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  1.  5
    Interinstitutional Perspectives on Contract Cheating: A Qualitative Narrative Exploration From Canada.Silvia Rossi, Margaret A. Toye, Nancy Chibry & Sarah Elaine Eaton - 2019 - International Journal for Educational Integrity 15 (1).
    This paper explores contract cheating from the perspectives of researchers at three post-secondary institutions in Alberta, Canada, describing their efforts to develop and advance awareness of, interventions against, and responses to contract cheating at their respective institutions. Contract cheating is when a third party produces or completes academic work for a student, and the student then presents the work as their own. The student might have personal connections to the third party, or the student might pay a fee and outsource (...)
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  2.  2
    Strengthening the Research Agenda of Educational Integrity in Canada: A Review of the Research Literature and Call to Action. [REVIEW]Rachael Ileh Edino & Sarah Elaine Eaton - 2018 - International Journal for Educational Integrity 14 (1).
    We present findings of a literature review on the topic of educational integrity in the Canadian context. Our search revealed 56 sources, published between 1992 and 2017. A historical overview showed a rise in the number of scholarly publications in recent years, but with an overall limited number of research contributions. We identified three major themes in the literature: empirical research; prevention and professional development; and other. Our analysis showed little evidence of sustained research programs in Canada over time or (...)
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  3.  3
    Academic Integrity and Contract Cheating Policy Analysis of Colleges in Ontario, Canada.Emma J. Thacker, Jennifer Miron, Sarah Elaine Eaton & Brenda M. Stoesz - 2019 - International Journal for Educational Integrity 15 (1).
    In this study, we analyzed the academic integrity policies of colleges in Ontario, Canada, casting a specific lens on contract cheating. We extracted data from 28 individual documents from 22-publicly-funded colleges including policies and procedures and code of conduct. We analyzed the characteristics of the documents from three perspectives: document type and titles; policy language; and policy principles. Then we examined five core elements of the documentation including access; approach; responsibility; detail; and support. Key findings revealed that specific and direct (...)
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    In Memory of Tracey Bretag: A Collection of Tributes.Robert Crotty, Brian Martin, Ide Bagus Siaputra, Jean Guerrero-Dib, Zeenath Reza Khan, Dukagjin Leka, Sabiha Shala, Tomáš Foltýnek, Phil Newton, Michael Draper, Gill Rowell, Stella-Maris Orim, Erica J. Morris, Thomas Lancaster, Irene Glendinning, Teresa Fishman, Rebecca Awdry, Katherine Seaton, Guy Curtis, Felicity Prentice, Saadia Mahmud, Ann Rogerson, Helen Titchener & Sarah Elaine Eaton - 2020 - International Journal for Educational Integrity 16 (1).
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    An Institutional Self-Study of Text-Matching Software in a Canadian Graduate-Level Engineering Program.Sarah Elaine Eaton, Katherine Crossman, Laleh Behjat, Robin Michael Yates, Elise Fear & Milana Trifkovic - 2020 - Journal of Academic Ethics 18 (3):263-282.
    This institutional self-study investigated the use of text-matching software to prevent plagiarism by students in a Canadian university that did not have an institutional license for TMS at the time of the study. Assignments from a graduate-level engineering course were analyzed using iThenticate®. During the initial phase of the study, similarity scores from the first student assignments were collected to determine a baseline level of textual similarity. Students were then offered an educational intervention workshop on academic integrity. Another set of (...)
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    The Paradox of Faculty Attitudes Toward Student Violations of Academic Integrity.Paul Douglas MacLeod & Sarah Elaine Eaton - 2020 - Journal of Academic Ethics 18 (4):347-362.
    This study investigated faculty attitudes towards student violations of academic integrity in Canada using a qualitative review of 17 universities’ academic integrity/dishonesty policies combined with a quantitative survey of faculty members’ attitudes and behaviours around academic integrity and dishonesty. Results showed that 53.1% of survey respondents see academic dishonesty as a worsening problem at their institutions. Generally, they believe their respective institutional policies are sound in principle but fail in application. Two of the major factors identified by faculty as contributing (...)
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