Academic misconduct by students in higher education is a fact and is a challenge to the integrity of higher education and its reputation. Furthermore such misconduct is counterproductive to the ethics component of higher education.
Global attention begin in the 1990s with definitions and questions as to how common education corruption was; it then expanded to include the differences from one to another region, ranging from financial corruption and student plagiarism to sexual intimidation.
International research project “Impact of Policies for Plagiarism in Higher Education Across Europe” (IPPHEAE, EU funded, 2010-2013, Project Lead Partner: Coventry University, United Kingdom) carried out a survey in all EU countries.
The study sought to establish Zimbabwean university lecturers' and students' views on academic dishonesty with a focus on the forms of academic dishonesty practised by undergraduate students; reasons for the dishonesty; and ways of minimising the dishonesty.
Prevention and detection of plagiarism has formed the basis of much research, but student perceptions on plagiarism are arguably not well understood. This is particularly the case in the computing disciplines.
Joy, M.S.; Sinclair, J.E.; Boyatt, R. ; Yau, J. Y-K; Cosma, G.
The results of a large online student survey (n = 15,304), on academic integrity at six Australian universities, indicate that a majority of respondents reported a good awareness of academic integrity and knowledge of academic integrity policy at their university and were satisfied with the infor
The author looked for an answer to the question whether the occurrence of terms akademická etika (academic ethics - all forms) and akademická integrita (academic integrity - all forms) on the Internet and in the media in Slovakia in the 2002-2012 period corresponds wi
The Academic Integrity Rating System (AIRS) is modeled after the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment & Rating System (STARS).