Academic Quality and Integrity in the New Higher Education Digital Environment
A Global Perspective
- 1st Edition - June 13, 2023
- Latest edition
- Editors: Upasana Gitanjali Singh, Chenicheri Sid Nair, Rashmi Watson
- Language: English
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
Description
Description
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.
Key features
Key features
- Provides updates on what university administrators are doing to face challenges on how to maintain the quality of their programs during digital learning
- Addresses concerns on the quality of their programs and academic integrity is maintained at all times
- Proposes new practices and innovative approaches to bring to the attention of stakeholders in a central depository so that there can be informed approaches in institutions and in the set up of regulatory practices
Readership
Readership
Academics and management of Higher Education Institutions (HEI)s, teachers and administrators in HEIs globally, graduate certificate programmes on higher education teaching, Regulatory bodies (such as national and regional higher education officials), professional bodies and quality assurance oversight bodies or regulators
Table of contents
Table of contents
1. An autoethnography and analysis of Australian academic
integrity policies amidst emerging threats
1.1 Introduction
1.2 Academic integrity policy and prevention strategies
1.3 Autoethnography as a technique for academic integrity research
1.3.1 Personal experiences of academic misconduct
1.3.2 Policy development experiences
1.4 The literature and current policies
1.4.1 The Exemplary Academic Integrity Project
1.4.2 Current policies
1.5 Future threats need current policy
1.6 Conclusion: embedding policy review as a strategy
References
2. Reimaging academic integrity through the lenses of
ethics of care and restorative justice to establish a culture of academic integrity
2.1 Introduction
2.2 Establishing a culture of learning excellence
2.3 Ethics of care
2.3.1 Step 1: Define student needs
2.3.2 Step 2: Take responsibility
2.3.3 Step 3: Build competence
2.4 Restorative practice as a possible avenue of disciplinary practice
2.4.1 Scenario #1
2.4.2 RP application to scenario #1
2.4.3 Scenario #2
2.4.4 RP application to scenario #2
2.5 The first step
2.6 Conclusion
References
3. Connecting generic academic integrity modules to professional integrity through curriculum design
3.1 Connecting academic and professional identity 56
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
4. Developing an all-voices plan: A case study of embracing community to uphold academic integrity
4.1 A challenging context—the code breakdown
4.2 The plan—a communal approach to rebuild
4.2.1 Student-directed efforts
4.2.2 Staff-directed efforts
4.3 The outcome and the future—supporting one another to uphold the code
References
5. Addressing academic misconduct through embedding academic
skill development in subject teaching: a collaborative approach
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
5.4.1 Integrated Academic Success Program: 2019-21
5.5 Findings and discussion
5.5.1 Finding 1: Documenting student success
5.5.2 Finding 2: Documenting students’ evaluation of the collaboration
5.5.3 Academic skill development
5.5.4 Understanding the new scholarly culture
5.5.5 Connecting class activities with assessment tasks
5.5.6 Finding 3: Documenting impact on teacher confidence
5.6 Discussion and conclusion
References
6. Retooling online proctoring technology in the Fourth
Industrial Revolution learning contexts—from big brother to learning buddy
6.1 Introduction
6.2 Online proctoring
6.2.1 Live proctoring
6.2.2 Recorded proctoring
6.2.3 Automated 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
Reference
7. “Linkage with the Midst”: digital impact and institutional identity in Chile
7.1 Introduction
7.2 Bidirectionality and collateral impact
7.3 Passages through the midst
7.3.1 Clinical services open to the community
7.3.2 Networks dedicated to training and lifelong learning
7.3.3 Applied research
7.3.4 Technical assistance and consulting
7.3.5 Media profiles
7.3.6 Making knowledge and culture accessible
7.4 Conclusion
References
8. Development of doctoral student perceptions of plagiarism
and academic integrity: the roles of agency and aspirational identity
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
8.6.1 Shifts in student perception of plagiarism during doctoral enrollment
8.6.2 Influences on student perceptions from a self-formation perspective
8.7 Discussion
8.8 Conclusion
References
9. Open academic systems as key levers of integrity and
quality assurance for assessments at the Université des Mascareignes
9.1 Introduction
9.2 The context of open assessment
9.2.1 Putting the Université des Mascareignes in the quality assurance perspective
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
9.14.1 Quality assurance regarding dissertations
9.14.2 Quality assurance regarding group-based assignments
9.14.3 Quality assurance regarding coursework and individual assignments
9.15 Recommendations
9.16 Conclusion
References
Further reading
integrity policies amidst emerging threats
1.1 Introduction
1.2 Academic integrity policy and prevention strategies
1.3 Autoethnography as a technique for academic integrity research
1.3.1 Personal experiences of academic misconduct
1.3.2 Policy development experiences
1.4 The literature and current policies
1.4.1 The Exemplary Academic Integrity Project
1.4.2 Current policies
1.5 Future threats need current policy
1.6 Conclusion: embedding policy review as a strategy
References
2. Reimaging academic integrity through the lenses of
ethics of care and restorative justice to establish a culture of academic integrity
2.1 Introduction
2.2 Establishing a culture of learning excellence
2.3 Ethics of care
2.3.1 Step 1: Define student needs
2.3.2 Step 2: Take responsibility
2.3.3 Step 3: Build competence
2.4 Restorative practice as a possible avenue of disciplinary practice
2.4.1 Scenario #1
2.4.2 RP application to scenario #1
2.4.3 Scenario #2
2.4.4 RP application to scenario #2
2.5 The first step
2.6 Conclusion
References
3. Connecting generic academic integrity modules to professional integrity through curriculum design
3.1 Connecting academic and professional identity 56
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
4. Developing an all-voices plan: A case study of embracing community to uphold academic integrity
4.1 A challenging context—the code breakdown
4.2 The plan—a communal approach to rebuild
4.2.1 Student-directed efforts
4.2.2 Staff-directed efforts
4.3 The outcome and the future—supporting one another to uphold the code
References
5. Addressing academic misconduct through embedding academic
skill development in subject teaching: a collaborative approach
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
5.4.1 Integrated Academic Success Program: 2019-21
5.5 Findings and discussion
5.5.1 Finding 1: Documenting student success
5.5.2 Finding 2: Documenting students’ evaluation of the collaboration
5.5.3 Academic skill development
5.5.4 Understanding the new scholarly culture
5.5.5 Connecting class activities with assessment tasks
5.5.6 Finding 3: Documenting impact on teacher confidence
5.6 Discussion and conclusion
References
6. Retooling online proctoring technology in the Fourth
Industrial Revolution learning contexts—from big brother to learning buddy
6.1 Introduction
6.2 Online proctoring
6.2.1 Live proctoring
6.2.2 Recorded proctoring
6.2.3 Automated 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
Reference
7. “Linkage with the Midst”: digital impact and institutional identity in Chile
7.1 Introduction
7.2 Bidirectionality and collateral impact
7.3 Passages through the midst
7.3.1 Clinical services open to the community
7.3.2 Networks dedicated to training and lifelong learning
7.3.3 Applied research
7.3.4 Technical assistance and consulting
7.3.5 Media profiles
7.3.6 Making knowledge and culture accessible
7.4 Conclusion
References
8. Development of doctoral student perceptions of plagiarism
and academic integrity: the roles of agency and aspirational identity
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
8.6.1 Shifts in student perception of plagiarism during doctoral enrollment
8.6.2 Influences on student perceptions from a self-formation perspective
8.7 Discussion
8.8 Conclusion
References
9. Open academic systems as key levers of integrity and
quality assurance for assessments at the Université des Mascareignes
9.1 Introduction
9.2 The context of open assessment
9.2.1 Putting the Université des Mascareignes in the quality assurance perspective
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
9.14.1 Quality assurance regarding dissertations
9.14.2 Quality assurance regarding group-based assignments
9.14.3 Quality assurance regarding coursework and individual assignments
9.15 Recommendations
9.16 Conclusion
References
Further reading
Product details
Product details
- Edition: 1
- Latest edition
- Published: June 15, 2023
- Language: English
About the editors
About the editors
US
Upasana Gitanjali Singh
Professor Upasana Singh is the Academic Leader and Associate Professor in Information Systems and Technology at the University of KwaZulu-Natal, Durban, and an Adjunct Senior Lecturer at the Victorian Institute of Technology, Australia. With a Ph.D. from the University of South Africa and over 15 years of teaching experience, she specializes in IT-related subjects and Educational Technologies. Professor Singh has an extensive publication record, including books, journal articles, and conference papers, contributing significantly to digital teaching, learning, and assessment. As Chair of the digiTAL2K conference, she promotes global collaboration in educational technologies. Her research, particularly during the pandemic, has been instrumental in guiding online learning transitions, with a focus on quality assurance and gender-specific models. She has received numerous accolades for her leadership and contributions to digital education, including the Distinguished Teachers Award and recognition from ASCILITE’s Women in Academic Leadership initiative
Affiliations and expertise
University of KwaZulu-Natal, South AfricaCN
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), AustraliaRW
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, AustraliaView book on ScienceDirect
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