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Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors

Rachel Harrad, Robert Keasley, Luke Jefferies

Higher Education Research & Development, Pages: 1 - 15

Swansea University Authors: Rachel Harrad, Robert Keasley, Luke Jefferies

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DOI (Published version): 10.1080/07294360.2024.2339833

Abstract

Academic misconduct and academic integrity are issues of importance to Higher Education Institutions (HEIs). Phraseologies and practices may conflate unintentional mistakes with attempts to gain illegitimate advantage, with some groups potentially at higher risk. HEIs across the United Kingdom (UK)...

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Published in: Higher Education Research & Development
ISSN: 0729-4360 1469-8366
Published: Informa UK Limited 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa66198
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first_indexed 2024-04-25T14:14:04Z
last_indexed 2024-04-25T14:14:04Z
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spelling v2 66198 2024-04-25 Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors 9763e204db1ffbf098a5c7735f931ff8 Rachel Harrad Rachel Harrad true false d0f7c1b27fc2eba5dde9342d242a9f4e Robert Keasley Robert Keasley true false d7efd04437def5a1a97e85105049efbd Luke Jefferies Luke Jefferies true false 2024-04-25 PSYS Academic misconduct and academic integrity are issues of importance to Higher Education Institutions (HEIs). Phraseologies and practices may conflate unintentional mistakes with attempts to gain illegitimate advantage, with some groups potentially at higher risk. HEIs across the United Kingdom (UK) responded to a Freedom of Information Act (FOI) request, and provided data regarding their overall student demographics, the demographic details of their cases of referred and substantiated academic misconduct over a specific time period, as well as information about Turnitin. Available data were analysed with an estimated combined student population of 200,646 with an estimated 2718 students referred for academic misconduct. Analyses revealed some groups being referred out of proportion with their share of the student population, however, no significant differences were observed by demographic for substantiated cases. Most of the responding HEIs indicated Turnitin was used for both identification of misconduct and pedagogical purposes although some reported variations in use for pedagogy by department or module. Implications of the findings are considered. Limitations around available data are discussed and areas requiring more detailed consideration are identified. Journal Article Higher Education Research &amp; Development 0 1 15 Informa UK Limited 0729-4360 1469-8366 Academic misconduct; academic integrity; protective factors; riskfactors; pedagogy; Turnitin; academic skills 24 4 2024 2024-04-24 10.1080/07294360.2024.2339833 COLLEGE NANME Psychology School COLLEGE CODE PSYS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2024-06-03T11:01:29.5540528 2024-04-25T15:12:38.1233907 Faculty of Medicine, Health and Life Sciences School of Psychology Rachel Harrad 1 Robert Keasley 2 Luke Jefferies 3 66198__30207__3bc406363ea747999d1686677e23b8e6.pdf 66198.pdf 2024-05-01T12:36:28.2970806 Output 1678292 application/pdf Version of Record true This is an Open Access article distributed under the terms of the Creative Commons Attribution License. true eng https://creativecommons.org/licenses/by/4.0/
title Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors
spellingShingle Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors
Rachel Harrad
Robert Keasley
Luke Jefferies
title_short Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors
title_full Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors
title_fullStr Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors
title_full_unstemmed Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors
title_sort Academic integrity or academic misconduct? Conceptual difficulties in higher education and the potential contribution of student demographic factors
author_id_str_mv 9763e204db1ffbf098a5c7735f931ff8
d0f7c1b27fc2eba5dde9342d242a9f4e
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author_id_fullname_str_mv 9763e204db1ffbf098a5c7735f931ff8_***_Rachel Harrad
d0f7c1b27fc2eba5dde9342d242a9f4e_***_Robert Keasley
d7efd04437def5a1a97e85105049efbd_***_Luke Jefferies
author Rachel Harrad
Robert Keasley
Luke Jefferies
author2 Rachel Harrad
Robert Keasley
Luke Jefferies
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publishDate 2024
institution Swansea University
issn 0729-4360
1469-8366
doi_str_mv 10.1080/07294360.2024.2339833
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
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description Academic misconduct and academic integrity are issues of importance to Higher Education Institutions (HEIs). Phraseologies and practices may conflate unintentional mistakes with attempts to gain illegitimate advantage, with some groups potentially at higher risk. HEIs across the United Kingdom (UK) responded to a Freedom of Information Act (FOI) request, and provided data regarding their overall student demographics, the demographic details of their cases of referred and substantiated academic misconduct over a specific time period, as well as information about Turnitin. Available data were analysed with an estimated combined student population of 200,646 with an estimated 2718 students referred for academic misconduct. Analyses revealed some groups being referred out of proportion with their share of the student population, however, no significant differences were observed by demographic for substantiated cases. Most of the responding HEIs indicated Turnitin was used for both identification of misconduct and pedagogical purposes although some reported variations in use for pedagogy by department or module. Implications of the findings are considered. Limitations around available data are discussed and areas requiring more detailed consideration are identified.
published_date 2024-04-24T11:01:28Z
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