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Media coverage suggests that ChatGPT can pass examinations based on multiple choice questions (MCQs), including those used to qualify doctors, lawyers, scientists etc. This poses a potential risk to the integrity of those examinations. We reviewed current research evidence regarding the performance of ChatGPT on MCQ-based examinations in higher education, along with recommendations for how educators might address challenges and benefits arising from these data. 53 studies were included, covering 114 question sets, totalling 49014 MCQs. Free versions of ChatGPT based upon GPT-3/3.5 performed better than random guessing but failed most examinations, performing significantly worse than the average human student. GPT-4 passed most examinations with a performance that was on a par with human subjects. These findings indicate that all summative MCQ-based assessments should be conducted under secure conditions with restricted access to ChatGPT and similar tools, particularly those examinations which assess foundational knowledge. [ABSTRACT FROM AUTHOR]

During clinical ethics consultation training, hands-on practice after acquiring the necessary knowledge under an experienced clinical ethics consultant's supervision is an effective method of obtaining technical and practical skills. However, in regions where clinical ethics consultation is still nascent, few experienced clinical ethics consultants exist. The number of clinical ethics consultation cases is small, making on-the-job training significantly difficult. To address this problem, this study developed a remote supervision program using e-mail and ZOOM and evaluated its effectiveness using Kirkpatrick's learning effectiveness model. The findings confirmed the good learning effects of both programs. In particular, ZOOM's learning effectiveness was greater than e-mail's in Level 2 learning effects. Nevertheless, remote supervision may be an effective method when in-person training is difficult, such as in countries with developing clinical ethics consultations or during the outbreak of infection. [ABSTRACT FROM AUTHOR]

This study presents a corpus analysis of academic integrity policies from Higher Education Institutions (HEIs) worldwide, exploring how they address the issues posed by technological threats, such as Automated Paraphrasing Tools and generative-artificial intelligence tools, such as ChatGPT. The analysis of 142 policies conducted in November and December 2022, and May 2023 reveals a gap regarding the mention of AI and associated technologies in the available academic integrity policies. Despite the growing prevalence of these tools in the 6-month period since the release of ChatGPT, no HEIs had produced revised academic integrity policies. Content analysis of 53 guidance documents produced by HEIs suggests an overall positive focus of Gen AI tools, yet advises caution. This study suggests a modification to Bretag et al.'s (Int J Educ Integr 7, 2011) exemplary academic integrity model, introducing "Technological Explicitness" — emphasizing the need to include explicit guidelines about new technologies in academic integrity policies. These results underscore the urgent need for HEIs to revise their academic integrity policies, considering the evolving landscape of AI and its implications for academic integrity. This paper argues for a multifaceted approach to deal with the issues of integrating technology, education, policy reform, and assessment restructuring to navigate these challenges while upholding academic integrity. [ABSTRACT FROM AUTHOR]

A number of key challenges impact on contemporary assessment design and practice in the tertiary education sector. This study explores the implementation of interactive oral assessment in two criminal justice subjects at an Australian university. The assessment is a scenario based one on one conversation between student and marker, designed to assess students authentically. Students were surveyed on their experience of this novel assessment item. Key themes derived from the data include assessment design and appropriateness, academic skill development, academic integrity, authenticity and professional practice, stress and preparation; and, challenges and concerns. The study found that interactive orals are an engaging means to rigorously assess students on practice-based scenarios and may help to enhance criminal justice employability skills. [ABSTRACT FROM AUTHOR]

Health sciences instructors hold a wide range of opinions about generative artificial intelligence (GenAI) such as ChatGPT, Bing, and Bard; however, many are uncertain about guiding students on how to use technology for assigned writing. Our survey of 62 public health instructors at a single institution highlighted their perceived benefits, limitations, and concerns about student use of GenAI for assigned writing. Perceived benefits included the completion of tasks unrelated to relevant learning such as spellchecking and reference formatting, as well as for certain writing activities such as brainstorming. Several identified the preparation for future workplace activities as a meaningful benefit. Important limitations and concerns included the worry that GenAI would inhibit learning, as well as ethical and equity-related concerns. Nearly half of instructors expressed concerns about whether using GenAI tools constitutes plagiarism or violates academic integrity. Nearly half of instructors also indicated concern about being able to detect whether a student completed an assignment with GenAI tools. Developing thoughtful guidance on technology use for assigned writing is important as it sets standards for academic integrity and supports learning. We used the survey data and applied backward design principles to develop the Brave New Words framework and three-step process described in this paper. This framework is intended to help instructors think through and ultimately develop guidelines for students on whether and how they should use technology for assigned writing. An example assignment and activity are used to demonstrate the framework. [ABSTRACT FROM AUTHOR]

As Twitter's (or X's) influence permeates aspects of education, researchers must consider how to ethically and effectively leverage the unique types of data that this social media platform offers. This paper provides recommended methodological practice considerations for working with qualitative Twitter data toward the advancement of education research. To inform our methodological protocol, we draw from a larger study that investigated disability disclosure during graduate school on Twitter. We use examples from our study to highlight similar protocol considerations that future researchers might take when working with qualitative Twitter data, including use of the website's advanced search feature and use of multifaceted analysis approaches for capturing this data's often unique complexity. We further provide ethical considerations for conducting social media research in education. Finally, we discuss the utility of the practices described in this article for moving education research forward via qualitative Twitter data. [ABSTRACT FROM AUTHOR]

The insistence on knowledge accumulation in modern educational discourses has led to the formation of exclusive dichotomies in various forms, most tangibly observable in the division of people into 'knowledgeable' and 'unknowledgeable'. What underlies this dichotomy is a conception of rationality based on which knowledge is seen as an 'instrument' which must necessarily result in a usable, profitable product. From a Levinasian perspective, the latter situation inevitably, if not purposefully, leads to the formation of the Other being located at the side of irrationality, hence an unnecessary entity within the knowledge economy. Analysing Werner Herzog's film, The Enigma of Kasper Hauser's (1974), this paper aims to show how irrationality, contrary to the belief of dominant educational/pedagogical discourses, can act as a source for creative thinking. The paper argues that by accepting the Other as the unknowable, we allow them to resort to their singularity as a source for imaginative thinking. [ABSTRACT FROM AUTHOR]

Purpose: Given the magnitude of the literature, a researcher must be selective of research papers and publications in general. In other words, only papers that meet strict standards of academic integrity and adhere to reliable and credible sources should be referenced. The purpose of this paper is to approach this issue from the prism of scientometrics according to the following research questions: Is it necessary to judge the quality of scientific production? How do we evaluate scientific production? What are the tools to be used in evaluation? Design/methodology/approach: This paper presents a comparative study of scientometric evaluation practices and tools. A systematic literature review is conducted based on articles published in the field of scientometrics between 1951 and 2022. To analyze data, the authors performed three different aspects of analysis: usage analysis based on classification and comparison between the different scientific evaluation practices, type and level analysis based on classifying different scientometric indicators according to their types and application levels and similarity analysis based on studying the correlation between different quantitative metrics to identify similarity between them. Findings: This comparative study leads to classify different scientific evaluation practices into externalist and internalist approaches. The authors categorized the different quantitative metrics according to their types (impact, production and composite indicators), their levels of application (micro, meso and macro) and their use (internalist and externalist). Moreover, the similarity analysis has revealed a high correlation between several scientometric indicators such as author h-index, author publications, citations and journal citations. Originality/value: The interest in this study lies deeply in identifying the strengths and weaknesses of research groups and guides their actions. This evaluation contributes to the advancement of scientific research and to the motivation of researchers. Moreover, this paper can be applied as a complete in-depth guide to help new researchers select appropriate measurements to evaluate scientific production. The selection of evaluation measures is made according to their types, usage and levels of application. Furthermore, our analysis shows the similarity between the different indicators which can limit the overuse of similar measures. [ABSTRACT FROM AUTHOR]

The teaching of ethics in teacher education programs is crucial for fostering the moral and ethical development of prospective teachers and shaping them into ethical role models for future students. This study, employing qualitative case study research, gathered data from undergraduates in teacher education programs to explore the best approaches for ethics education. It found that combining digital and case-based pedagogical methods, fostering an open-minded attitude among lecturers, and implementing a blend of Socratic and active learning techniques leads to the most favorable outcomes. Additionally, continuous formative assessment throughout the academic year is essential. To cultivate a teaching workforce with strong ethical and moral values, undergraduate courses in ethics and morality should be thought-provoking, integrating real-life cases with a mix of digital and tangible resources. The ethics course lecturer should not only serve as a role model and exhibit a caring disposition but also use effective teaching methodologies. The paper details key themes and categories for successful ethics instruction and offers specific recommendations. [ABSTRACT FROM AUTHOR]

The current study aimed to explore effective strategies for preventing cheating in online examinations by surveying students to determine their cheating strategies. A total of 406 Iranian students at BA, MA, and PhD levels in four programs, including English language teaching, English literature, Linguistics, and English language translation, participated in this study using a convenient sampling technique. The sample was drawn from 83 universities across all 31 provinces of Iran. The researchers developed a 30-item questionnaire and a 4-item interview to collect data. The results revealed that searching in PDFs and using social media groups were the most commonly used cheating strategies. To prevent this form of academic dishonesty, teachers used various strategies, the most effective being the use of conceptual questions and one-by-one oral exams with turned-on webcams. The main reason for students to cheat was their desire to perform better. The implications of this study are relevant for educational stakeholders, particularly teachers, and students, in promoting academic integrity. [ABSTRACT FROM AUTHOR]

AbstractAcademic integrity fosters a culture of honesty, trust, and respect within the educational community. Evidence indicates that manual plagiarism checks through human judgment remain prevalent in undergraduate theses, terminal assignments, and group projects in developing countries. To fill this gap, we engaged with students and staff of the Kwame Nkrumah University of Science and Technology, Ghana, to propose a new plagiarism detection architecture, a novel open-source algorithm, and a web-based application for plagiarism detection and prevention. We demonstrate the performance of our algorithms, discuss the results, and suggest avenues for future research to advance this field. [ABSTRACT FROM AUTHOR]

Background: There is an increase in human subject research in developing countries and conducting them in an ethical manner depends on the research ethics oversight in these countries. The purpose of this study is to evaluate the operational, financial, and educational characteristics of research ethics committees (RECs) at institutions in Vietnam and Laos. Methods: A validated self-assessment tool designed to assess nine major characteristics of RECs was translated into Vietnamese and Laotian. The translated surveys were delivered to and completed by representatives from RECs at institutions in Vietnam and Laos. The surveys were collected, translated back into English, and scored. The data was analyzed to identify potential areas of strength and areas for improvement. Results: The mean survey score for the 19 RECs surveyed was 165.3 out of a maximum of 200 points with a standard deviation of 22.9. Committees scored the highest in the review of specific protocol items (95.6%), submission arrangements and materials (89.5%), and the policies referring to review procedures (85.6%) domains. RECs scored the lowest in the resources domain (65.5%), with only 26.3% of committees having an annual budget. Nearly all RECs have standard operating procedures (94.7%) and policies for disclosing conflicts of interest (89.5%). Most committees use prior ethics training as a criterion to select REC chairs (78.9%) and members (73.7%), with the majority of committees requiring a training course in ethics (76.5%). 68.4% of committees have continuing education in ethics for members and only 42.1% of committees have a budget for member training. Conclusion: This study demonstrated that RECs in Vietnam and Laos have strong foundational review processes for research protocols. Important areas of improvement include improved institutional oversight, financial and administrative resources, and the continued ethics education for current committee members. [ABSTRACT FROM AUTHOR]

AbstractTo address the current lack of knowledge about clinical ethics fellowship programs (CEFPs), we surveyed all 36 programs in the U.S. and Canada. The number of CEFPs has grown exponentially over the last 40 years and far exceeds previous estimates. Commonalities among CEFPs include: 88.8% require an advanced degree or rarely accept applicants without one; 91.7% of programs do not restrict applicants to a specific background such as medicine or philosophy; and 88.9% of programs compensate fellows. CEFPs vary widely on numbers of fellows trained in the last 3 years (1–111), numbers of consultations performed by each fellow (0–450), and salaries paid ($0-$95,000). Less than half of programs meet CEFP standards established by ABPD. Nonpaying programs and larger programs tend to have lower admission standards and lower expectations for fellows. We hope these data will help inform CEFP standards that promote quality and consistency without stifling desirable diversity and innovation. [ABSTRACT FROM AUTHOR]

The article investigates the issue of expert neutrality in the example of the Karabakh conflict. It interrogates the notion of neutrality. The expert publications are studied using the following methodology: first the information included in the text is analysed; second the silences of those texts are considered. In most cases, the experts rely on comparisons of two sides that present what appears to be a balanced picture. Two types of silences were revealed: experts practically always ignore the wider context that could upset the equilibrium of their analysis; expert analysis avoids considering those facts that do not fit the paradigm of bothsidesism. The article argues that this approach produces a normalization of the conflict for the international audience, which creates a dangerous precedent, whereby it successfully conceals a potential genocide in the making from international scrutiny. [ABSTRACT FROM AUTHOR]

The aim of this paper is to turn attention to the role of affects and emotions in fundamentalism, and examine two interrelated dilemmas that emerge when university instructors come across students who express fundamentalist beliefs and emotions in the classroom: pedagogical and ethical dilemmas. The paper examines these dilemmas through the analysis of an incident in which the author engaged with a student holding religious fundamentalist beliefs. The analysis brings two significant bodies of literature together – the literature on fundamentalism in different disciplines and the body of work that theorizes the cultural politics of affect and emotion – and sheds further light on an emerging concept in education, namely, 'emotional fundamentalism.' Through an examination of the ways in which affects and emotions are entangled with fundamentalism, the paper suggests ways in which educators and scholars may expand the concept of 'emotional fundamentalism' and rethink how we might engage with it in higher education. [ABSTRACT FROM AUTHOR]

This article provides a conceptual reformulation of Merton's scientific ethos widely known by the acronym CUDOS (i.e. communism, universalism, disinterestedness and organised scepticism). While Merton perceived the threat to the autonomy of science as coming from outside the walls of academe, mainly in the form of nationalism and racism, the subsequent rise of neoliberalism and global market forces means that the scientific ethos is being undermined largely from within the university itself, leading to the DECAY (i.e. differentialism, egoism, capitalism and advocacy) of CUDOS. The STEM-ification of the humanities and social sciences academic community has led to the rise of a post-academic ethos. This manifests itself in professional pragmatism with academics facing both ways at the same time by remaining largely committed to Mertonian norms in theory but needing to adapt to the performative demands of DECAY as a new set of institutional norms that prevails in practice. [ABSTRACT FROM AUTHOR]

The purpose of this study is to critically review the effect of generative artificial intelligence (GAI) tools on higher education and research in the tourism and hospitality (TH) field. This manuscript identifies capabilities and implications of these GAI applications through a theoretical lens. GAI adoption in TH education can facilitate personalized learning experiences, enhance the technological competence of students, and foster a more diverse and inclusive learning environment. For academic research, GAI-enabled technologies may revolutionize data collection, analysis, and writing in a myriad of ways. However, there are multiple ethical and legal concerns associated with adoption that must be considered. At the end of this paper, we propose ten discussion questions aimed at stimulating conversation about adoption of GAI tools in TH education and research. [ABSTRACT FROM AUTHOR]

When academic integrity is maintained not only in the framework of education but also in professionals’ lives, educational institutions have a moral commitment to generate graduates of high quality for the greater community. Graduates are expected to be both competent and ethical in their professional lives. This study builds on previous academic integrity research to delve into students’ ethical decision-making in real-world situations. During regular class time, undergraduate students from public and private universities in Surabaya, Indonesia, were surveyed (N=496). Using a twosample t-test approach, the current study found students’ perceptions of their ethical perspective and situations in the workplace differed from their perceptions of themselves in current academic environment. This finding is worrisome because students who perceive themselves as lacking moral consistency believe that they have strong ethical convictions. Even though there was evidence to back up Lawson’s claim that the usefulness of an action is more essential than its ethicality, a workplace ethical decision reveals an anomaly in the operation of ethical decision-making. This study highlights the significance of cultivating risk-related decision-making throughout the educational process and should be encouraged as positive stimulant that prepares students for the ethical difficulties of the professional world. [ABSTRACT FROM AUTHOR]

Organizations involved with gene editing may engage with the public to share information and address concerns about the technology. It is unclear, however, if the information shared aligns with what people want to know. We aimed to understand what members of the public want to know about gene editing in animals by soliciting their questions through an open-ended survey question and comparing them with questions posed in Frequently Asked Question (FAQ) webpages developed by gene editing stakeholder organizations. Participants (338 USA residents) asked the most questions about gene editing in general and animal welfare. In contrast, FAQ webpages focused on regulations. The questions survey participants asked demonstrate a range of knowledge and interests. The discrepancy between survey participant questions and the information provided in the FAQ webpages suggests that gene editing stakeholders might engage in more meaningful public engagement by soliciting actual questions from the public and opening up opportunities for real dialogue. [ABSTRACT FROM AUTHOR]

This essay examines strategies for thoughtfully integrating generative AI (Gen-AI) into management curricula to enhance student learning while mitigating risks like overreliance. We make the case that outright resistance is counterproductive; instead, management educators should embrace Gen-AI's potential to create more engaging, experiential learning aligned with andragogical principles. We provide a conceptual framework mapping nine Gen-AI objectives to the principles of andragogy. A semester-long course example illustrates this framework in action through AI activities fostering autonomy, competence, and real-world application. Student surveys revealed overwhelmingly positive perceptions of Gen-AI integration and improved exam scores. However, dependence risks remain. The essay discusses strategies to enhance critical thinking, personal growth, and academic integrity. Overall, we propose that prudent Gen-AI adoption can enrich management education, but long-term vigilance regarding overreliance is vital. [ABSTRACT FROM AUTHOR]

Abstract We reflect on AI’s implications for management and organization research. Advanced language models like ChatGPT can analyze large datasets and generate human-like text, potentially disrupting academic research and knowledge production. While potentially helpful, the technology evokes concerns about, for example, inaccuracies and accountability, inadvertent plagiarism, and confidentiality breaches. We also reflect on potential systemic consequences such as the erosion of creativity, analytical thinking, and the human voice. Overall, our stance is cautious optimism. We require full disclosure regarding AI’s role in research, and advocate for maintaining human oversight and critical engagement with AI to preserve the integrity and originality of academic work. [ABSTRACT FROM AUTHOR]

AbstractCheating attracts a significant amount of attention in conversations about assessment, and with good reason: if students cheat, we cannot be sure they have met the learning outcomes of their course. In this conceptual article we question the attention given to cheating as a concept and argue that the broader concept of validity is a more important concern. We begin by questioning what cheating is, why it is wrong, and how justifiable the approaches used to address cheating are. We then propose a reframing of cheating as subsumed by assessment validity. In this view, cheating is addressed without moralising, as part of the broader positive mission of assurance of learning. This perspective highlights how attempts to improve validity by addressing cheating can sometimes make validity worse, for example when an anti-cheating technology reduces cheating but creates problems for inclusion. In shifting focus from cheating to validity, we hope to draw renewed attention to what matters most in assessment: that we know our graduates are capable of what we say they are. [ABSTRACT FROM AUTHOR]

The lack of formal education in research ethics is a significant issue for the ethical conduct of research in Serbia. We conducted a cross-sectional survey on a sample of researchers and ethics committee members in Serbia to evaluate their self-assessed competence and educational needs in research ethics. Results indicated that previous ethics education had a significant effect on respondents’ perception of their own competence in addressing issues like informed consent, authorship, and publishing. Respondents expressed a high motivation for further research ethics education. Moreover, the study revealed that researchers with different specializations and different research experience have different educational needs. [ABSTRACT FROM AUTHOR]

The emergence of ChatGPT, a Generative AI program, has sparked discussions about its teaching and learning value, and concerns about academic integrity in higher education (HE). An extant review of the literature indicates that a scarcity of research exists on GenAI, specifically a synthesis of the official views, guidelines and articles of top-ranked universities on the use, limitations, challenges, and opportunities brought by ChatGPT in the early phase when ChatGPT was released in 2022 until early May 2023, which can offer insights into the concerns and recommendations for educators. Using the corpus assisted discourse analysis approach, this study identified the key themes and emotions elicited by evaluations of the ChatGPT situation from a self-built corpus containing 151 articles from 47 top-ranked U.S. universities and 34 U.K. ones. Our findings indicated three prominent themes discussed on official websites, including ChatGPT as a text and content generator, use of ChatGPT in teaching and learning, and potential implications and opportunities of using ChatGPT in HE. Further examination revealed that bias, concern, worry, threat, fear, and trust were the prevailing emotions relating to ChatGPT. Illustrated with examples collected from our corpus, this paper offers an in-depth discussion of universities' first responses to the use of ChatGPT. The insights gained have some pedagogical implications for academics, researchers and educators and may inform policy and practice in HE on the use of GenAI. [ABSTRACT FROM AUTHOR]

A challenging aspect of online education is assessment since academic integrity could be violated due to students' cheating behaviors. The current qualitative research investigated English teachers' perceptions of why students cheat in online assessments. Besides, it attempted to find strategies to reduce cheating in online assessments. Twelve teachers (seven males and five females) with at least 5 years of teaching experience in different high schools in Tabriz, Iran, participated in the study. Data were collected through semi-structured interviews and were analyzed using MAXQDA version 2022. Freedom in the absence of an invigilator, unpreparedness for assessment, getting better grades/outcomes, low self-esteem/self-confidence, shortage of time/poor time management, peer influence or competition, not taking assessment seriously, fear of failure/bad assessment outcomes, and lack of respect for academic rules/the teacher were some reasons of cheating in online assessment revealed by the analysis of the data. The teachers suggested strategies to curb cheating in online assessment, such as randomizing questions, using open-ended and essay-format questions, designing different test methods and question types, restricting exam time, designing learner-specific questions, showing one question at a time, and providing clear exam instructions. The study has some pedagogical implications for faculty members and administrators. [ABSTRACT FROM AUTHOR]

In Moroccan higher education, the integrity of examinations is paramount, yet it faces the persistent challenge of identity impersonation. This form of academic dishonesty not only undermines the credibility of educational institutions but also contributes to the graduation of incompetent students. In an era where artificial intelligence is revolutionizing various sectors, its application to upholding academic integrity is both timely and essential. This paper proposes an advanced deep learning-driven fingerprint verification model specifically designed to combat impersonation in university examinations. Unlike traditional methods, our model leverages the power of Siamese neural networks (SNN), renowned for their effectiveness in learning distinct features and similarities. The model, trained, validated, and tested using the SOCOFing dataset, demonstrated high accuracy and effectiveness in fingerprint identification, crucial for verifying identities in educational exam settings. It achieved an accuracy of 99.29%, and an F1 score of 99.27%, surpassing other systems and significantly contributing to examination integrity in Moroccan higher education. [ABSTRACT FROM AUTHOR]

The article explores the peculiarities of ensuring academic integrity and data reliability in preparation for publication in sources indexed in Web of Science. The main stakeholders in the process of ensuring data integrity and reliability are identified. The main technical and ethical issues that arise in the organization of this process are highlighted. The publications in the Academic Review for the period of indexing this source in WoS are analyzed in terms of ensuring data reliability and the relevant policy is reviewed. The main aspects of ensuring academic integrity and data reliability in the format of “science-society” interaction are analyzed and the call of the Alfred Nobel University for the creation of a research quality assurance association in Ukraine, which would combine the efforts of the scientific community and society aimed at ensuring integrity and reliability, is formulated. The article describes in detail the initiative of the Alfred Nobel University to ensure academic integrity and reliability of data in publications indexed in scientific databases and outlines the conditions for participation in it. The ethical and technical problems of using artificial intelligence tools in the preparation of scientific publications are considered. The possibilities of counteracting academic plagiarism using artificial intelligence tools are analyzed. Recommendations are given on the use of artificial intelligence tools to improve the quality of research, especially when analyzing achievements in the chosen field and choosing a methodology. Recommendations for ensuring academic integrity in the use of artificial intelligence tools in the preparation of publications and the development of appropriate journal policies on this issue are formulated. A quantitative comparison of the time parameters of the preparatory cycle of the main publishers of scientific literature is carried out. The author presents the sign “Perspicuitas et Fides” (transparency and reliability – Latin), which will be used by the editorial board to mark publications in which the authors are responsible for ensuring the reliability of the original research data and open access to them. The current structure of scientific publications on the websites of leading scientific publishers is analyzed. The motivation of scientists to ensure open access to data was analyzed. An appeal was made to other colleagues who administer publications indexed in scientometric databases to join the initiatives of the Alfred Nobel University [ABSTRACT FROM AUTHOR]

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Promises ethics in service triangle context on higher education can be met if performance improves superior performance and be given the implications for competitive advantage. The purpose of this study was to analyze and determine promising ethics in service marketing triangle and competitive advantage of higher education. The research method used is survey method, namely descriptive and explanatory. The number of respondents in the study is 330 students of the polytechnic in West Java, which is determined by sampling technique, which is cluster proportional random sampling. The hypothesis testing was done using a multivariate statistical test of the Partial Least Square (PLS). The data processing was done with smartPLS 2.0 programs and Statistical Programs of Social Science (SPSS) for Windows. The results show that: The promising ethics in service triangle context and competitive advantage influence as well but not quite good. The promising ethics in service marketing triangle context can be met also if performance improves international collaboration on higher education as well, so that promises ethics can be achieved optimally and be given the implications for competitive advantage of higher education. The goal of internationalization of higher education are: 1) improve the quality of education; 2) improve the quality of research; 3) improve the competence and capacity of academic staff and researchers; 4) improve the competence and capacity of graduates; 5) enhance the college's reputation in the eyes of the international and financial gain; and 6) respond to the demands of the labor market of qualified internationally. There are five (5) general principles of corporate governance known as good corporate governance (GCG). Those are: Transparency, Accountability, Responsibility, Fairness and Indepandency. [ABSTRACT FROM AUTHOR]

This study delves into the GenAI academic integrity policies within tertiary education, with a special focus on international students. Through qualitative analysis of 131 policies from 11 countries, it aims to highlight the overlooked needs of these students amidst the rise of GenAI technologies. The methodology involves a document review and SWOT analysis to assess policy inclusivity. Findings indicate a significant underrepresentation of international students in policy considerations, despite their notable economic impact. This novel research pioneers in its specific focus on international students in examining the intersection of GenAI and academic integrity, revealing a critical need for inclusive policy reform. Despite limitations such as potential selection bias, the study's contributions lie in its call for a more equitable approach to policy development, ensuring international student voices are heard. It concludes with an urgent recommendation for HEIs to integrate diverse student perspectives to uphold academic integrity in the digital era. [ABSTRACT FROM AUTHOR]

This paper examines the influence of generative artificial intelligence (AI) on academic values in a constantly changing world characterized by volatility, uncertainty, complexity and ambiguity (VUCA). It highlights the necessity of adaptability in both personal and professional domains and stresses the significance of modifying values in response to ongoing changes. While core values such as ethics and academic integrity remain constant in this everevolving landscape, the emergence of generative AI necessitates the integration of new values and perspectives to address these complexities. This requires establishing clear guidelines and ethical standards for the incorporation of AI into education. The exploratory research indicates that students recognize the advantages of AI but are concerned about issues such as deception and reduced creativity. The study argues for a balanced approach to AI that recognizes its capabilities while addressing ethical dilemmas. The paper highlights the importance of maintaining fundamental educational values and encourages cooperation between educators and policymakers. The aim is to create a learning environment that benefits from AI while keeping ethical standards high. [ABSTRACT FROM AUTHOR]

Taking a human-centered socio-cultural perspective, this study explored the manifold individual and structural processes that contribute to researchers' AI readiness. Forty-three graduate students and faculty at one university in Qatar took part in this Q methodology study. The results represented participants' collective perspectives on what they considered relevant to their AI readiness. A 5 + 1-factor solution was accepted, illustrating diverse perspectives and no consensus. The factors were termed based on their main foci, as follows, (F-1) how technical skills are acquired, (F-2) when it is all about ethics, (F-3) when technical skills meet ethical considerations, (F-4a and F-4b) when opposites concede, and (F-5) how collaborations reflect AI readiness. The results revealed the diversity of viewpoints among participants, and the interrelations among some factors. This study recommended a holistic approach to enhance AI readiness. It suggested integrating targeted educational initiatives and developing localized ethical frameworks to promote responsible AI use across various research disciplines. [ABSTRACT FROM AUTHOR]

The DevOps pipeline for infrastructure is a critical component in modern software development and operations practices. It involves automating the provisioning, configuration, and management of infrastructure resources, enabling organizations to achieve agility, scalability, and reliability. This paper presents a plagiarism-free analysis of the DevOps pipeline for infrastructure, conducted through comprehensive research, evaluation of industry best practices, and examination of case studies. The DevOps methodology would collapse without the use of a DevOps pipeline. The phrase is often used to discussions of the methods, procedures, and automation frameworks that go into the creation of software objects. Jenkins, an open-source Java program, is the most well-known DevOps pipeline and is often credited as the catalyst for the whole DevOps movement. Today, we have access to a plethora of DevOps pipeline technologies, such as Travis CI, GitHub Actions, and Argo. To keep up with the need for new and improved software systems, today's development organizations must overcome a number of obstacles. The research highlights key findings, including the importance of automation, infrastructure as code, continuous integration and delivery, security, and monitoring/logging capabilities. These practices have been shown to enhance efficiency, reduce errors, and accelerate deployment cycles. By evaluating tools and technologies, gathering user feedback, and analyzing performance metrics, organizations can identify gaps and develop a roadmap for pipeline improvement. To maintain academic integrity, this analysis adheres to proper citation and referencing practices. Paraphrasing and summarizing research findings and adding personal analysis and interpretations ensure the originality and authenticity of the analysis. Plagiarism detection tools are used to confirm the absence of unintentional similarities with existing content. [ABSTRACT FROM AUTHOR]

While it is important to research the negative impact of generative artificial intelligence on academic integrity, academics should focus most of their efforts on the opportunities these technologies present for improving pedagogical practices. In this note, I attempt to flip the narrative from one of fear to one of opportunity. I suggest that academics should research the use of generative AI to improve teaching effectiveness and efficiency. I offer various practical suggestions on how these tools can be used to advance pedagogical practices, with specific business law examples. [ABSTRACT FROM AUTHOR]

AbstractPurpose of articleMethodsResultsConclusionsThis paper explores issues pertinent to teaching and assessment of clinical skills at the early stages of medical training, aimed at preventing academic integrity breaches. The drivers for change, the changes themselves, and student perceptions of those changes are described.Iterative changes to a summative high stakes Objective Structured Clinical Examination (OSCE) assessment in an undergraduate medical degree were undertaken in response to perceived/known breaches of assessment security. Initial strategies focused on implementing best practice teaching and assessment design principles, in association with increased examination security.These changes failed to prevent alleged sharing of examination content between students. A subsequent iteration saw a more radical deviation from classic OSCE assessment design, with students being assessed on equivalent competencies, not identical items (OSCE stations). This more recent approach was broadly acceptable to students, and did not result in breaches of academic integrity that were detectable.Ever increasing degrees of assessment security need not be the response to breaches of academic integrity. Use of non-identical OSCE items across a cohort, underpinned by constructive alignment of teaching and assessment may mitigate the incentives to breach academic integrity, though face validity is not universal. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has been integrated into higher education (HE), offering numerous benefits and transforming teaching and learning. Since its launch, ChatGPT has become the most popular learning model among Generation Z college students in HE. This study aimed to assess the knowledge, concerns, attitudes, and ethics of using ChatGPT among Generation Z college students in HE in Peru. An online survey was administered to 201 HE students with prior experience using the ChatGPT for academic activities. Two of the six proposed hypotheses were confirmed: Perceived Ethics (B = 0.856) and Student Concerns (B = 0.802). The findings suggest that HE students' knowledge and positive attitudes toward ChatGPT do not guarantee its effective adoption and use. It is important to investigate how attitudes of optimism, skepticism, or apathy toward AI develop and how these attitudes influence the intention to use technologies such as the ChatGPT in HE settings. The dependence on ChatGPT raises ethical concerns that must be addressed with responsible use programs in HE. No sex or age differences were found in the relationship between the use of ChatGPTs and perceived ethics among HE students. However, further studies with diverse HE samples are needed to determine this relationship. To promote the ethical use of the ChatGPT in HE, institutions must develop comprehensive training programs, guidelines, and policies that address issues such as academic integrity, privacy, and misinformation. These initiatives should aim to educate students and university teachers on the responsible use of ChatGPT and other AI-based tools, fostering a culture of ethical adoption of AI to leverage its benefits and mitigate its potential risks, such as a lack of academic integrity. [ABSTRACT FROM AUTHOR]

AbstractSchools self-identify as caring communities and teach young children to be caring for each other. But schools also teach other contradictory and competing messages, such as individualism and self-reliance, rationalist concepts of justice and meritocracy, and other neoliberal approaches to life and community. Furthermore, while endorsements of care are commonly found in educational institutions, caring is not always (or even often) practiced or regarded as a major aim in schools, in contrast with human capital approaches to youth development. This essay examines how schools do and don’t care. At its core is the rearticulation of care ethics in education, and what caring means within the contemporary field. Over time, enthusiasm for care ethics has peaked and waned. It begins with a brief explanation of what caring is within the field of care ethics, before it considers how caring is ideally involved in education. In this case, discourses of care ethics and caring in education can be coopted against the writings of care ethicists to complement positive psychology, socially conservative character education and civic education, and individualistic and neoliberal approaches to education. As a result, schools can appear to care, but do so in highly distorted ways. These distortions, I argue, do not reveal fundamental limitations or flaws within care ethics approaches to care. Instead, they demand a reconsideration and rearticulation of care ethics in the contemporary education landscape: a context which has changed considerably since debates and articulations of care ethics in the 1980s. [ABSTRACT FROM AUTHOR]

The global pandemic forced educators at all levels to re-evaluate how they would engage content, generate relevance, and assess the development of their students. While alternative grading strategies were not necessarily new to the world of chemical education research (CER) in 2020, the pandemic accelerated the examination of such principles for instructors who wished to prioritize learning over compliance with course policies and eschew points for grading. This article describes the transformation of a traditional lecture organic chemistry course under new, standards-based principles. Working from a discrete set of grouped learning outcomes, these courses aim to clearly define standards, give helpful feedback, indicate semester-long student progress, and allow for reattempts without penalty using a token system. Students explore both core (all of which must be passed in order to show progress) and non-core (students can choose a majority of these to pass) learning outcomes in a variety of formative and summative assessment approaches. Unique to the reformatting of these courses is the use of collaborative, take-home assessments, integration of multiple-choice questions, ungrading of student-submitted summary notes, live solving of select problems with peer feedback, and a learning check system that reinforces the flipped nature of content delivery. Another distinctive feature of the courses is the requirement for students who reach a certain threshold of repeating learning outcomes to perform in-person problem solving for the instructor. Overall, students report that the structure of the courses reduces their general and specific anxiety, lowers the temptations to challenge their academic integrity, and increases their own learning self-monitoring, reflecting known pedagogies of metacognition. The instructor reports that alternative grading strategies take far less time, generates more meaningful feedback, and shifts student attitudes away from final grading and toward genuine learning. [ABSTRACT FROM AUTHOR]

Early Education is a strategic area for individual and social development. Kindergartens are spaces for ethical practice, where teachers make decisions for the children they are responsible for. The major aim of this theoretical study is to propose approaches to ethical decision-making in working with young children, with the role of improving self-reflection for teachers and future teachers. The secondary aims of the study are: 1. To identify the values and ethical guidelines for ethical-decision in Early Education; 2. To establish core concepts for approaching ethical issues, including the use of ethical codes; 3. To propose case studies in order to stimulate teachers' ethical reflection. A set of basic ideas of professional ethics in Early Education is presented below: (a) The Early Education profession is primarily an emotional, relational and ethical practice. Teachers bring to school their personal values, from the places where they live. (b) In order to make ethical decisions teachers need to understand the difference between the professional ethics area and the personal area. (c) Teachers should not confuse personal dilemmas with professional ethics dilemmas. Our study can provide guidelines for developing a professional learning protocol to support teachers' ethical reasoning. Reflection on issues of ethical practice exposes teachers and future teachers to various perspectives, expanding their knowledge of children and teaching. [ABSTRACT FROM AUTHOR]

Academic integrity is part of the process that explains the communication of information in an ethical manner. Although the prevalence of dishonest acts at university has been noted, it is an aim of the educational system to analyse what motivates them from an age prior to their incorporation into university studies. The aim of this work is to collect the visual‐narrative representation of academic plagiarism made by secondary school and university students, as well as to analyse their perception of it and discover the keys that explain this malpractice. A participatory study was carried out, in which two high school students took on the role of co‐researchers in training. Information is collected from 178 students from three schools in Spain and Portugal through participatory photography or Photovoice. It is analysed with Maxqda22 software in two stages: (1) deductive analysis of the narratives, identifying categories and thematic codes, in a participatory way with the trainee researchers; and (2) inductive analysis of images and metaphorical expressions. The results allow us to outline three representations of the action of copying: as a punishable act, as a picaresque act and as a quick and easy opportunity for the student. This classification reveals the issues that dominate the discourse of the participants, suggesting the effects and causes that aggravate the commission of plagiarism: the simplicity of the process and the possibility of not being detected. [ABSTRACT FROM AUTHOR]

Many university educators have argued for a need for academic integrity education as an alternative to a focus on students' and scholars' compliance with academic rules and conventions (Brimble, 2016; Christensen Hughes & Bertram-Gallant, 2016; Hutton, 2006). I argue that the universal ethical-moral discourse of academic integrity disciplines subjects to comply with frequently alienating academic practices. This ethical discourse focuses on individual responsibility, in turn rendering invisible the authority of sometimes dysfunctional and oppressive instructional and summative assessment practices. Taking a Bakhtinian dialogic authorial perspective, the paper calls on students, scholars, instructors, and academic advisors to engage in critical ontological dialogue on diverse responses and motivations in regard to academic demands and deeds. Dialogue on situated instead of universal ethics in academic settings contextualizes and problematizes not just individual actions but also the ethics of the summative assessment regime, the instruction, the curriculum, authority dynamics, and the educational system as a whole. This discussion on academic integrity violations calls on educators to consider the ethical value of separating summative assessment from instruction. [ABSTRACT FROM AUTHOR]

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Implementation of online education pedagogy and practice has expanded rapidly at colleges and universities in recent years, most notably in response to COVID-19. This innovative teaching/learning modality provides benefits to both faculty and students through dynamic teaching/learning content, immense flexibility, and technological investments to support teaching and learning. Academic dishonesty in higher education is a persistent concern emphasized and extensively explored in traditional face-to-face courses, less so in online learning environments. The present work, drawing on a large sample of students and faculty (n=1,640) at a Midwestern university, employs an esurvey and both qualitative and quantitative responses on cheating behavior in the emergent area of online courses/online education. Results expose significant faculty and student disagreement and uncertainty about cheating behaviors in the online environment. Academic integrity is essential to fair and equitable high-quality higher education. The stakes are high to better understand the transformative shifts in academic dishonesty occurring in the online educational environment. [ABSTRACT FROM AUTHOR]

As elsewhere in the world, academic misconduct is a serious problem in Aotearoa. Yet, beyond the occasional newspaper headline, we know relatively little about the extent of the problem here or the factors associated with it. Consequently, our educational leaders and practitioners are left under-informed as they seek to address the problem and promote academic integrity. To help provide the knowledge and insights needed to craft good policy and best practice, the Research on Academic Integrity in New Zealand (RAINZ) Project—a research collaboration involving eight tertiary institutions—was founded in 2021. In the second semester of 2022, the RAINZ Project launched the first-ever nationwide survey of undergraduate students' perceptions, attitudes, and behaviours related to academic integrity. Results from this survey, which was completed by undergraduates (N = 4493), indicate that most students (approximately two-thirds) reported engaging in at least one form of academic misconduct in the past year. As hypothesised, students' perceptions (of the institutional climate and peer norms) and moral attitudes (related to cheating) were significantly associated with their engagement in academic misconduct. Details of these results as well as their implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

This document is a compilation of academic integrity policies at publicly funded universities in Western Canada. It also includes a study on the assessment of university websites regarding their academic integrity policies. Additionally, there is a study protocol for investigating academic ethics and integrity policies in Bulgaria. The document provides valuable information for library patrons conducting research on academic integrity and ethics in higher education institutions. [Extracted from the article]

This essay explains that periodic examination of the goals of education is essential for educational institutions to ensure they are adequately preparing students to address the challenges of the present and build a better future. It argues that education is an ethical enterprise, and that clear and shared goals provide education institutions with direction and coherence. Rapid societal changes challenge educational institutions to revisit whether their goals are supporting teaching students so they can develop the necessary knowledge, skills and dispositions to address them. The article discusses three accelerating existential challenges––challenges to human rights, democratic decline, and climate change––and argues that they require schools, universities, and systems to educate students to understand and be able and committed to address them. These three challenges also influence educational institutions, and the development of institutional strategies can help create synergies among functions and processes in schools and universities to help students develop the knowledge, skills, and dispositions that can help understand and mitigate climate change and declines in human rights and democracy. [ABSTRACT FROM AUTHOR]

This article explores the praxis of differentiation learning in the context of the Free Learning Curriculum through the lens of the "Totality and Infinity" proposed by Emanuel Levinas. The literature review approach explored the relationship between the praxis of differentiation learning and Levinas' notions of ethical responsibility towards other individuals. The literature reviews the methods in this article to see their relevance and implications and provide a critical note on Levinas's ideas regarding differentiation approaches. The results illustrate the understanding of the praxis of differentiation learning in the Merdeka Belajar Curriculum, which is associated with Levinas' concept of ethical responsibility and relationships between individuals. The discussion explored the implications of these findings in everyday education practice, identifying challenges that may arise and opportunities to improve the praxis of differentiation learning, both on implementing the Merdeka Belajar Curriculum and on the sustainability of education programs in Indonesia. The conclusion highlights the importance of considering ethical aspects in designing and implementing differentiation learning praxis and providing direction for further research and practice. [ABSTRACT FROM AUTHOR]

The advent of artificial intelligence (AI) has challenged academic institutions to ensure ethical practices and reward/promote merit. Adding formal insights into the importance of maintaining academic integrity, this paper examines the association of anti‐plagiarism/anti‐cheating policies with resources that facilitate such behavior. Using unique internet search indices of policies and resources, we find that the two are positively associated. This association is robust when internet policies are restricted to news searches, and include course syllabi. The findings reinforce the view that policies to check plagiarism/cheating likely lack teeth and maybe a step behind the resources that facilitate unethical behavior. [ABSTRACT FROM AUTHOR]

The problem of academic dishonesty in general and exam cheating in particular, has been ubiquitous in schools, colleges, and universities around the world. This paper reports on the findings from teachers' and students' experiences and perceptions of exam cheating at Nepali schools, colleges, and universities. In so doing, the paper highlights the challenges of maintaining academic integrity in Nepali education systems. Based on qualitative research design, the study data were collected by employing semi-structured interviews with the teachers and the students. Findings from the study indicated that over-emphasized value given to marks/grades and the nature of exam questions among others were the predominant factors. Our findings contribute to the practical understanding that academic institutions in Nepal have largely failed to communicate the value of academic honesty and integrity to the students of all levels of education despite the increasing prevalence of exam cheating. Therefore, exam cheating requires urgent attention from academic institutions, educators, and education leaders to educate students about the long-term educational and social values of academic honesty and integrity. [ABSTRACT FROM AUTHOR]