Academic Quality and Integrity in the New Higher Education Digital Environment

A Global Perspective

1st Edition - June 13, 2023
Editors: Upasana Gitanjali Singh, Chenicheri Sid Nair, Rashmi Watson
Language: English
Paperback ISBN:
9 7 8 - 0 - 3 2 3 - 9 5 4 2 3 - 5
eBook ISBN:
9 7 8 - 0 - 3 2 3 - 9 5 5 7 0 - 6

Academic Quality and Integrity in the New Higher Education Digital Environment: A Global Perspective provides discussions on the work of three editors who have significa… Read more

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Academic Quality and Integrity in the New Higher Education Digital Environment: A Global Perspective provides discussions on the work of three editors who have significant experience in the quality assurance of teaching and learning and have been developing approaches during the recent COVID-19 pandemic. Discussions on learning and teaching during the pandemic were concentrated on how academic institutions ensure quality of courses, and that academic integrity is maintained in all assessments in a digital environment, thus ensuring what is being delivered meets global standards and professional bodies have confidence in programs delivered by the higher education sector.

The area of quality assurance and academic integrity is thus critical in this new digital environment where significant educational programs will be delivered.

Cover image
Title page
Table of Contents
Copyright
List of contributors
Preface
Editorial
Chapter 1. An autoethnography and analysis of Australian academic integrity policies amidst emerging threats
Abstract
1.1 Introduction
1.2 Academic integrity policy and prevention strategies
1.3 Autoethnography as a technique for academic integrity research
1.4 The literature and current policies
1.5 Future threats need current policy
1.6 Conclusion: embedding policy review as a strategy
References
Chapter 2. Reimaging academic integrity through the lenses of ethics of care and restorative justice to establish a culture of academic integrity
Abstract
2.1 Introduction
2.2 Establishing a culture of learning excellence
2.3 Ethics of care
2.4 Restorative practice as a possible avenue of disciplinary practice
2.5 The first step
2.6 Conclusion
References
Chapter 3. Connecting generic academic integrity modules to professional integrity through curriculum design
Abstract
3.1 Connecting academic and professional identity
3.2 Case studies from law and nursing
3.3 Nursing
3.4 Law
3.5 Common themes
3.6 Integration
3.7 Alignment
3.8 Regulatory requirements
3.9 Responsive regulation
3.10 Institutionalization
3.11 Connecting academic and professional integrity
References
Chapter 4. Developing an all-voices plan: A case study of embracing community to uphold academic integrity
Abstract
4.1 A challenging context—the code breakdown
4.2 The plan—a communal approach to rebuild
4.3 The outcome and the future—supporting one another to uphold the code
References
Chapter 5. Addressing academic misconduct through embedding academic skill development in subject teaching: a collaborative approach
Abstract
5.1 Introduction
5.2 Literature review: discipline-specific collaboration to improve academic literacy and integrity
5.3 Methodological approach—the Integrated Academic Success program, a constructive alignment design
5.4 Methodological considerations
5.5 Findings and discussion
5.6 Discussion and conclusion
References
Chapter 6. Retooling online proctoring technology in the Fourth Industrial Revolution learning contexts—from big brother to learning buddy
Abstract
6.1 Introduction
6.2 Online proctoring
6.3 The pedagogical challenges with proctoring
6.4 Fourth Industrial Revolution skills and learning context
6.5 Assessment in the Fourth Industrial Revolution
6.6 Online proctoring technology and ipsative assessment, the case for a learning buddy
6.7 Conclusion
References
Chapter 7. “Linkage with the Midst”: digital impact and institutional identity in Chile
Abstract
7.1 Introduction
7.2 Bidirectionality and collateral impact
7.3 Passages through the midst
7.4 Conclusion
References
Chapter 8. Development of doctoral student perceptions of plagiarism and academic integrity: the roles of agency and aspirational identity
Abstract
8.1 Introduction
8.2 International education as self-formation
8.3 Student self-formation with regard to understanding of plagiarism
8.4 Methodology
8.5 Research context
8.6 Results
8.7 Discussion
8.8 Conclusion
References
Chapter 9. Open academic systems as key levers of integrity and quality assurance for assessments at the Université des Mascareignes
Abstract
9.1 Introduction
9.2 The context of open assessment
9.3 Focus of the discussion
9.4 Examining the context of academic integrity
9.5 Academic integrity experiences with a variety of open assessments
9.6 Description of assessments in Mauritian universities
9.7 An overview of open assessments at the Université des Mascareignes
9.8 Dissertation
9.9 Group-based assignments
9.10 Coursework and continuous assessment
9.11 Online examinations
9.12 Research questions addressed in the study
9.13 Methodology
9.14 Analysis of findings and evaluation
9.15 Recommendations
9.16 Conclusion
References
Further reading
Index

Upasana Gitanjali Singh

Dr Upasana Singh is the academic leader and a senior lecturer in the Discipline of Information Systems and Technology at the University of KwaZulu Natal, Westville Campus, in Durban, South Africa. She has a keen interest in Educational Technologies. In 2019 she completed her Fellowship in “Teaching Advancement in Universities” (TAU), from the CHE. Her primary area of research is Digital Teaching and Learning in Higher Education. https://orcid.org/0000-0002-9943-011X

Affiliations and expertise

Senior Lecturer, Discipline of Information Systems and Technology, University of KwaZulu Natal, Westville Campus, Durban South Africa

Chenicheri Sid Nair

Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution. Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius. Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia. His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database. His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education.

Affiliations and expertise

Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), Australia

Rashmi Watson

Associate Professor, Assessment in medical education at The University of Western Australia. Her background has been embedded in education at all levels including higher education in teaching and learning supporting academics in building their pedagogical capacity. Rashmi led a highly successful online research program in recent years and provides consultancy in higher education and leadership development.

Affiliations and expertise

Associate Professor, Assessment in Medical Education, The University of Western Australia, Australia