Handbook of Academic Integrity (eBook)

The book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to 'cut and paste', coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is 'on the rise'. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address - students copying sources without attribution - has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.

Tracey Bretag, BA(Hons), MA, EdD has an eclectic background in English literature, gender studies, Teaching English to Speakers of Other Languages and education. She teaches communication, ethics and professional development courses at the University of South Australia and is the Director of the Global Experience Program, a university-wide extra-curricular program designed to enhance students' global competencies. Tracey's research for the last decade has focussed on all aspects of academic integrity. She is currently the Project Leader of the Office for Learning and Teaching funded project, Extending and embedding exemplary academic integrity policy across the higher education sector and previously led the Australian Learning and Teaching Council funded project, Academic integrity standards: Aligning policy and practice in Australian universities (2010-2012). Tracey is the founding Editor of the International Journal for Educational Integrity, former Chair of the Asia-Pacific Forum on Educational Integrity, founding co-convenor of the International Association of Academic Integrity Conferences and 2014 in-coming Chair of the Advisory Board to the Center for Academic Integrity, in the U.S. Her most recent publications have included papers on academic integrity policy, students' understandings of academic integrity, publication ethics and issues of integrity for postgraduate research students.

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The book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to 'cut and paste', coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is 'on the rise'. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address - students copyingsources without attribution - has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.