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  1.  3
    Peer-Based Interventions on Academic Integrity: Assessing Immediate and Long Term Learning.Preet K. Chauhan, Eileen Wood, Tarique Plummer & Gail Forsyth - 2018 - Journal of Academic Ethics 16 (2):133-149.
    The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately after the presentation, (...)
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  2.  3
    Discrepancy Between Learning and Practicing Digital Citizenship.Bowen Hui & Robert Campbell - 2018 - Journal of Academic Ethics 16 (2):117-131.
    The importance of digital citizenship has been well recognized and integrated in standardized school curriculum. However, there are very few empirical studies that report on the success of these new initiatives. Our teaching experience suggest that students are able to perform well on exams that assess proper online conduct, but they still fail to follow digital citizenship guidelines in practice. In this paper, we present a study to investigate students’ attitudes and opinions on various digital citizenship concepts via a self-reported (...)
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  3.  7
    The Scope of Inclusion of Academic Conflict of Interest Policies.Tracy Klein & Janessa Graves - 2018 - Journal of Academic Ethics 16 (2):103-116.
    We analyzed whether institutions training physicians and advanced practice registered nurses have conflict of interest policies specific to pharmaceutical relationships and if present do such policies extend to students, other clinicians, personnel, sites, and curriculum. The 2014 Association of Academic Health Centers list of US members identified 65 eligible universities. A 10-item web-based survey was distributed to potential participants. Initial contact was to institutional Directors of Nursing Research, with sequential contacts if no response to Nursing Deans or Department Chairs, Clinical (...)
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  4.  6
    Between Academic Pimping and Moral Harassment in Higher Education: An Autoethnography in a Brazilian Public University.Igor Vinicius Lima Valentim - 2018 - Journal of Academic Ethics 16 (2):151-171.
    It is shocking to notice that universities still research few of what daily happens inside their walls. Even though knowledge amount to just a small part of the numerous things that are produced in/between academic relations, it is rare to find investigations in which academic modus operandi is the research focus. The text relies on references like Foucault, Deleuze and Guattari to investigate the subjectivities produced in Academia’s daily routines. With attention to experiences, to what many times is naturalized and (...)
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  5.  5
    Comparing Moral Education Models at a Military Academy in Taiwan.Yi-Ming Yu - 2018 - Journal of Academic Ethics 16 (2):173-193.
    This study compared the effects of three education models, namely, the bag-of-virtues, values clarification, and virtue ethics models, through qualitative and quantitative approaches. In the quantitative study, a between-subjects design was adopted in sampling 120 freshman cadets from a Taiwanese military academy. For the qualitative study, focus group interviews were conducted with 10 freshman cadets. The results show that the VC model was the most effective among the three moral education models, followed by the VE and BV models.
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  6.  11
    A Cross-Sectional Survey Study to Assess Prevalence and Attitudes Regarding Research Misconduct Among Investigators in the Middle East.Marwan Felaefel, Mohamed Salem, Rola Jaafar, Ghufran Jassim, Hillary Edwards, Fiza Rashid-Doubell, Reham Yousri, Nahed M. Ali & Henry Silverman - 2018 - Journal of Academic Ethics 16 (1):71-87.
    Recent studies from Western countries indicate significant levels of questionable research practices, but similar data from low and middle-income countries are limited. Our aims were to assess the prevalence of and attitudes regarding research misconduct among researchers in several universities in the Middle East and to identify factors that might account for our findings. We distributed an anonymous questionnaire to a convenience sample of investigators at several universities in Egypt, Lebanon, and Bahrain. Participants were asked to a) self-report their extent (...)
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  7.  4
    Ethics in Academic Writing Help for International Students in Higher Education: Perceptions of Faculty and Students.Eun-Young Julia Kim & Asta Sakala LaBianca - 2018 - Journal of Academic Ethics 16 (1):39-59.
    International students often turn to various sources for help, including writing center tutors, friends, faculty mentors, online sources such as Google translate, and proofreading and editorial services, among others. While receiving help from these sources is both understandable and somewhat expected, what type and level of help is appropriate or ethical is not always clearly defined. The current research study investigates perceptions of faculty and international students at one U.S. university as to what is ethical in academic writing help for (...)
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  8.  8
    Self-Reported Examination Cheating of Alumni and Enrolled Students: Evidence From Ghana.Christopher Mensah, Edem M. Azila-Gbettor & Vincent Asimah - 2018 - Journal of Academic Ethics 16 (1):89-102.
    This paper investigates differences in the prevalence of self-reported examination cheating behaviours and perception of peer cheating between enrolled students and graduates. A convenience sample of 344 respondents selected from a Ghanaian polytechnic completed self-administered questionnaires. Data were analysed using descriptive statistics, Chi-square test of independence and Mann Whitney test. “Permitting another student to copy your answers during an exam” was the topmost exam cheating method among students. Graduates were more likely than enrolled students to self-report higher examination cheating behaviours. (...)
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  9.  7
    Ethics in Finance Research: Recommendations From an Academic Experts Delphi Panel.Leire San-Jose & Jose Luis Retolaza - 2018 - Journal of Academic Ethics 16 (1):19-38.
    This paper examines the flow of thoughts on ethics in finance both from academic experts and from published contributions that constitute an alternative view of the financial field from an ethical point of view. A Delphi method was used to achieve consensus about the perceptions and opinions academic experts hold about ethics in financial matters and in the research agenda. This approach permits the early detection of emerging lines, narrowing the research line and shortening subject selection time. An active research (...)
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  10.  9
    Academic Integrity in Higher Education: The Case of Plagiarism of Graduation Reports by Undergraduate Seniors in Vietnam.Ut T. Tran, Thanh Huynh & Hoa Thanh T. Nguyen - 2018 - Journal of Academic Ethics 16 (1):61-69.
    Plagiarism in higher education has become widespread among students in Vietnam. This paper aims to examine the seriousness of the problem by comparing the severity of plagiarism in two universities, one of which uses Turnitin software to check its student reports. For that purpose, 977 samples have been drawn from 1434 required graduation reports written by senior undergraduates in the economics and management field from 2013 to 2015. Turnitin’s “Similarity Index” was used to check for alleged plagiarism, which was found (...)
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  11.  4
    From Policies to Principles: The Effects of Campus Climate on Academic Integrity, a Mixed Methods Study.Ryan L. Young, Graham N. S. Miller & Cassie L. Barnhardt - 2018 - Journal of Academic Ethics 16 (1):1-17.
    This mixed methods study examines how college students’ perceptions and experiences affect their understanding of academic integrity. Using qualitative and quantitative responses from the Personal and Social Responsibility Institutional Inventory, both quantitative and qualitative results demonstrate that while campuses may see a reduction in overall levels of cheating when punitive academic integrity policies are present, students may develop higher levels of personal and academic integrity through the use of more holistic and community-focused practices.
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