Grey zones and good practice: A European survey of academic integrity among undergraduate students
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Grey zones and good practice : A European survey of academic integrity among undergraduate students. / Goddiksen, Mads Paludan; Johansen, Mikkel Willum; Armond, Anna Catharina; Centa, Mateja; Clavien, Christine; Gefenas, Eugenijus; Globokar, Roman; Hogan, Linda; Kovács, Nóra; Merit, Marcus Tang; Olsson, I. Anna S.; Poškutė, Margarita ; Quinn, Una; Borlido Santos, Júlio ; Santos, Rita; Schöpfer, Céline; Strahovnik, Vojko; Varga, Orsolya; Wall, P. J.; Sandøe, Peter; Lund, Thomas Bøker.
In: Ethics & Behavior, Vol. 34, No. 3, 2024, p. 199-217.Research output: Contribution to journal › Journal article › peer-review
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TY - JOUR
T1 - Grey zones and good practice
T2 - A European survey of academic integrity among undergraduate students
AU - Goddiksen, Mads Paludan
AU - Johansen, Mikkel Willum
AU - Armond, Anna Catharina
AU - Centa, Mateja
AU - Clavien, Christine
AU - Gefenas, Eugenijus
AU - Globokar, Roman
AU - Hogan, Linda
AU - Kovács, Nóra
AU - Merit, Marcus Tang
AU - Olsson, I. Anna S.
AU - Poškutė, Margarita
AU - Quinn, Una
AU - Borlido Santos, Júlio
AU - Santos, Rita
AU - Schöpfer, Céline
AU - Strahovnik, Vojko
AU - Varga, Orsolya
AU - Wall, P. J.
AU - Sandøe, Peter
AU - Lund, Thomas Bøker
PY - 2024
Y1 - 2024
N2 - Good academic practice is more than the avoidance of clear-cut cheating. It also involves navigation of the gray zones between cheating and good practice. The existing literature has left students’ understanding of gray zone practices largely unexplored. To begin filling in this gap, we present results from a questionnaire study involving N = 1639 undergraduate students from seven European countries representing all major disciplines. We show that large numbers of these students are unable to identify gray area issues and lack sensitivity to the context dependence of these. We also show that a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating. Our results are similar across the faculties and countries of study, and even for students who have attended academic integrity training. We discuss the implications of this for academic integrity training.
AB - Good academic practice is more than the avoidance of clear-cut cheating. It also involves navigation of the gray zones between cheating and good practice. The existing literature has left students’ understanding of gray zone practices largely unexplored. To begin filling in this gap, we present results from a questionnaire study involving N = 1639 undergraduate students from seven European countries representing all major disciplines. We show that large numbers of these students are unable to identify gray area issues and lack sensitivity to the context dependence of these. We also show that a considerable proportion of students have a poor understanding of concepts like plagiarism and falsification, not only in gray zone scenarios, but also in cases of relatively clear-cut cheating. Our results are similar across the faculties and countries of study, and even for students who have attended academic integrity training. We discuss the implications of this for academic integrity training.
U2 - 10.1080/10508422.2023.2187804
DO - 10.1080/10508422.2023.2187804
M3 - Journal article
VL - 34
SP - 199
EP - 217
JO - Ethics and Behavior
JF - Ethics and Behavior
SN - 1050-8422
IS - 3
ER -
ID: 339338595