Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity

Autor/inn/en	Chugh, Ritesh; Luck, Jo-Anne; Turnbull, Darren; Pember, Edward Rytas
Titel	Back to the Classroom: Educating Sessional Teaching Staff about Academic Integrity
Quelle	In: Journal of Academic Ethics, 19 (2021) 1, S.115-134 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chugh, Ritesh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-021-09390-9
Schlagwörter	College Faculty; Part Time Faculty; Teacher Education; Integrity; Cheating; Plagiarism; Training; Prevention + Suchen Sie Ihr Suchwort? Fakultät; Lehrerausbildung; Lehrerbildung; Integrität; Prellen; Plagiat; Ausbildung; Prävention; Vorbeugung
Abstract	The increased incidences of academic misconduct in universities are compromising the reputation of higher education in Australia and increasing the work of academics responsible for the delivery of quality learning outcomes to students. Confronted with increasing instances of academic dishonesty in university classrooms, universities play a pivotal role in ensuring their academic staff are well-equipped with academic integrity knowledge. It is therefore important to understand academic staff perspectives about the training their workplaces could provide them on academic integrity. Specifically, this qualitative case study explores the opinions and perceptions of sessional or casual university academic staff on what content they would like to know about academic integrity, and how this knowledge could best be delivered to them. The study found that participants (N = 18) were genuinely interested in furthering their understanding of academic integrity issues, particularly in the areas of contract cheating, effective use of plagiarism detection tools, and developing a toolkit of skills that they could use to detect and deter plagiarism. In terms of the delivery of academic integrity training programs, webinars and orientation sessions were suggested as effective delivery mechanisms. Imparting knowledge about the content areas through the identified delivery mechanisms could enhance teaching faculty's understanding of student academic dishonesty and how to curb this behaviour proactively. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01