheating.- Pay-to-pass: Knowledge as a commodity in the digital
age.- Education as a financial transaction: Contract employment and contract
cheating.- Committing and facilitating academic misconduct as white-collar
and corporate crime.- Section IV: Essential strategies and levers to advance
academic integrity.- Section introduction: Essential strategies and levers to
advance academic integrity.- Using quality assurance frameworks to support an
institutional culture of academic integrity at Canadian universities.- Beyond
the traditional: Academic integrity advocacy in Canadian librarianship.-
Using computer-facilitated focus groups to gather student insight on academic
integrity.- Fostering academic integrity through curriculum design.-
Threading the needle: Student advocacy offices and their role within academic
integrity.- Helping students resolve the ambiguous expectations of academic
integrity.- How to talk about academic integrity, so students will listen:
The inherent challenge in mandated training.- Revisioning
instructor-writing specialist collaboration for paraphrasing instruction.-
Supporting academic integrity in the writing centre: Student consultant
perspectives.- Cultural aspects of academic integrity.- A new framework for
enhancing (academic) integrity.- Building a culture of restorative practice
and restorative responses to academic misconduct.
Sarah Elaine Eaton, PhD, is the Educational Leader in Residence and a full-time faculty member at the University of Calgary, Canada. In March 2020, she was promoted to the rank of Associate Professor, effective July 1, 2020. She is the Co-Editor-in-Chief of the International Journal of Educational Integrity and the co-founder and co-editor of Canadian Perspectives on Academic Integrity. She has served as the Program Chair for the 2020 International Centre for Academic Integrity Conference and was the Co-Chair of the 2019 Canadian Symposium on Academic Integrity, which was the first symposium of its kind in Canadian higher education.Eaton was the 2015 recipient of the Teaching Excellence Award from the Werklund School of Education, University of Calgary. She has also been nominated for teaching excellence and educational leadership awards at the institutional and national levels. In 2016, she was honoured to be invited the sole Canadian representative at an exclusive education event held at the White House, Washington, D.C., where she engaged in dialogue with educators, diplomats and thought leaders about educational diplomacy and democracy. Dr. Julia Christensen hughes has been on faculty at the University of Guelph, in Ontario, Canada since 1987, recently serving as founding dean of the Gordon S. Lang School of Business and Economics (2009-2019). She championed the concept of "business as a force for good" and purpose-driven, ethical enterprise. She teaches incoming BComm students to apply philosophical frameworks to complex real-world ethical dilemmas. In recognition of these efforts, Julia was invited to address the United Nations General Assemby on the need for business school so embrace Princples of Responsible Management Education (PRME).
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