A clear understanding of terminology is crucial in any academic field. When it is clear that complex interdisciplinary concepts are interpreted differently depending on the academic field, geographical setting or cultural values, it is time to take action. Given this, the Glossary for Academic Integrity, newly developed by the European Network for Academic Integrity project, served as the basis for compiling a comprehensive taxonomy of terms related to academic integrity. Following a rigorous coding exercise, the taxonomy was partitioned into three (...) constituent components – Integrity, Misconduct and Neutral terms. A review of relevant literature sources is included, and the strengths and weaknesses of existing taxonomies are discussed in relation to this new offering. During the creation of these artefacts the authors identified and resolved many differences between their individual interpretative understandings of concepts/terms and the viewpoints of others. It is anticipated that the freely-available glossary and taxonomy will be explored and valued by researchers, teachers, students and the general public alike. (shrink)

Academic integrity determines the trust that society has in the quality of education and the results of scientific research. More broadly, it influences honesty, respect for ethical principles, and the fair behaviour of society members. Accordingly, higher education institutions should have clear, transparent and well-communicated policies to defend academic integrity among all stakeholders. Taking into account the worldwide dependence on digital technologies, online communication channels should be also used for this purpose. Using qualitative content analysis, this paper aims to investigate (...) how academic integrity is framed by Latvian and Lithuanian state-financed universities in online public spaces in relation to the criteria of an exemplary academic integrity policy. Given the limited content of publicly available university documents, the research findings indicated a poor correspondence to the mentioned criteria. (shrink)

There are many internationally developed text-matching software systems that help successfully identify potentially plagiarized content in English texts using both their internal databases and web resources. However, many other languages are not so widely spread but they are used daily to communicate, conduct research and acquire education. Each language has its peculiarities, so, in the context of finding content similarities, it is necessary to determine what systems are more suitable for a document set written in a specific language. The research (...) focuses on testing the existent text-matching software systems on a set of documents prepared in the Latvian language. The corpus includes documents containing verbatim plagiarism, paraphrasing, translation plagiarism and original text to test both false positive and false negative cases. In total, 16 different text-matching software systems are compared on the plagiarism coverage using the prepared document corpus. The research presented is a part of an international initiative “Testing of Support Tools for Plagiarism Detection ” established under the European Network for Academic Integrity. (shrink)

Following publication of the original article [1], the author reported that the values for LV1, LV2, LV3 and LV4 in row “Website section” of Table 2 should be corrected as follows.

An academic integrity policy usually specifies the university’s ethical principles and values, the forms of appropriate academic behaviour, the penalties for academic malpractice and the procedures for handling policy violations. However, the policy does not itself create academic integrity, but needs to be consistently and effectively communicated, implemented, and applied. This paper presents a case study investigating the extent to which students at Riga Technical University are informed about the university’s academic integrity policy. This quantitative research was performed by surveying (...) two groups of respondents: domestic students in the first year of their bachelor’s studies and the heads of the corresponding study programmes. The results revealed a low level of students’ awareness of the university policy on academic integrity and a lack of systematic institutional approach to promoting academic integrity. The study results also indicated that students with a higher awareness of the university policy on academic integrity were less tolerant towards violations and perceived academic integrity as an essential aspect for both the academic community and student life. These findings establish a foundation for a more extensive discussion of academic integrity issues in Latvia. They can also serve as impetus for similar studies in other Latvian universities, as well as research taking an international comparative perspective. (shrink)