Academic integrity should be taught to students at all levels.

1. Upholding Academic Integrity
in Education and Research
RACHEL LUNA PERALTA, LPT, MM, MA
ISTAR Intercontinental Conference on Research Ethics and Academic Integrity
2-4 October 2020

2. Upholding Academic Integrity in Education and Research
What is Academic Integrity?
What are the breaches in academic and research
integrity?
Why is academic integrity important?
How can teachers, administrators, students, and
researchers practice academic integrity?

3. 1. What is Academic
Integrity?
What are the types of academic and research
misconduct that could affect one’s academic
integrity?

4. WHAT is (Academic) Integrity?
Latin root integer – whole, intact: “a person of
integrity, like a whole number, is a whole person, a
person somehow undivided.
The word conveys the serenity of a person who is
confident in the knowledge that he or she is living
rightly. A person of integrity lurks somewhere inside
each of us: a person we feel we can trust to do right,
to play by the rules, to keep commitments.” (Carter,
1996, p. 7)

5. WHAT is Academic Integrity?
Academic Integrity is the moral code or ethical policy of academia, popularized
by Don McCabe (Rutgers University) – the grandfather of academic integrity
It means:
 upholding the academic honesty policies of your university or school
 doing your own work, project, take-home or online exam, research
 writing your own essays, thesis or research papers or teaching materials and
properly citing your sources
 taking an online quiz without looking at your notes/books
 reporting someone you suspect has cheated on an exam or other assignment
 Being HONEST in all forms, whether as an educator, student, or researcher

6. Academic Integrity – Around the World (Bertag, 2016)
United States of America:
• American concept of Academic Integrity was based on the
British higher education models in which ethical and moral
lessons were explicitly addressed via specific,
denominational religious teachings, and compulsory
practices
• International Center for Academic Integrity was
established in 1992 in response to concerns about student
cheating

7. Academic Integrity – Around the World (Bertag, 2016)
Australia:
• early discussions about plagiarism happened in the late 1990s,
• the first educational integrity conference took place in 2003,
• the International Journal for Educational Integrity was established in
2005,
• recent investment by Australian Office for Learning and Teaching in a
range of commissioned projects on academic integrity

8. Academic Integrity – Around the World (Bertag, 2016)
European Union:
• Governance of HE in different parts of Europe remains diverse and complex;
• The project Impact of Policies for Plagiarism in Higher Education Across
Europe (IPPHEA 2010-2013) aimed to explore how academic integrity was
understood and managed in EU – the main focus was on assessment of
bachelor and master’s degrees;
• Results of the IPPHEA survey revealed good practices as well as lack of
awareness and immaturity in institutional responses for assuring integrity and
academic quality
• Some EU countries – UK, Sweden, Austria, Ireland, and Slovakia – have taken
significant steps, at national and institutional levels, to identify and address
threats to academic standards

9. Academic Integrity – Around the World (Bertag, 2016)
India:
• Academic integrity practice is still in its infancy
• A ready-to-handle countrywide database of academic
integrity in terms of policy, planning, and implementation
remains elusive
• Although late, the drive towards academic integrity in India
largely equated with anti-plagiarism practices is a welcome
development receiving increasing support from stakeholders

10. Academic Integrity – Around the World (Bertag, 2016)
Indonesia:
• The Ministry of National Education Regulation (MNER),
Article 17 details plagiarism prevention and control in
colleges
• There is a new approach to developing academic integrity in
the Indonesian higher education context called AK.SA.RA
campaign.

11. Academic Integrity – Around the World (Bertag, 2016)
Japan:
• Academic integrity is a concept that has only recently
received much attention
• Japanese universities are inclined to provide guidelines on
how to conduct research in ethical manner

12. Academic Integrity – Around the World
Philippines:
Philippine Health Research Ethics Board (PHREB)
www.healthresearch.ph
The National Ethical Guidelines for Health Research, first
written in 1985, and updated in 1996 is periodically updated
every 5 years.

13. Sample Academic Integrity Declaration
University of Wollongong Australia
The following eight principles underpin UOW’s Academic Integrity Policy (Section 4)
1. Academic integrity is fundamental to learning, teaching and research at the University.
2. Academic integrity involves the ongoing fostering of a complex network of strategies and
responsibilities across the University community.
3. The University is committed to providing an educational approach to academic integrity
recognizing that students need to be supported to develop and demonstrate academic
skills.
4. Academic integrity allows students and staff the freedom to build new ideas, knowledge
and creative works while respecting and acknowledging the work of others.

14. Sample Academic Integrity Declaration
University of Wollongong Australia – Academic Integrity Policy (cont’n)
5. The University will respond to academic misconduct in a fair, consistent, transparent
and timely manner.
6. The University will ensure that records of investigations and outcomes are kept
secure and confidential, in accordance with the Privacy Policy and Records
Management Policy
7. The University will ensure a continuous cycle of quality improvement to monitor the
occurrence and nature of instances of academic misconduct and take action to address
underlying causes.
8. The University will take steps to ensure that academic integrity is maintained in
arrangements with any collaborative partner.

15. Sample Academic Integrity Declaration

16. POLL
1.Does your school have its academic
integrity/research integrity policy?
a. Yes
b. No

18. Breaches of Academic Integrity
Cheating
Bribery
Misrepresentation
Conspiracy
Fabrication
Collusion
Duplicate Submission
Academic Misconduct
Improper
Computer/Calculator Use
Improper Online, TeleWeb,
and Blended Course Use
Disruptive Behavior
PLAGIARISM

19. Breaches of Academic Integrity: Cheating
Cheatingis an act of deception by which a student misrepresents or misleadingly demonstrates that he or she has mastered information
on an academic exercise that he or she has not mastered, including the giving or receiving of unauthorized help in an academic exercise.
Examples include, but are not limited to:
1. copying from another student's test paper, computer program, project, product, or
performance;
2. collaborating without authority or allowing another student to copy one's work in a test
situation;
3. using the course textbook or other material not authorized for use during a test;
4. using unauthorized materials during a test; for example, notes, formula lists, cues on a
computer, photographs, symbolic representations, and notes written on clothing;
5. resubmitting substantially the same work that was produced for another assignment
without the knowledge and permission of the instructor;
6. taking a test for someone else or permitting someone else to take a test for you.

20. Breaches of Academic Integrity: Cheating
A survey by David Wangaard and Jason Stephens of
over 3,600 students in six New England-area high
schools found that 95% of students admitted to
cheating in the past year.
In addition, 57% of these students agreed/strongly
agreed with the statement, “It is morally wrong to
cheat.” (http://www2.cortland.edu/dotAsset/317302.pdf)

21. Breaches of Academic Integrity: Cheating
Stuyvesant High School newspaper, The
Spectator, survey of 2,045 students in March
found that 80 percent said they had cheated in
one way or another
http://www.nytimes.com/2012/09/26/education/stuyvesant-high-school-students-
describe-rationale-for-cheating.html?smid=pl-share

22. Breaches of Academic Integrity: Cheating
Additional survey data from McCabe: Graduate Students Undergraduates*
Number Responding: ~17,000 71,300
% who admit cheating on tests: 17% 17%
% who admit cheating on written assignments: 40% 40%
*Excluding first year students, code schools, and two year schools. Surveys conducted between Fall 2002 and Spring 2011 by Donald McCabe
(“Plagiarism: Stats & Facts,” 2017)

23. Breaches of Academic Integrity: Fabrication
Fabrication is the intentional use of information that the author has invented when he or
she states or implies otherwise, or the falsification of research or other findings with the
intent to deceive.
Examples include, but are not limited to:
1. citing information not taken from the source indicated;
2. listing sources in a reference not used in the academic
exercise;
3. inventing data or source information for research or other
academic exercises

24. Breaches of Academic Integrity: Academic Misconduct
Examples include, but are not limited to:
1. stealing, buying, or obtaining in any other unauthorized manner all or part of an
unadministered test;
2. selling, trading, or giving away all or part of an unadministered test, including answers
to an unadministered test;
3. attempting to change or changing, altering, or being an accessory to changing or
altering a grade in a grade book, work submitted on a test or a final project, a
"supplementary grade report“ form, or other official academic records of the university
which relate to grades;
4. entering a building or office for the purpose of obtaining an unadministered test.

25. Breaches of Academic Integrity: Duplicate Submission
A duplicate submission means a student submits the same
paper for two different classes.
If a student submits the same paper for two different classes
within the same semester, the student must have the
permission of both instructors.
If a student submits the same paper for two different classes in
different semesters, the student must have the permission of
his current instructor.

26. Breaches of Academic Integrity: Misrepresentation
Misrepresentation is any act or omission that is intended
to deceive an instructor for academic advantage.
Misrepresentation includes lying to an instructor in an
attempt to increase your grade, or lying to an instructor
when confronted with allegations of academic dishonesty.

27. Breaches of Academic Integrity: Improper Use of
Computer/Calculator
Improper computer/calculator use includes:
Unauthorized use of computer or calculator programs.
Selling or giving away information stored on a computer
or calculator which will be submitted for a grade.
Sharing test or assignment answers on a calculator or
computer.

28. Breaches of Academic Integrity: Improper Use of
Online/Teleweb/Blended Course
Improper online, teleweb, and blended course use
includes:
Accepting or providing outside help on online assignments
or tests
Obtaining test materials or questions before the test is
administered

29. Breaches of Academic Integrity: Disruptive Behavior
Disruptive behavior is any behavior that interferes with the
teaching/learning process.
• Disrespecting a professor or another student, in class or online
• Talking, texting, or viewing material unrelated to the course during a
lecture
• Failing to silence your cell phone during class
• Posting inappropriate material or material unrelated to the course on
discussion boards.

30. Breaches of Academic Integrity: Plagiarism
Plagiarism is the inclusion of someone else's product, words, ideas, or data as
one's own work.
• One out of three HS students admitted that they used the internet to
plagiarize an assignment (“2010 Report Card on the Ethics of American
Youth”)
• In a survey of 24,000 students at 70 high schools, Donald McCabe found that
64% of students admitted to cheating on a test, 58% admitted to plagiarism,
and 95% said they participated in some form of cheating, whether it was on
a test, plagiarism or coping homework
(https://www.business.rutgers.edu/tags/332?page+1

31. Breaches of Academic Integrity: Plagiarism
 A survey of over 63,700 US undergraduate and 9,250 graduate students over the course of three years
(2002-2005)--conducted by Donald McCabe, Rutgers University--revealed the following:
 36% of undergraduates admit to “paraphrasing/copying few sentences from Internet source without
footnoting it.”
 24% of graduate students self report doing the same
 38% admit to “paraphrasing/copying few sentences from written source without footnoting it.”
 25% of graduate students self report doing the same
 14% of students admit to “fabricating/falsifying a bibliography”
 7% of graduate students self report doing the same
 7% self report copying materials “almost word for word from a written source without citation.”
 4% of graduate students self report doing the same
 7% self report “turning in work done by another.”
 3% of graduate students self report doing the same
 3% report “obtaining paper from term paper mill.”
 2% of graduate students report doing so
(http://ojs.ml.unisa.edu.au/index.php/IJEI/article/view/14)

32. Academic Dishonesty
Two key issues to keep in mind regarding
academic dishonesty are:
Unauthorized practices
Improper use of other person's work

33. Causes of Academic Dishonesty
1. Lower Level
• Lack of Skill, Knowledge or Preparation, Time
• Laziness
• Poorly defined/constructed assignments
• Lack of instructions
2. Higher Level
• Competitive View of Education
 students want to be better than others

34. POLL
2. Which of the following forms of academic dishonesty is
prevalent among students/teachers/administrators/researchers
in your university or school?
a. Cheating
b. Fabrication
c. Disruptive behavior
d. Academic misconduct
e. Plagiarism
f. Others

35. Research Misconduct that affect Integrity
1. Taking shortcuts
2. Cheating
3. Beautification of images
4. Lack of appropriate controls
5. Composite images
6. Outliers
7. Image manipulation

36. Research Misconduct
1. Falsification
2. Fabrication
3. Plagiarism

39. Causes of Research Misconduct:
“Publish or Perish” Case
Personal Level
Interpersonal Level
Institutional Level
Research Community
Level

40. Causes of Research Misconduct:
“Publish or Perish” Case

41. Causes of Research Misconduct:
“Publish or Perish” Case

42. Causes of Research Misconduct:
“Publish or Perish” Case

43. Causes of Research Misconduct:
“Publish or Perish” Case

44. 2. Why is Academic
Integrity important?

45. The Importance of Academic Integrity
1. Safeguards your reputation – trustworthy, reliable,
professional, honest, fair
2. Provides value to your degree and reflects well on the
university – employability, positive influence in a
company
3. Offers peace of mind – doing the right thing and acting
consistently
4. Contributes to the well-being of society

46. https://sites.google.com/site/et
hicscharacteratca/academic-
integrity

47. 3. How can teachers,
administrators, students,
and researchers practice
academic & research
integrity?

50. The Role of Education in Upholding Academic Integrity
 Elementary Schools – legislation and education; information literacy to prevent
plagiarism (Wan & Scott, 2016)
 Secondary Schools – encouraging specific characteristics of teacher competence,
creating mastery learning environments, writing honor codes within an honor system,
implementing classroom practices to resist cheating, strengthening student moral
identity, and working in a collaborative team to advance a school culture in support of
academic integrity (Wangaard, 2016)
 Universities – Australian Academic Integrity Standards Project (AISP, 2012) and
Exemplary Academic Integrity Project (EAIP 2013) demonstrate the role of policy in
dissemination of a university’s values, managing academic misconduct, enabling
academic integrity education (East, 2016)

51. Teaching and Learning Approaches for Academic Integrity
(Morris, 2016)
 Enhancing pedagogy and educational support
 Developing academic integrity policy for staff and students
 Promoting academic integrity education (seminars)
 Supporting students’ academic writing development
 Utilizing formative opportunities for students to practice, with feedback and
guidance from tutors/supervisors/peers
 Employing authentic assessment practices that are integral to student
learning
 Investigating students’ study practices (particularly with regard to digital
technologies)
 Evaluating the impact of changing assessment strategies on students’
understanding of good academic practice

52. Preventing Academic Dishonesty
• State expectations in your syllabi
 Explain rules of research
 Remind students of penalties & honor policy(ies)
 State clearly what is permitted and what is not permitted in your classes
• Assignment topics should be very specific; vary assignments from year
to year
• Scaffold writing (one element at a time); writing is a process
• Conferences with students, in-class essays on papers, explanation of
references
• Beware (and be aware) of online resources

53. Avoiding Plagiarism (Educator)
• When a student submits work for credit that includes the product, words,
ideas, or data of others, the source must be acknowledged by the use of
complete, accurate, and specific references – proper citation
• Expectations may vary slightly among disciplines.
• By placing one's name on work submitted for credit, the student certifies the
originality of all work not otherwise identified by appropriate
acknowledgements.
• On written assignments, if verbatim statements are included, the statements
must be enclosed by quotation marks or set off from regular text as indented
extracts.

54. Detecting Plagiarism (Educator)
 The writing style is above that of which the student is capable, or
simply differs from the usual ones
 There are unique linguistic giveaways, ex. English spelling
 There are “jumps” in the structure, with some passage appearing
disjointed or not relating to the overall paper
 Odd layout or formatting, or “gray” text
 References to additional materials that aren’t there
 Absence of citations, or old sources, inactive websites
 Detecting paper mills – there are 100 essay-mill websites, e. g.
termpapers.com

55. Detecting Plagiarism Online
Dupli Checker
Copyleaks
PaperRater
Plagiarisma
Plagiarism Checker
Plagium
PlagScan
PlagTracker
QueText
PlagiarismHunt

56. Avoiding Plagiarism (Student or Researcher)
Always acknowledge the
contribution of others in
your work
Provide a citation when in
doubt about facts or
common knowledge
Identify the citation source
when paraphrasing or
summarizing
Always enclose verbatim
texts in quotation marks
with an accompanying
citation
Cite primary sources of
information not
secondary or tertiary

57. Avoiding Plagiarism (Student or Researcher)

58. Avoiding Plagiarism (Student or Researcher)

59. Avoiding Plagiarism (Student or Researcher)

61. 5 Ways Supervisors Can Promote Research Integrity

62. 5 Ways Supervisors Can Promote Research Integrity

63. 5 Ways Supervisors Can Promote Research Integrity

64. Maintaining integrity in your grant application

65. The integrity of research is based
on adherence to core values—
objectivity, honesty, openness,
fairness, accountability, and
stewardship.

66. POLL
3. How committed are you in upholding academic
integrity as an educator, student, administrator or
researcher?
1 Somewhat Committed
3 Moderately Committed
5 Strongly Committed

67. Research Ideas on Academic (& Research) Integrity
 Students’ Attitudes, Perceptions, Practices of Academic Integrity – Case
Study
 Academic Staff Attitudes, Perceptions and Practices of Academic Integrity
– Action Research
 Parents’ Attitudes, Perceptions, and Practices of Academic Integrity
 Academic Integrity Issues, Prevention, Punishment Practices in your
Uni/school/district/province/region/country
 Academic Dishonesty at the Elementary/High School/University Level
 Research integrity issues in your
uni/school/district/province/region/country

68. When you practice ethics in education and research,
you maintain your academic integrity and gain the
trust of your students, colleagues, superiors,
community, fellow researchers, and YOURSELF.

69. References
Emerald Publishing. (n.d.). Academic ethics and integrity. https://www.emeraldgrouppublishing.com/archived/teaching/issues/ethics.htm
Bretag, T., Ed. (2016). Handbook of academic integrity. Springer. https:doi.org/10.1007/978-981-287-098-8.
East, J. (2016). Educational responses to academic integrity. In T. Bretag (ed.), Handbook of Academic Integrity, pp. 481-496. Springer. https:doi.org/10.1007/978-981-287-098-8
Garwe, E. C. (2015, February). The role of higher education institutions in ensuring Academic Integrity. Conference: Academic Integrity Summit 2015.
Papas, C. (2013, November 18). Top 10 free plagiarism detection tools for eLearning professionals (2020 Update). eLearning Industry. https://elearningindustry.com/top-10-free-plagiarism-detection-tools-for-teachers
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St. Petersburg College. (2020, September 15). Plagiarism and academic integrity. https://spcollege.libguides.com/c.php?g=254383&p=1695452#collusion
The fundamentals of academic integrity. (n.d.) Clemson University. https://www.academicintegrity.org/wp-content/uploads/2017/12/Fundamental-Values-2014.pdf
The University of Toledo. Forms of academic dishonesty. https://www.utoledo.edu/offices/studentservices/pdfs/Forms%20of%20Academic%20Dishonesty-%202016.pdf
University of Wollongong Australia. (n.d.) Why is academic integrity important? https://www.uow.edu.au/about/governance/academic-integrity/teachers/importance
US Department of Health and Human Services. (n.d.) Infographics. The Office of Research Integrity. https://ori.hhs.gov/
Wan, G. & Scott, M. R. (2016). Start them early and right: Creating a culture of academic integrity in elementary schools. In T. Bretag (ed.), Handbook of Academic Integrity, pp. 413-427. Springer.
https:doi.org/10.1007/978-981-287-098-8.
Wangaard, D. B. (2016). Practices to support developing academic integrity in secondary school students. In T. Bretag (ed.), Handbook of Academic Integrity, pp. 429-448. Springer.
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