Addressing Contract Cheating Through Staff-Student Partnerships

Abstract When people hear the term “academic misconduct”, student cheating often comes to mind. In this chapter we provide a broader perspective, presenting formal definitions of the terms academic integrity and academic misconduct, arguing that such concepts should apply to all members of the academy. Unfortunately, research conducted in the UK and the US suggests that faculty and administrators engage in misconduct and unethical practice, in research as well as other domains. Here we review policy changes in Canada’s approach to dealing with research misconduct, with the aim of strengthening “Canada’s research integrity system” (HAL in Innov Policy Econ, 2009, i). We also present public accounts of academic transgressions by Canadian faculty and administrators, with a primary focus on research misconduct. A query of Retraction Watch found 321 retractions involving academics working in Canadian higher education institutions during the years 2010–2020. Articles in the press are then used to further highlight incidents of academic fraud and plagiarism, as well as questionable practices in student supervision, hiring practices, international student recruitment, and inappropriate interpersonal relationships. We conclude by calling for a comprehensive study of academic misconduct by faculty and administrators at Canadian higher education institutions as well as an assessment of how well the changes to Canada’s policies on research misconduct are working, particularly with respect to public disclosure. 

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Academic Misconduct in Higher Education: Beyond Student Cheating

Abstract This study discusses the mediating role of statistics anxiety and motivation in the relationship comprising academic dishonesty, personality traits, and previous academic achievements in three different learning environments (Face to Face -F2F, Planned Online Environment – POE, and Emergency Remote Teaching – ERT). Self-determination theory (SDT) provides a broad psychological framework for these phenomena. Data were collected from 649 bachelor-degree students in the Social Sciences in five Israeli academic institutions. Structural equation modelling was employed to investigate the research variables’ relationships. Findings indicate that statistics anxiety mediates the relationship between personality traits and academic dishonesty in the POE and the ERT learning environments. Findings also indicate the relationship between students’ achievements and academic dishonesty, but only in the ERT learning environment. In contrast, motivation mediates the relationship between students’ achievements and statistics anxiety only in the POE learning environment. This study unveils that learning environments determine the mediating role of statistical anxiety. In digital learning environments (POE, ERT), mediation has been found between students’ personality traits and academic dishonesty. No similar parallel mediation could be established in the physical learning environment, F2F. Thus, we conclude that online courses should be designed according to student-centred approaches. 

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Does statistics anxiety impact academic dishonesty? Academic challenges in the age of distance learning

Abstract In this chapter, I call on Canada’s higher education institutions to embrace Veritas (truth), in every aspect of the academy. Academic integrity must transcend discussions of student misconduct and apply to all that we are—our history, our research, our curriculum, our pedagogy, our purpose. Tracing Western higher education’s development from medieval times in Europe, through to the US and Canada, I make the case that the academy has paradoxically been both a dominating and liberating force since its inception. While imposing Western conceptions of morality and truth that have shifted over time, and supporting the imperialist ambitions of Church, monarchy and state, higher education has also elevated its graduates to positions of influence within society and advanced national aims. Despite credos of truth telling and missions of character development, higher education’s moral calling has been—and remains—highly questionable. Given the complex challenges the world is facing today, and the need for Canadian institutions of higher learning to confront their colonial roots, it is time for us to critically examine this history and explicitly (re)position integrity at the core of Canada’s higher education institutions. 

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Academic Integrity Across Time and Place: Higher Education’s Questionable Moral Calling

Abstract In this chapter we discuss the development of academic integrity in Canada. We begin by offering insights into how provincial and territorial educational governance and policy structures have affected academic integrity in Canada, compared to other countries, such as the United States. In particular, we discuss why it may not make sense for Canadian schools to try to adopt the American honour code model. We explore the evolution of higher education in Canada, highlighting the earliest incidents of academic misconduct on record as well as the development of academic integrity scholarship, focusing on significant contributions and its impact over time. In particular, we draw attention to the emergence of policies, practices, associations, and networks intended to help Canada’s higher educational institutions develop and strengthen cultures of integrity. Following, we discuss how the academic integrity landscape has shifted, noting recent trends such as the rise of contract cheating. We conclude with a call to action for more enhanced support for academic integrity scholarship to support advocacy, policy, and practice. 

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Academic Integrity in Canada: Historical Perspectives and Current Trends

Abstract Academic misconduct in Canada is a growing and complex concern, worthy of increased attention and concerted action. Yet, the press appears to be more actively engaged (at least more vocal) in raising concerns about integrity violations than many in our post-secondary institutions. This chapter presents a synopsis of the seminal work by Christensen Hughes and McCabe (in the Canadian Journal of Higher Education 36: 1–21, 2006), followed by an exploration of its treatment by the press—in particular MacLean’s magazine—following its release. We also present select stories of student misconduct as reported by the Canadian press from 2010 to 2020. From a review of these contributions, we suggest that misconduct in the academy appears to be growing in complexity, severity and by the variety of third-party stakeholders involved. Types of cheating identified in this review include: the use of wearable, wireless high-tech devices for communicating with accomplices; paying (bribing) TAs for answers and inflated grades; exam impersonation; plagiarism; and contract cheating (customized essay buying from freelance writers and essay sweatshops). Explanations provided in the press for these behaviours, include increasing numbers of international students, the proliferation of contract cheating services, and increased use of on-line assessment, resulting from the Covid-19 pandemic. The chapter concludes with a call to action, for all post-secondary institutions, to a greater commitment to academic integrity, including stepping up efforts to educate faculty and students as well as to embrace innovation in assessment design and invigilation practice. We also suggest advocacy for introducing laws that will help to deter contract cheating services. 

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Student Integrity Violations in the Academy: More Than a Decade of Growing Complexity and Concern

Abstract In this chapter I present an overview of contract cheating in Canada over half a century, from 1970 to the early 2020s. I offer details about a failed attempt at legislation to make ghostwritten essays and exams illegal in Ontario in 1972. Then, I highlight a 1989 criminal case, noted as being the first of its kind in Canada, and possibly the Commonwealth, in which an essay mill owner and his wife were charged with fraud and conspiracy. The case was dismissed by the judge, leaving the contract cheating industry to flourish, which it has done. I synthesize the scant empirical data available for Canada and offer an educated estimate of the prevalence of contract cheating. Finally, I conclude with a call to action for educators, advocates, and policy makers. I conclude with a call to action for Canadians to take a stronger stance against contract cheating. 

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Contract Cheating in Canada: A Comprehensive Overview

Abstract In the conclusion to this edited volume, we highlight key themes from the book, making reference to the particular chapters that address them. We discuss the symbolic importance of the work by situating previous work and celebrating milestones related to academic integrity in Canada. We acknowledge the limitations of the book and offer recommendations for future directions for research, practice, and policy. 

https://link.springer.com/content/pdf/10.1007/978-3-030-83255-1_31.pdf

Daniel Sánchez Huerta

Papers

Student Integrity Violations in the Academy: More Than a Decade of Growing Complexity and Concern

Contract Cheating in Canada: A Comprehensive Overview

Academic Misconduct in Higher Education: Beyond Student Cheating

Academic Integrity in Canada: Historical Perspectives and Current Trends

Conclusions and Future Directions for Academic Integrity in Canada