Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal (...) development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for two years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self efficacy (p =.001), campus connection (p <.001), professional development (p ≤.002), and self advocacy (p <.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the post-secondary educational environment and the young adults’ sociocultural context. (shrink)

What distinguishes academic administration from administration or managing in business? Rudolph Weingartner, arugues that colleges and universities are founded to serve certain purposes; they are supported by governments and private individuals; and, as professional institutions, they have students, among others, as clients to whom they owe education services in ways analogous to the obligations hospitals have via-à-vis their patients. Academic administration is not just another job of managing, but a calling that importantly assists institutions to (...) carry out their missions. (shrink)

Abstract - The aim of the study is to identify the degree of administrative transparency in the Palestinian higher educational institutions in the Gaza Strip. In the study, the researchers adopted a descriptive and analytical method. The research population consisted of administrative staff, whether academic or administrative, except for those in senior management or the university council. The study population reached 392 employees. A random sample was selected (197). The number of questionnaires recovered was (160) with a recovery rate (...) of (81.2%). The researchers used a questionnaire for the data collection and were treated using SPSS to obtain the results. The results show that there is no significant difference between male responses and female responses due to gender variable. The results also confirm that there is no significant difference between respondents' responses due to the age variable. The results also showed a significant difference between respondents' responses attributed to the university variable. There is a fundamental difference between respondents' responses attributed to the scientifically qualified variable. The results also confirmed a significant difference between respondents' responses attributed to the management level variable. The results also confirmed a significant difference between respondents' responses due to variable years of service. The research reached a number of recommendations, the most important of which is: The necessity of Palestinian universities to adhere to the application of transparency standards in all university activities. The need to benefit from regional and international experience in the application of transparency systems within universities and to examine the possibility of applying these systems in our universities. As well as the need to engage in the program of teaching transparency in universities, as it is confirmed that only five universities participated in this experiment. The importance of raising awareness among the employees of Palestinian universities to clarify the foundations of building transparency and its dimensions to represent the active supporter through workshops and seminars. (shrink)

Academic performance is among the several components of academic success. Many factors, including socioeconomic status, student temperament and motivation, peer and parental support influence academic performance. Our study aims to investigate the determinants of academic performance with emphasis on the role of parental styles in adolescent students in Peshawar Pakistan. A total of 456 students from 4 public and 4 private schools were interviewed. Academic performance was assessed based on self-reported grades in the latest (...) internal examinations. Parenting styles were assessed through the administration of the Parental bonding instrument. Regression analysis was conducted to assess the influence of socio-demographic factors and parenting styles on academic performance. Factors associated with and differences between “care” and “overprotection” scores of fathers and mothers were analyzed. Higher socio-economic status, father’s education level and higher care scores were independently associated with better academic performance in adolescent students. Affectionless control was the most common parenting style for fathers and mothers. When adapted by the father, it was also the only parenting style independently improving academic performance. Overall, mean “care” scores were higher for mothers and mean “overprotection” scores were higher for fathers. Parenting workshops and school activities emphasizing the involvement of mothers and fathers in the parenting of adolescent students might have a positive influence on their academic performance. Affectionless control may be associated with improved academics but the emotional and psychosocial effects of this style of parenting need to be investigated before recommendations are made. (shrink)

In this study, we examined the role of social learning theory in explaining academic dishonesty among 673 college students in the United States, France, and Greece. We found support for social learning theory such that perceived peer dishonesty was incrementally valid as a predictor of self-reported academic dishonesty across three countries beyond personal factor of conscientiousness and demographic factor of age. Contrary to expectation, perceived penalty for academic cheating received support in the U.S. sample only. (...) Justification for academic dishonesty contributed incremental variance after controlling for other factors including age, conscientiousness, perceived penalty for cheating and peer dishonesty across three countries. In addition, cultural differences accounted for almost 50% of the explained variance in academic dishonesty with French students reportedly engaged in significantly more academic cheating behavior than Greek and U.S. students. Discussion and implications for business ethics teaching and research were discussed. (shrink)

New technologies could facilitate new ways of cheating. This emerging scenario places academic integrity policy in higher education institutions as critical. Academic integrity scholars have designed conceptual frameworks to analyze academic integrity policy. The body of the literature on academic integrity policy analysis includes studies developed in North America, Europe, and Australia. However, insight into several regions of the world is lacking. This pioneering study in the Chilean context analyzes documents addressing academic integrity at forty-three (...) accredited universities. Using a qualitative research design, we framed this policy analysis in the five core elements of exemplary academic integrity policy: access, approach, responsibility, detail, and support. The findings revealed challenges with accessing documents online, a strong presence of legal language that might not be understandable to all students, and a scarcity of information about review cycles. The punitive approach was prevalent, with a significant focus on students’ conduct. Signs of collaboration and mechanisms for promoting academic integrity cultures were nearly absent. The documents primarily targeted students and the roles of other stakeholders concentrated on the enforcement of sanctions and misconduct investigations. The analysis also showed the use of general definitions to describe academic integrity breaches, inconsistency across the system in defining plagiarism and a lack of guidance to address contract cheating and unauthorized use of generative artificial intelligence. The findings also highlighted the unavailability of institutional support to teach, learn, and research with integrity or references to research-based practices. We propose twelve practical recommendations for policymakers and academic integrity advocates. (shrink)

This article presents a qualitative case study that explores how faculty and administrators at one community college conceptualized and experienced academic community within their institution and how that conceptualization helped shape the part-time faculty work environment. Using a combined framework of academic community and care ethics, this study utilizes data from 55 interviews with full-time and part-time faculty and administrative leaders from a large community college. Findings from this study indicate that defining membership, a sense of belonging, and (...) shared mission and goals are key components to their understanding of academic community. From these three components, the study found that when participants included adjunct faculty as members of their academic community, they also reported a sense of responsibility or obligation to supporting them. (shrink)

This paper reports the key findings from two student surveys undertaken at our institution in the academic years 2020-21 and 2021-22. The research was based on the Bretag et al. (2018) student survey undertaken in various Australian universities. After discussions with both Bretag and Harper, we adapted the questions to our context – a Russell Group university in the UK – but included similar questions to enable a comparison, and to find out if there were common themes. The main (...) aim of the surveys was to understand our students’ awareness of what is meant by the term ‘academic integrity’, defined as ‘being honest in your work, acknowledging the work of others and giving credit where you have used other people’s ideas/data’ https://secretariat.leeds.ac.uk/wp-content/uploads/sites/109/2022/12/academic_integrity.pdf. The responses provided an important insight into student attitudes to academic integrity, their understanding of academic malpractice, and their awareness of the penalties if found to have plagiarised, and if found guilty of contract cheating (Medway et al., 2018; Morris, 2018; Harper et al., 2019). The surveys also identified what students would find useful in developing their understanding of academic integrity, and this underlines the importance of consulting our students. Key findings include gaps in the information provided to students, the need for regular and timely reminders of the principles of academic integrity, and the need for guidance to be written using student-friendly language. The findings informed our recommendations in terms of teaching and learning at School/Faculty level and to policy at University level, to further support student success. In the context of the key issues raised by the Quality Assurance Agency for Higher Education (QAA) Academic Integrity Charter (2020), we discuss examples of best practice currently undertaken at the University of Leeds, on-going discussions regarding developments, and our recommendations for further embedding a culture of academic integrity. We argue that all students should have the same baseline experience and therefore promoting this ethos is the responsibility of all staff who teach and support students. (shrink)

This study links Cressey’s established fraud triangle theory to a recently developed academic fraud risk triangle as a platform for identifying the determinants of academic fraud risk factors. The study then evaluates the magnitude and extent to which students are willing to confront the realities of academic fraud and move towards a culture of academic integrity. Most of the studies pertaining to combating academic fraud have primarily been the opinions of the researchers, namely, the faculty. (...) Although students may not be expected to police the fight against academic fraud, their opinions as to what would work and what would not, have not been sufficiently examined, and this study contributes to filling that void. We explore the agreement among students and groups of students concerning specific deterrent strategies. We find two types of strategies, student action and faculty/administration action . Results from 740 students surveyed found that the most widely supported strategies are stronger penalties, parental notification, an anonymous tip line, and administering a uniform policy. The least supported strategies were academic honor code, no strategy at all, requiring an ethics course, and leaving individual instructors to determine penalties. Further, full time, domestic, undergraduate, and male students favor student action strategies, which are more reactionary and less punitive. (shrink)

Background Academic integrity (AI) is of increasing importance in higher education. At the same time, students are becoming more consumer-oriented and more inclined to appeal against, or complain about, a penalty imposed for a breach of AI. This combination of factors places pressure on institutions of higher education to handle alleged breaches of AI in a way acceptable to students that motivates them to continue to engage with their studies. Method Students (n = 8) were interviewed to discover their (...) perceptions of the process for dealing with breaches of AI. All students were based in one university in a very diverse area of London which has many first-generation students from non-traditional academic backgrounds. Results Students reported strong emotional reactions featuring high levels of anxiety and stress. Some found the process to be threatening and demotivating and questioned continuation on their course of study, while others used more adaptive coping strategies. Students also went to great pains to make it clear that their own, and their friends’, breaches of AI were unintentional, while expressing the view that other people were deliberately cheating and should be penalised. Key recommendations include: support for students to re-engage after the intervention; support for students to develop effective self-regulatory learning strategies and time management; provision of specific examples to clarify what is, and is not, acceptable academic practice; recognition of the strong emotions likely to be invoked, especially if accompanied by declarations of unintentionality. (shrink)

"Responding to the growing epidemic of academic dishonesty, this authoritative text lays the groundwork for a positive school makeover. This guide--which culled research from six high schools in Connecticut that indicated that more than 90 percent of students participate in some form of cheating during the average school year--provides teachers, school administrators, and parents with a toolkit of resources and strategies needed to engender a culture of scholastic honesty. With reproducible handouts and instruction on establishing an Academic Integrity (...) Committee, this unique resource provides a plan and policies that support a climate of honesty and hard work. A CD-ROM with copies of each handout and additional references is also included"-- Provided by publisher. (shrink)

Academic integrity is a complex problem that challenges how we view action, intentions, research, and knowledge production as human agents working with computers. This paper proposes that a productive approach to support AI is found at the nexus of behavioural ethics and a view of hybrid app-human agency. The proposal brings together AI research in behavioural ethics and Rest’s four stages of ethical decision-making which tracks the development of moral sensitivity, moral judgement, moral motivation and finally moral action (...) combined with insights taken from Actor-Network Theory. This framework, bluntly named the Academic Integrity Model, positions AI as an effect of an entangled hybrid of human-technology actors moving through distinct but related steps towards ultimately mobilising ethical learning behaviours. This model highlights the importance of developing socio-techno responsibility in students and suggests that approaches to address academic integrity performances such as contract cheating, collusion and plagiarism should include considerations of the complex nature of app-centric students. (shrink)

In this paper, we examine how a research institution’s social structure and academic opinion leaders’ presence shaped the early adoption of a scientific innovation. Our case considers the early engagement of mathematical economists at the Cowles Commission with John von Neumann and Oskar Morgenstern’s Theory of Games and Economic Behavior. We argue that scholars with administrative leadership functions who were not only scientifically but also organizationally central – in our case the director of research Jacob Marschak – played a (...) crucial role in promoting the adoption of the Theory of Games. We support our argument with a scientometric analysis of all acknowledgments made in 488 papers published from 1944 to 1955 in the two main paper series at Cowles. We apply blockmodeling techniques to the acknowledgments network to reconstruct the formal and informal social structure at Cowles at the time. Our findings suggest that studies of the early adoption of scientific theories benefit from complementary perspectives on the role of academic leaders and scientists. Our study reveals the importance of formal and informal social structures and the agenda of administrative leaders in these structures to explain their adoption. (shrink)

Academic integrity is a vital pedagogical responsibility that educational institutions should explicitly address. One of the best ways to uphold academic integrity is to create a culture of academic integrity throughout the school. This is especially imperative at high schools where students develop their moral identity because students who act dishonestly at high school will likely behave accordingly in post-secondary education and ultimately be dishonest in familial and professional settings. Creating a culture of academic integrity is (...) a challenging, long and multifaceted journey. In this respect, this exploratory case study set out to create a culture of academic integrity at a high school in Türkiye and explore what facilitates and impedes the process. We followed Stephens’ (2016) Multilevel Intervention Model and implemented a School-Wide Education program to guide us through the process. We conducted various activities throughout one academic year, from seminars to competitions. At the end of the term, we conducted individual and focus group interviews with the members of the school community and analyzed the interview data to identify facilitators and barriers of the process. The analysis yielded five facilitators (1) creating buy-in, (2) administrative embracement and support, (3) activities that promote student involvement, (4) external expert and school collaboration as praxis, and (5) policy as the blueprint and five barriers (1) deficiencies in responding academic misconduct, (2) prioritization of academic success over academic integrity, (3) teacher resistance against change, (4) exam-based assessment design, and (5) timing of the activities. Each theme was discussed in detail, and recommendations were made for high schools which set out on a journey of creating academic integrity culture. (shrink)

Academic staff owe a duty of fidelity to uphold institutional standards of integrity. They also have their own values and conceptions of integrity as well as personal responsibilities and commitments. The question of how academic practitioners address or reconcile conflicting values and responsibilities has been underexplored in the literature. Before we can examine effectiveness of academic integrity strategies and develop best practices, we need to examine the breadth of integrity decisions. To this end we posited the (...) class='Hi'>academic integrity problem as a set of seven dilemmas and presented them to post-secondary education staff located in Europe, North America, Oceania, and Asia. We asked the participants to recommend a solution to each dilemma. This yielded a modest sample of 498 themes across 30 categories. We expected the responses to fall on a binary scale where decisions either support the integrity or ignore it. However, the data suggests that academic integrity decisions are better suited to continuum where participants aim to reconcile personal and institutional obligations. We further argue that academic integrity decisions are predicated on personal experience and therefore pose a challenge for policy standardization and enforcement. We conclude with a discussion of the implications of the findings for practice. (shrink)

The purpose of this study is to identify the requirements of computerized Management Information Systems and their role in improving the quality of administrative decisions in the Palestinian Ministry of Education and Higher Education. The authors used the descriptive analytical method and the questionnaire method to collect the data. (247) questionnaires were distributed on the study sample and (175) questionnaires were collected back with a recovery rate of (70.8). The study showed a number of results, the most important of which (...) are: There exist a role for computerized management information system requirements in improving the quality of administrative decisions in the Ministry of Education and Higher Education. This result is due to the existence of the support and attention by the senior management in the Ministry of Education and Higher Education by 65.06%, the physical requirements available for the use of computerized Management Information Systems are available by (72.19%), and the software requirements for the use of computerized Management Information Systems are available at 67.74%. The results found that the human requirements available for the use of computerized Management Information Systems are available at (68.33%). The results showed that the organizational requirements that assist in the use of information systems are available at (64.19%). There are no statistically significant differences between respondents' responses to the role of computerized management information system requirements in improving the quality of administrative decisions in the Ministry of Education and Higher Education attributable to the variables(Gender, academic qualification, age, career level), while there are statistically significant differences in the role of computerized management information system requirements in improving the quality of administrative decisions in the Ministry of Education and Higher Education due to variable years of service. The study concluded that the Ministry of Education and Higher Education is able to cope with the external environmental changes rapidly and the limited time available for the collection and analysis of information. This means that administrative information systems should be used by increasing the approval of senior management on Management Information Systems in making their decisions, and to involve the employees in making any change and keep abreast of technical developments and try to use external bodies to advise in the field of computerized information systems, and work to increase coordination between the different departments of the ministry. (shrink)

Research integrity is fundamental to the validity and reliability of scientific findings, and for ethical conduct of research. As part of PRINTEGER (Promoting Integrity as an Integral Dimension of Excellence in Research), this study explores the views of researchers, research managers, administrators, and governance advisors in Estonia, Italy, Norway and UK, focusing specifically on their understanding of institutional and organisational influences on research integrity.A total of 16 focus groups were conducted. Thematic analysis of the data revealed that competition is pervasive (...) and appeared in most themes relating to integrity. The structural frameworks for research such as funding, evaluation and publication were thought to both protect and, more commonly, undermine integrity. In addition, institutional systems, including workload and research governance, shaped participants’ day-to-day work environment, also affecting research integrity. Participants also provided ideas for promoting research integrity, including training, and creating conditions that would be supportive of research integrity.These findings support a shift away from individual blame and towards the need for structural and institutional changes, including organisations in the wider research environment, for example funding bodies and publishing companies. (shrink)

The aim of this study was to investigate the consequences of the use of text-matching software on teachers’ and students’ conceptions of plagiarism and problems in academic writing. An electronic questionnaire included scale items, structured questions, and open-ended questions. The respondents were 85 teachers and 506 students in a large Finnish university. Methods of analysis included exploratory factor analysis, t-test, and inductive content analysis. Both teachers and students reported increased awareness of plagiarism and improvements in writing habits, as well (...) as concerns and limitations related to the system. The results suggest that teachers are inclined to think of plagiarism as part of a learning process rather an issue of morality, which may have consequences for how they understand the role of text matching. The introduction of text-matching software has supported teachers’ work, but at the same time teachers emphasized their own responsibility in detecting problems in student writing. The survey provides a limited sample of “Case Finland,” where implementation of text-matching software nationwide has been remarkably rapid; it offers a glimpse into one institution’s implementation of a newly introduced policy for mandatory plagiarism detection. (shrink)

Western Michigan University’s Center for the Study of Ethics in Society has always had a “generalist” approach—that is to say, an interdisciplinary orientation toward studying a broad range of ethical issues. This article explains how the center’s “generalist” orientation developed and why it is desirable for promoting public reflection about ethical issues. It focuses on these dimensions: valuing an across-the-curriculum approach to promote understanding of complex ethical issues; adopting a broad, rather than narrow focus, when it comes to ethics; committing (...) to practical ethics, which bridges theory and practice to shed light on issues of practical relevance to all; and decentering philosophy as the arbiter for what counts as “doing ethics.” The article ends with a look at challenges concerning stable funding and administrative support for a center that does not fit neatly into a single academic unit or specialty and shares some lessons learned. (shrink)

This paper provides the theoretical analysis of forms of solidarity in academia and its relationship to academic integrity. This analysis is inspired by the Guidelines for an Institutional Code of Ethics in Higher Education drawn up by the International Association of Universities and the Magna Charta Observatory. These Guidelines refer to the principle of solidarity in the context of international cooperation between higher education institutions. However, the author of this paper believes that this principle might also be used in (...) a broader academic context, in particular, in the field of academic ethics and academic integrity. Therefore, this paper aims at revealing the relevance of solidarity in academia and argues that the principle of solidarity can be considered as one of fundamental principles of academic ethics and should be reflected in the structure and provisions of the codes of academic ethics. For this purpose the author explores the philosophical and sociological approaches towards solidarity and defines the concept of academic solidarity, discusses the conceptual connection between academic solidarity, ethics and integrity and illustrates the impact of solidarity on the development of academic integrity. This analysis allows the author of the paper to recommend embedding the principle of solidarity in the codes of academic ethics of higher education institutions as well as extending the scope of its application by linking the rights and responsibilities of different groups within the academic community in a way that best expresses their unity, shared responsibility, mutual support in meeting the standards of social ethos. (shrink)

This paper aims to improve knowledge about the main factors influencing firm environmental commitment, by examining empirically the relationship between public support for R&D for small and medium enterprises (SMEs) and their investment in environmental protection. The empirical analysis was developed using a sample of 1594 Spanish firms, and a binary logistic regression to evaluate the existence of dependency relationships between the analyzed variables. The results show that those companies receiving direct funding from local public entities and those collaborating (...) with research centers and universities, invest more in environmental actions to protect the natural ecosystem. The paper contributes to the academic literature by analyzing the main factors that influence the SMEs environmental commitment. Moreover, showing practitioners and policy makers the effectiveness of different types of financial support depending on the origin of the funds and the form of action taken; showing managers the advantages of collaborating with public administrations, as well as with other research organizations, to obtain better ECSR results. (shrink)

Scientific malpractice is not just due to researchers having bad intentions, but also due to a lack of education concerning research integrity practices. Besides the importance of institutionalised trainings on research integrity, research supervisors play an important role in translating what doctoral students learn during research integrity formal sessions. Supervision practices and role modelling influence directly and indirectly supervisees’ attitudes and behaviour toward responsible research. Research supervisors can not be left alone in this effort. Research institutions are responsible for supporting (...) supervisors in being more aware of their RI function, and in supporting responsible supervision practices to have a positive cascading effect on supervisees’ research practices. We interviewed 22 European research supervisors to investigate how they perceive their role as research integrity trainers and their real-life supervision practices. Moreover, we investigated their points of view concerning the role of research institutions in supporting supervision practices. Although there are different commonalities in supervisors’ perception of their research integrity-related role, differences are emphasised depending on the supervisors’ characteristics such as academic domain, seniority, working country and gender. In addition, supervisors’ way of mentoring depend also on supervisees’ learning curve. Overall, all supervisors agreed on institutions playing an important role in support their supervision effort and practices. This study aims to be a starting point for better understanding research integrity supervision practices and the role of institutions in supporting them. Moreover, it puts the basis to further investigate differences in supervision practices depending on supervisors’ characteristics. (shrink)

Retractions have traditionally been reserved for correcting the scientific record and discouraging research misconduct. Nonetheless, the potential for actual societal harm resulting from accurately reported published scientific findings, so-called information hazards, has been the subject of several recent article retractions. As these instances increase, the extent of support for such decisions among the scientific community and lay public remains unclear. Undergraduates (Study 1) and federally funded researchers (Study 2) reported their support for retraction decisions described as due to (...) misconduct, honest errors, or potential information hazards. Participants supported retraction on the former two grounds more than the latter. Despite limited support, women remained more receptive to retractions based on information hazards. Activist tendencies additionally predicted undergraduate men’s receptivity. Receptivity toward retraction due to information hazards was unrelated to scientists’ engagement in activism, suggesting that formal scientific training affords researchers an ability to separate personal and professional values in scientific discourse. Findings could inform the development of educational materials that may aid less experienced scientists and the lay public in understanding retraction ethics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 54-63 [Access article in PDF] Movement Class as an Integrative Experience:Academic, Cognitive, and Social Effects Svetlana Nikitina I believe the benefits of this type of course reach beyond the obvious possibilities of professional and academic achievement. The degree of personal discovery, creativity, self-development and insight are immeasurable. I am particularly referring to my experience here at Harvard. Claire Mallardi, from (...) course syllabus Performing arts courses at research institutions such as Harvard University are often seen as extracurricular with only tangential or imperceptible effect on students' academic interests. Yet, when I interviewed biology, math, or neuroscience concentrators who took Claire Mallardi's Movement for Actors and Directors course at Harvard in the spring of 2000, most of them told me that it was one of the most meaningful experiences in their academic development, and, according to one psychology concentrator, "the best psychology course" she ever took. In spite of boundaries separating the arts courses from hard and soft sciences, in students' experience the connections run deep. What were those connections that students made from their dance class experience to their academic and social development? And, what in the teaching and nature of the course supported this highly integrative experience that allowed students to reach beyond mastering an artistic medium and become better learners in general? These were the two major questions that guided this study.Why am I interested in the integrative quality of arts education? I am highlighting the academic importance of performing arts programs to suggest to university administrators and instructors in other disciplines the "immeasurable" personal and academic value of such courses whose place is often seen as marginal. Perhaps also, pedagogy used for integration in this course into the academic fabric of the institution could provide models for other courses and curricula that are trying to be integrative or interdisciplinary in a more self-conscious way. And, there are more and more such [End Page 54] courses on every college campus these days. Moriel Blaisdell in Preparing Faculty for the New Conceptions of Scholarship for example, cites "integrative studies" programs among most important trends in higher education today with their goal "to synthesize, to look for new relationships between the parts and the whole, to relate the past and future to the present, and to ferret out patterns of meaning that cannot be seen through traditional disciplinary lenses." 1One of the most daring experiments in universities now, and the one to which the integrative dance course could speak directly, is interdisciplinary teaching in neuroscience, for example. Neuroscience proceeds from the belief in the inherent unity of mind and body and attempts to discover the nature of the relationship between them. In a different way and with a different goal than arts courses, neurosciences also try to cross the boundary of subjective and objective experience, mind and body, physical technique and personal interpretation, which are at the heart of teaching and learning in the performing arts. While not being prescriptive, I would like to suggest that perhaps close attention to the pedagogy and integrative experiences of students in the performing arts courses could provide some insights for pioneering bridge-making in other academic areas as well.I would like to propose that what lies at the core of integrative capacity of a performing arts course, like the one Claire Mallardi teaches at Harvard, is the inherent tendency of the arts to transcend the boundary of body with the mind, and to seek unity of self as both the subject and the object. In a dance, in the words of Margaret H'Doubler, the body is seen "as the outer aspect of personality, for it is the agent through which we receive impressions from the external world and by which we communicate our meaning." 2 This basic translation between body and mind, mental and physical, artistic and academic that went on in Mallardi's class, resulted in integrative and transformational experiences for her students. "I never until this class — comments one student — equated emotions with movement or... (shrink)

Purpose – This study aims to investigate the perceptions, acceptance, usage and access to social media by students and academics in higher education in informatics programs in Malaysia. A conceptual model based on Connectivism and communities of practice learning theory was developed and were used as a basis of mapping the research questions to the design frameworks and the research outcomes. A significant outcome of this study will be the development of a design framework for implementing social media as supporting (...) tools for student engagement and teaching and learning of informatics programs in higher education institutions in Malaysia. Design/methodology/approach – A mixed-method research methodology with a significant survey research component was employed for this research. This methodology focused on collecting and analyzing quantitative and qualitative data to better understand the research problems. For this study, a mixed-method sequential transformative research strategy based on a QUAN-Qual model was used in the data collection process. Mixed-method research methodology is considered to be most appropriate for this study, as it allows the researcher to gather multiple forms of data from diverse audiences such as educators, administrators and students. Findings – The findings show the close matched of the ownership, amount of hours spent online, types of social media technologies used and pattern of usage between informatics and non-informatics students. It also shows that many students and instructors have started to explore and accept the use of SMTs as a tool for engaging with their institution and their peers as well as for teaching and learning purposes. Innovative institutions need to understand the critical success factors and the barriers that restrict the implementation of SMTs within the HEI to take advantage of the opportunities offered by SMTs in higher education. Research limitations/implications – The surveys and interview participant, in part, are self-selecting, so the data collected cannot be claimed to be representative of the population. However, because of the relatively large number of participants, it can be considered that the findings are indicative. Other limitation includes the depth of data that can be collected using this methodology. Practical implications – There is wide range of social media usage in educational settings now being reported, but many issues are still unexamined. Limited studies have been focusing on the educators’ readiness, acceptance or refusal in integrating social media into their courses, the perceived effectiveness of the tools and student outcomes for their learning. The central outcome of this research will be the development of a design framework that will be used as a guide for Malaysian HEIs and informatics academics to engage students using SMTs in creating effective learning communities for informatics programs. Social implications – The framework will have implication for the social interaction and engagement of students with their institution. Originality/value – Very little work has been reported on student and academic engagement, their perspectives and perceived effectiveness of social media usage in higher education, especially in the Malaysia context. Most of the research focused only on the quantitative research with students from universities in the USA and Australia, with an emphasis mainly on student’s perception and acceptance. There are calls for more research to examine how social media is perceived and accepted by students and academics for teaching and learning, especially in Malaysia. (shrink)

The current study examined the validity of HEXACO personality traits (at the broad trait-level and narrow facet-level) and Self-Control as predictors of counterproductive academic behavior (CAB; at the overall level and specific dimensional level) among college students. We collected data from 483 undergraduate students in South Korea who completed self-report measures of HEXACO personality traits, Self-Control, CAB. Results showed that Conscientiousness (_r_ = −.23) and Honesty-Humility (_r_ = −.25) were significantly correlated with CAB and that Self-Control provided incremental validity (...) over HEXACO personality traits in predicting CAB. The correlations of Conscientiousness and Self-Control with CAB were consistently negative at the facet-level. However, within each HEXACO trait, there was some variability in the strength (and sometimes, the direction) of the relationships between the facet traits and CAB dimensions. Additionally, hierarchical multiple regression analysis results showed that Self-Control provided incremental validity for predicting CAB beyond prediction provided by the HEXACO personality traits. The results provide further support for personality and Self-Control as meaningful predictors of counterproductive academic behavior in college. (shrink)

This paper presents a case study carried out at Sofia University in Bulgaria, describing the relationship between two developments, firstly an expanding involvement with online learning and e-assessment, and secondly the development of institutional approaches to academic integrity. The two developments interact, the widening use of e-learning and e-assessment raising new issues for academic integrity, and the technology providing new tools to support academic integrity, with the involvement in technological developments acting as a catalyst for changes (...) in approaches to academic integrity. The aim of this study is to describe in what ways the integration of technologies for student authentication and authorship checking in this university has begun to influence teachers’ approach to academic integrity, and has also helped to identify specific issues that need to be resolved for the future of academic integrity in the university. Data collected during the implementation of pilots for the project TeSLA - An adaptive trust-based e-assessment system - enabled an examination of the perspectives of administrators, teachers and students on approaches to cheating and plagiarism, and on possible future directions. The data suggests that the piloting of the TeSLA system has triggered a deepening consideration of approaches to academic integrity, and has also helped to identify important issues for future developments. (shrink)

The research aims to identify the learning organizations and their role in achieving organizational excellence in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) workers from the Palestinian universities was selected and the recovery rate (...) was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The research found the following results: there is a fair degree of approval on "cognitive dimension", there is a high approval about the importance of "organizational dimension", there is moderately consent of the importance of "Community dimension", there is a large degree of consent about the importance of axis of the "leadership excellence", there is a large degree of consent about the importance of axis of the "service-excellence", there is a fair degree approval about the importance of the axis of "cognitive excellence", and there is a moderately consent of the importance of "Organizational Excellence". The research found a group of recommendations including: the need to develop appropriate strategies for the University, employ modern technology in information systems, in addition to provide appropriate environment that achieve learning organizations, develop technological infrastructure, adopt universities for knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments, create technological incubators in universities to adopt excellence academic research projects, and protected them, support them, and market them. Establishing of centers of excellence for scientific research in the university.The need for cooperation and coordination between local, Arab and international universities for the exchange of knowledge, information, and participation programs and training courses, as it provides an opportunity to develop the capabilities and skills of personnel and expertise. (shrink)

The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular (...) activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support. (shrink)

An interest in economic development has been extended to a set of research universities which since the late nineteenth century had been established, or had transformed themselves, to focus upon discipline-based fundamental investigations.21 The land-grant model was reformulated, from agricultural research and extension, to entrepreneurial transfers of science-based industrial technology by faculty members and university administrators.The norms of science, a set of values and incentives for proper institutional conduct,22 have been revised as an unintended consequence of the second revolution. This (...) has happened through an accretion of gradual organisational changes that often go unnoticed, and through conflict that disrupts the status quo and makes change evident. The two forms of normative change became apparent in the emergence of group research and in controversies over conflicts of interest. With extensive financial support from government, large research groups began to replace the traditional form of professor and graduate student—still commonplace in the humanities—as the typical way of organising research, although group leaders were called “individual investigators”.23 Possessing many of the characteristics of a small business, apart from the profit motive, some of these research groups or “quasi firms” are only a short step away from turning into companies when the opportunity arises.Disputes about conflicts of interest are a step towards the transformation of norms. How they are resolved suggests the shape of the new norm; their continuation indicates that the outcome is still in question; their intensification increases the likelihood that a practice will be defined as deviant. Some conflicts of interest will be resolveable as norms change; others will be defined as fraud and be dealt with by the legal system. Conflicts of commitment may also be amenable to resolution, for example, by granting leave to establish a company. Integrating campus and company research reduces some of the potential for conflict, especially when the university holds the intellectual property rights in question.Under these new normative conditions what is left of the idea of the university as a source of disinterested expertise? As molecular biology departments have developed a complex network of industrial ties a new critical discipline of environmental science has grown up in academia. Universities are flexible institutions, capable of reconciling many diverse missions. (shrink)

Summary In the second half of the eighteenth century, the Prussian State supported savants who combined learned inquiry into nature with technical work. Members of the physical and mathematical classes of the Royal Prussian Academy of Sciences were involved in State projects such as surveying for the construction of canals, chemical analysis of Silesian iron, production of porcelain and of beet sugar. Some of these men were truly ‘hybrid’ experts living both in the worlds of State-directed manufacture and academic (...) natural inquiry. Among these savant experts there was a particular sub-group that is at the centre of this paper: mining officials who were also recognized as mineralogists, geologists and chemists. The paper describes and analyses the training and the varied technical and scientific activities of these ‘savant officials’. At the centre of attention are the travels of inspection of the mineralogist and mining official Carl Abraham Gerhard (1738–1821) in the late 1760s. I argue that Gerhard's travels of inspection were at the same time geological travels and that savant officials like Gerhard made a significant contribution to the fledgling science of geology. (shrink)

Corruption in higher education has raised concern among governments, citizens, and the education community worldwide. However, few papers have sought to explore the students’ willingness to engage in corrupt practices at the university level. The present study aimed to examine the influence of different corrupt behaviours and perceived corruption among peers on the corrupt intention of university students. 120 undergraduate students participated in a quasi-experimental design divided in 3 treatments to rate their willingness to engage in favouritism and embezzlement behaviours. (...) Results pointed out that students were more prone to committing a non-monetary behaviour favouritism– than a monetary behaviour –embezzlement–. Furthermore, there were not significant differences between the groups of control and high-corruption acceptance; while only the group of low-corruption acceptance showed significant lower rates when compared to the control and the high-corruption acceptance’s group. Practical recommendations need to address students’ perceptions of different corrupt practices, focusing on designing ethical training programmes aimed to raise awareness on the negative consequences of non-monetary activities. Future research directions could generate empirical support to prove if students are able to recognize the underlying mechanisms of subtle corrupt practices. (shrink)

This study aimed to identify the ethical issues faced by home care physicians and nurses, and the support they require. It was conducted in collaboration with the Japanese Association for Home Care Medicine from November to December 2020. An e-mail was sent to 2785 physicians and 582 nurses who are members of the society, requesting their participation in a web-based survey targeting physicians and nurses with practical experience in home care; 152 physicians and 53 nurses responded. Home care physicians (...) and nurses face ethical issues, some of which are that “the patient’s wishes cannot be reliably understood owing to their impaired decision-making capacity” and “there is disagreement between the patient and their family members over the necessary healthcare.” The respondents sought “experience with, and insight into, healthcare ethics” and “home care” from people with whom they would consult on ethical issues, but at the time of the actual consultation, those individuals were the main healthcare professionals involved with the patient. In addition, the respondents desired to have “multidisciplinary discussions in the community,” “participation of healthcare ethics experts at meetings,” and “meetings held by healthcare ethics experts” to discuss specific cases. Given these results and the history of healthcare ethics education in Japan—which has been implemented mostly for healthcare providers—we conclude that it is important for academic societies that offer healthcare ethics education to healthcare providers and regional core hospitals with ethics support resources to collaborate to provide ethics consultation services in the community. (shrink)

The study aimed to identify the knowledge management processes and their role in achieving competitive advantage at Al-Quds Open University. The study was based on the descriptive analytical method, and the study population consists of academic and administrative staff in each of the branches of Al-Quds Open University in (Tulkarm, Nablus and Jenin). The researchers selected a sample of the study population by the intentional non-probability method, the size of (70) employees. A questionnaire was prepared and supervised by a (...) number of specialists in order to obtain the results of the study. The study concluded that there is a positive direct relationship, that is, the higher the degree of application of knowledge management processes, the greater the degree of competitive advantage. Knowledge Technology came first with a score of 80.02% on all items. Competitive advantage came second with 81.74%. In the third place came "knowledge generation" where the total score on all paragraphs in this area (78.24%). In the fourth place, "knowledge transfer" (77.21%). "Developing and storing knowledge" came in fifth place (77.13%). "Acquisition of knowledge" came in sixth place (76.45%). Knowledge Organization ranked seventh (74.26%). The study recommended that the university should enable the employees to benefit from the experiences and expertise available to help generate knowledge. The University encourages the creation of knowledge through the system of incentives and open the way for creators to apply their creations and spread and invest in excellence and creativity. The university should design work performance levels based on the integration of knowledge and organize it according to policies that support freedom of research. The need for Palestinian universities to adopt a knowledge management approach. The need to adopt a system of incentives that rewards cognitive efforts, and give workers enough freedom to enable them to apply their knowledge. (shrink)

The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees from (...) the Palestinian universities was selected and the recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The study found the following results: There is an agreement about: the importance of the focus of "organizational structure" with an average approval, the importance of "technological infrastructure" axis with high approval, and the importance of "strategic" with an average approval. The results concluded that the study sample agree on the importance of "organizational dimension" highly. The results showed that the sample believe that the "strategic leadership" level in the universities got medium-approval. There is a fair level agreement about the axis of interest "teams / committees". There is an agreement about the importance of the "human dimension" moderately. The results showed that the sample is highly agreed about the importance of focus of the "knowledge management", and the focus of the "continuing education". They agreed weakly to somewhat about the importance of the focus of "scientific research", moderately agree about the importance of the center of "institutional culture", agree moderately on the importance of "cognitive dimension". The results showed that the sample largely agree on the importance of the focus of "strategic partnerships and alliances". They agree highly on the axis "keep up with the labor market" and on the focus of the importance of "technology incubators". The results showed that the sample moderately agree about the importance of the theme on "consulting and training", the importance of the focus of "social responsibility", and the focus of the "Community dimension". The study found a group of recommendations including: there is a need to provide suitable environment that achieve learning organizations. There is a need to develop the technological infrastructure (hardware, software, networks, databases, and human skills) because of the great advantages that they offer. The universities need to adopt knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments. The establishment of technology incubators in universities to adopt outstanding university research projects, to protect, to supports, and to market them; furthermore, to develop the capabilities and skills of employees in the field of information technology. (shrink)

With the advent of the Big Data era, information and data are growing in spurts, fueling the deep application of information technology in all levels of society. It is especially important to use data mining technology to study the industry trends behind the data and to explore the information value contained in the massive data. As teaching and learning in higher education continue to advance, student academic and administrative data are growing at a rapid pace. In this paper, we (...) make full use of student academic data and campus behavior data to analyze the data inherent patterns and correlations and use these patterns rationally to provide guidance for teaching activities and teaching management, thus further improving the quality of teaching management. The establishment of a data-mining-technology-based college repetition warning system can help student management departments to strengthen supervision, provide timely warning information for college teaching management as well as leaders and counselors’ decision-making, and thus provide early help to students with repetition warnings. In this paper, we use the global search advantage of genetic algorithm to build a GABP hybrid prediction model to solve the local minimum problem of BP neural network algorithm. The data validation results show that Recall reaches 95% and F1 result is about 86%, and the accuracy of the algorithm prediction results is improved significantly. It can provide a solid data support basis for college administrators to predict retention. Finally, the problems in the application of the retention prediction model are analyzed and corresponding suggestions are given. (shrink)

At present, the Chinese government is trying to resolve various social contradictions, such as people’s ever-growing need for a better life and unbalanced and inadequate development. To do so, urban governance practices including holistic governance, decentralized and interconnected governance, multiple participatory governance, and smart governance have been developed in China. Urban smart governance supported by mobile Internet, the Internet of Things, quantum computing, big data, artificial intelligence, and other information technologies has also entered the field of vision of academics and (...) administrators. However, the research and practice on the integration of organizational structure and smart governance technology for urban governance in China are still insufficient. Hence, this paper proposes the design of the organizational structure of an urban smart governance platform and presents the “1 + N” integrated smart information platform and the “power-sharing linkage, one-center and dual-track” platform construction command system. In this system, the functional module of the information platform for smart urban governance is elaborated. This paper contributes to promoting the modernization of China’s urban governance capacity, which can enhance social equity and social order, promote social democracy and rule of law, and enhance the efficiency of urban governance. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Feminist Studies 41, no. 3. © 2015 by Feminist Studies, Inc. 689 Susannah Bartlow White Fear in Universities: The Story of an Assata Shakur Mural No one is going to give you the education you need to overthrow them. No one will teach you your true history, teach you your true heroes if they know that knowledge will set you free. Theory without practice is just as incomplete as (...) practice without theory. The two have to go together. —Assata Shakur, quoted on a mural at Marquette University What does it mean to whitewash? To terminate? I have been tasting and retasting these words on my tongue after a mural of Assata Shakur at Marquette University was whitewashed, and I was fired—terminated —for having supported the mural, ending a fourteen-year career in feminist academia. As the founding director of the Gender and Sexuality Resource Center (GSRC), my job was to build an academic support office for women’s, gender, and LGBTQ+ education and empowerment. In the center’s third year, Amanda Smith (a Marquette senior) and Jeanette Martín (a community artist and program assistant at the center) envisioned, planned, and executed the Assata Shakur mural project as a way to invite greater community interest. In my role as director of the center, I supported the project, communicated it to senior leaders, and spread the word about the community-painting day in late March 2015. The mural was on display for six weeks at the GSRC before a storm of  Students fill in detail of the Assata Shakur mural at Marquette University’s Gender and Sexuality Resource Center. Photograph by Amanda T. Smith. News and Views 691 media coverage in mid-May prompted the university to cover the mural in white paint and fire me for my support of the project. My experience of this process was as rapid as it sounds: I received a few phone calls alerting me that the whitewashing of the mural was imminent and that there was a formal review of my leadership decisions, and I was fired twenty-four hours later. The idiomatic usage of “whitewash” tells us that something is shameful and that it has been, or ought to be, covered up. Whose cover-up was it—and whose shame? Over the six weeks it was on display at the center, the mural invited people into a quiet space off a hallway, and it had sparked discussion among staff, faculty, and students who used the space. The mural was one of very few images of a black woman anywhere on Marquette’s campus, and it contributed to a sense among many students of color that the GSRC was a space in which they were welcomed and safe and where they could be comfortable. Yet in the distortions of white supremacy, the mural looked like a threat, rather than an intellectual and community representation central to the university itself. Other recent cases of faculty repression, from Steven Salaita to Saida Grundy and Zandria Robinson, demonstrate how concerns about liability, finances, and public perception guide administrators ’ decisions about representation on campuses. Far from being liberal utopias, or even spaces that respect speech, universities remain testing grounds when students’ or educators’ actions present direct antiracist critique. What more clear or direct example of antiracist critique than the quotes we chose for the mural: Assata Shakur’s own words asserting the importance of street smarts and intellectual prowess, naming the power invested in knowledge systems and the importance of claiming that power for ourselves? Universities are, in our time, particularly responsive to pressure from the right. Private, nonprofit, advocacy organizations troll university websites looking for evidence of liberal bias; conservative media outlets publish student bloggers who feed the fantasy that the facts of United States history, presented without whitewashing, do not belong in classrooms. In particular, those who study the lives and knowledges of historically marginalized populations are in the crosshairs of right-wing attacks. In the case of the mural—and in each of the other cases cited above— it was either a right-wing news source or a powerful donor or decision 692 News and Views maker who raised concerns about leftist bias, civility, or... (shrink)

When Thomas Lyson developed the concept of Civic Agriculture, he provided a useful framework for considering a range of distinct but related professional areas. One such profession is dietetics. Registered dietitians work in a broad range of professional settings, including academic, clinical, administrative, hospitality, food service, and consulting. Dietetic practice has traditionally and primarily been informed by advances in understanding of the role nutrients and food play in enhancing health and reducing chronic disease risk. With support from the (...) American Dietetic Association (ADA), the largest credentialing organization for nutrition practitioners, an increasing number of dietetic professionals consider food and agricultural sustainability issues relevant to their training and practice. Longstanding organizational structures, practices, and alliances characterizing the association, however, may limit the extent to which the organization and its members unify around a concept of civic dietetics. Recent developments within the ADA indicating an emergence of civic dietetics. This paper suggests ways the civic agriculture concept may be applied to dietetic practice, and how civic dietetics may help further civic agriculture and sustainable food systems. (shrink)

Professors are increasingly encouraged to adopt multiple role relationships with their students. Regardless of professor intent, these relationships carry risks. Left unexamined is whether student–faculty social multiple relationships impact student in-class behaviors. Provocatively, our exploratory study provides empirical support suggesting that when undergraduate students perceive that their professors engage in the multiple faculty–student relationships of friendships, drinking (alcohol) relationships, and sexual partnerships, students report they are more likely to engage in uncivil behaviors in the professor’s classroom. Accordingly, our study (...) provides a backdrop against which to think more substantively about the professorial role and the boundaries that accompany it. (shrink)

Tuition and government funding does not adequately support the mission of many colleges and universities, and increasingly, corporations are responding to this need by making payments to institutions of higher learning with significant contracted expectations, including influence of the curriculum and content of college courses. One large, public banking corporation, BB&T, has funded grants to more than 60 colleges and universities in the United States to address what the corporation refers to as the “moral foundations of capitalism.” These grants (...) vary in size but average $1.1 million and typically require design of a new course that includes discussion of Atlas Shrugged, one of the novels of the author Ayn Rand. With many of the participating universities, the agreement with BB&T also stipulates the creation of chaired faculty positions, library reading rooms, designated capitalism centers, speaker series, scholarships, and the distribution of free student copies of Atlas Shrugged. Several ethics concerns about these grants, including their threat to academic freedom, are discussed in this article, as well as the need for focused guidance for university administrators regarding the temptation of large donations with attached questionable expectations. (shrink)

This paper questions the ethicality of commercial relationships between universities and external donors. By examining cases such as technology transfer and the outside funding of research interests, we identify possible conflicts of interest between the external provider of financial support and academic institutions. The reality today is that university administrators, who have significant decision-making powers, proactively seek large corporate sources of funding that may compromise academic values including academic freedom and the ability to make institutional decisions (...) without the influence of commercial interests. For example, Coca-Cola and Pepsi-Cola have provided extensive funding to universities in return for exclusivity rights to market their product on campuses even though such products may not be healthy alternatives to other soft drinks. Pharmaceutical and biotechnology companies may have opposing interests to faculty and universities if the results of research do not meet the expectations of the sponsors. Curricula issues may be slanted to promote the interests of a corporation or other provider of outside funding. Corporate partnerships between universities and companies such as Nike raise ethical questions when students or other members of the campus community object to the acceptance of financial support from a company that allegedly practices anti-social labor practices in developing countries. On the other hand, corporate funding can be used to supplement diminishing financial resources available to academic institutions, especially for public universities. One benefit of external funding is that it supports pharmaceutical and technology-oriented research and development into new products and processes that have the potential to serve the public good. One cost of such funding arrangements is that the acceptance of financial support from commercial interests solely to market their products on campus restricts the choices available to students that should exist in a free market economy such as in the U.S. The ethicality of the relationship between universities and commercial interests is a matter of concern because of the potential influence of providers of external funds to universities that can compromise academic freedom and objective decision making. (shrink)

Rapid changes in academic work environments raise ethical dilemmas in supporting students, implementing policies, and developing professional practice. New teaching technologies require academics to consider community aspects of learning and teaching and impacts on student learning in networked environments. This paper critically reflects on recent experience at a small Australian regional university adapting teaching- notably through on-line environments- to respond to student learning need diversity. Applying Shapiro’s use of the ethics of care, critique, justice and the profession to examine (...) ethical dilemmas associated with increasingly networked and on-line learning, the authors propose that an ethics of community will assist finding practical solutions to ethical dilemmas in curriculum development and delivery. This approach shifts from the individual as moral agent to ethical practice as communal processes. Considering community practices and processes can frame and critique learning and teaching approaches, policies and administration to assist students and staff develop ethical scholarship and professionalism. (shrink)

Numerous empirical studies have been conducted to examine first-generation college students, those individuals whose parents have not attended college. Their personality characteristics, cognitive development, academic preparation, and first-year performance have all been topics of research; yet there appears to be little in the literature exploring the motivation of these individuals to seek higher education. There are even fewer studies targeting academic motivation in Hispanic students. The purpose of this study is to conduct a phenomenological examination of the desire (...) to attend college among first generation Hispanic students participating in an academic support program. One-hour taped interviews were conducted with three volunteer participants enrolled in the Student Support Services program at Sul Ross State University. Meaning units and constituents were extracted, and general structures were developed using the Descriptive Phenomenological Method . The phenomenological analysis resulted in two structures that address the effectiveness of academic outreach programming and identify the roles of self-efficacy, successful experiences in high school, a desire for improved socioeconomic status, a need to contribute to the well-being of others, a break with tradition, and the influence of respected role models in facilitating a desire for higher education in first-generation Hispanic college students. (shrink)

In the context of academic research, a diversity of ethical issues, conditioned by the different roles of members within these institutions, arise. Previous studies on this topic addressed mainly the perceptions of researchers. However, to our knowledge, no studies have explored the transversal ethical issues from a wider spectrum, including other members of academic institutions as the research ethics board (REB) members, and the research ethics experts. The present study used a descriptive phenomenological approach to document the ethical (...) issues experienced by a heterogeneous group of Canadian researchers, REB members, and research ethics experts. Data collection involved socio-demographic questionnaires and individual semi-structured interviews. Following the triangulation of different perspectives (researchers, REB members and ethics experts), emerging ethical issues were synthesized in ten units of meaning: (1) research integrity, (2) conflicts of interest, (3) respect for research participants, (4) lack of supervision and power imbalances, (5) individualism and performance, (6) inadequate ethical guidance, (7) social injustices, (8) distributive injustices, (9) epistemic injustices, and (10) ethical distress. This study highlighted several problematic elements that can support the identification of future solutions to resolve transversal ethical issues in research that affect the heterogeneous members of the academic community. (shrink)

This book addresses Muslim business community members who have to deal with ethical situations on a day-to-day basis. It gives key principles of management from an Islamic point of view. Its goal is to help Muslims engaged in business to act in accordance with the Islamic system of ethics. The writer’s experience with different Islamic activities give him a practical background that supports and enlightens his academic knowledge in the vital fields of business management and administration.

Across career development and academic advising literature, scholars describe a common and unsettling tension between when to challenge and support students’ goals. Many programs of study include selective admission or gateway prerequisite courses. Students may also need to modify their goals while pursuing competitive employment or graduate school programs. As career professionals and academic advisors begin to perceive that students may not be able to achieve their aspirations, they may discuss different pathways and alternative careers. Some (...) class='Hi'>academic advisors use predictive analytics to identify students who may not progress within their chosen degree program, which further compounds the ethical dilemma. If practitioners do not engage in ethical inquiry and deliver feedback carefully, some students could experience distress or pivot away from their goals unnecessarily. As they discuss career alternatives, practitioners can consider the integrated literature review included in this article. Practitioners can use scholars’ different frameworks and thematic recommendations to bring equity and ethical integrity to their career conversations. (shrink)

This study investigated cheating behaviours, contributing factors, and strategies to enhance the integrity of assessment in an online learning context. The researchers conducted an analysis of the literature on students’ motivation to cheat in online modules and noted that there is limited research on the specific reasons why students cheat in online learning contexts. To contribute to this knowledge gap, this study set out to understand cheating in two English modules with first-year second language students, in an open distance and (...) e-learning institution in South Africa. The purpose of this study is (1) to investigate why students cheat in their online assessments, (2) to explore the contributing factors of cheating behaviours, and (3) to determine strategies to minimise cheating. Using qualitative methods such as focus group discussions with students, evaluation questions with markers, and one-on-one interviews with lecturers, the study found that cheating is a significant issue in distance education, with students admitting to various forms of cheating in online assessments. Using the social cognitive theory of moral disengagement, the study found that cognitive mechanisms motivate students to engage in unethical behaviour such as cheating. The study recommends implementing an interactive module design, lecturer training on student support, and stringent academic integrity policies to minimise cheating. There is a need for studies that explore the impact of cheating and the effectiveness of different strategies for minimising cheating and enhancing integrity in online assessment. (shrink)

Mentorship and collaboration necessarily shaped opportunities for women in science, especially in the late nineteenth century at rapidly expanding public co-educational universities. A few male faculty made space for women to establish their own research programs and professional identities. At the University of Minnesota, botanist Conway MacMillan, an ambitious young department chair, provided a qualified mentorship to Josephine Tilden. He encouraged her research on algae and relied on her to do departmental support tasks even as he persuaded the (...) class='Hi'>administration to move her from instructor to assistant professor in 1903. Resulting publications on Minnesota algae led her to look further west, first at Yellowstone National Park and then along the Pacific Northwest coast. After visiting a particularly productive littoral site on Vancouver Island, she suggested that they establish a Minnesota Seaside Station there. Over its seven years in operation under the Midwestern leaders, that location proved remarkably productive. At the remote site, the two operated within their typical but not inevitable gendered roles and deliberately defined their seaside station as unconventional. They expected participants to study productively and, at the same time, find imaginative ways to enjoy nature at a place far from urban amenities. Gendered expectations remained casual as participants moved both within and against them. This study investigates how, in the early twentieth century, the role and expectations of mentorship shifted as Tilden established her own independent research agenda. The Minnesota Seaside Station, in particular, proved significant in developing the leadership skills essential for her to pursue research in the Pacific region at a time when American expansionism and indigenous cooperation made sites accessible to academic researchers. (shrink)