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In addition, IJEI provides an opportunity for researchers and practitioners to take a leadership role in the relatively new field of educational integrity. The IJEI is an international refereed journal where research on educational integrity is disseminated in an accessible and cost-effective format. The journal challenges readers to consider the changing nature of education in a globalised environment, and the impact that conceptions of educational integrity have on issues of pedagogy, academic standards, intercultural understanding and equity. Articles of interest to the IJEI readership may include but are not limited to the following areas as they relate to educational integrity: plagiarism, cheating, academic integrity, honour codes, teaching and learning, institutional integrity and student motivation. 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Unlike in the past when research studies were conducted abruptly, almost all organisations and research institutes now have various mechanisms to ensure compliance with ethical standards and procedures. Adult and community education research in Nigeria continues to gain the attention of governments and Non-governmental organisations (NGOs) due to the need to improve the literacy rate among adult learners and out-of-school youths in the country. However, in many workshops and training involving academics and development workers, much of the discussions on ethical issues in data collection and research reportage are not given the necessary attention that it requires. This review paper explores the ethical issues in adult and community education research with a view to re-awakening the consciousness of adult education scholars and practitioners, both in Nigeria and on the continent of Africa, to rethink how research data and processes are managed, such that it conforms with best practices globally.",{"EN":118},"Ethical considerations in adult and community education research in Nigeria: issues and perspectives",{"VOID":120},"[\"12066580158815586202\"]",{"VOID":122},"10.1007\u002Fs40979-020-00057-3","PUBLICATION","VERIFIED","2024-04-30T02:04:53.483+00:00","Auto Verify","https:\u002F\u002Fedintegrity.biomedcentral.com\u002Farticles\u002F10.1007\u002Fs40979-020-00057-3",[129,147],{"id":130,"sortIndex":24,"researcher":23,"roles":131,"affiliations":133,"properties":142},"83d05c02-3d84-4ff5-bab6-9fbf1ca8c014",[132],"AUTHOR",[134],{"id":135,"sortIndex":24,"affiliation":136,"properties":23},"5b823d89-1063-4921-a92a-00d88c3c6374",{"id":135,"createTime":23,"updateTime":23,"relativeEntities":137,"slug":23,"properties":138,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":141,"statistic":23},[],{"title":139},{"VI":140},"Education Leadership and Management, University of Johannesburg, Johannesburg, South Africa",[],{"title":143,"gsAuthor":145},{"VI":144},"Sunday Olawale Olaniran",{"VOID":146},"[\"Ax1K7jEAAAAJ\"]",{"id":148,"sortIndex":96,"researcher":23,"roles":149,"affiliations":150,"properties":159},"581abae7-04a0-4580-b4d2-ffcf0b8b6744",[132],[151],{"id":152,"sortIndex":24,"affiliation":153,"properties":23},"2c2eb25a-5646-445d-978a-a839e6233ac6",{"id":152,"createTime":23,"updateTime":23,"relativeEntities":154,"slug":23,"properties":155,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":158,"statistic":23},[],{"title":156},{"VI":157},"Department of Adult Education, University of Ibadan, Ibadan, Nigeria",[],{"title":160,"gsAuthor":162},{"VI":161},"Ikeoluwapo B. 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Glob J Educ Res 11(1):65–72","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10440-022-00541-7",{"doi":230},"10.1007\u002Fs10440-022-00541-7",{"id":23,"text":232,"url":23,"identifiers":233},"Aderinonye RA (2004) Adult and non-formal education and the global challenges: issues and perspectives. Gabesther Educational Publishers, Ibadan",{},{"id":226,"text":235,"url":228,"identifiers":236},"Akaranga SI, Makau BK (2016) Ethical considerations and their applications to research: a case of the University of Nairobi. J Educ Policy Entrep Res 3(12):1–9",{"doi":230},{"id":23,"text":238,"url":23,"identifiers":239},"Akintayo MO, Oghenekhowo J (2004) Developing adult education and community development. Research and Study Group, Ibadan",{},{"id":23,"text":241,"url":23,"identifiers":242},"Anyanwu CN (2002) Community education: the African dimension. Department of Adult Education, University of Ibadan, Ibadan",{},{"id":23,"text":244,"url":23,"identifiers":245},"Ayodele JB, Adedokun MO (2012) Towards achieving functional adult literacy in Nigeria. Eur Sci J 8(5):209–218",{},{"id":23,"text":247,"url":23,"identifiers":248},"Babbie E, Mouton J (2001) The ethics and politics of social research. The practice of social research, pp 10–11",{},{"id":23,"text":250,"url":251,"identifiers":252},"Baruwa IB (2020) A revision of Kola Babarinde’s stance on value statements in education. Int J Emerg Issues Early Childhood Educ 2(1):11–17. https:\u002F\u002Fdoi.org\u002F10.31098\u002Fijeiece.v2i.186","http:\u002F\u002Fdx.doi.org\u002F10.31098\u002Fijeiece.v2i1.186",{"doi":253},"10.31098\u002Fijeiece.v2i1.186",{"id":23,"text":255,"url":256,"identifiers":257},"Bekier, M.S. (2010). The Ethical Considerations of Medical Experimentation on Human Subjects. Retrieved at: https:\u002F\u002Fwww.qcc.cuny.edu\u002Fsocialsciences\u002Fppecorino\u002Fmedical_ethics_text\u002Fchapter_7_human_experimentation\u002FReading-Nazi-experimentation.htm. Accessed on: 20 June 2020","https:\u002F\u002Fwww.qcc.cuny.edu\u002Fsocialsciences\u002Fppecorino\u002Fmedical_ethics_text\u002Fchapter_7_human_experimentation\u002FReading-Nazi-experimentation.htm",{},{"id":23,"text":259,"url":23,"identifiers":260},"Brockett RG (1990) Early ideas on the training of leaders for adult education. The development of adult and worker’s education in North America, Breaking New Ground, pp 64–82",{},{"id":226,"text":262,"url":228,"identifiers":263},"Burns N, Grove SK (2005) The practice of nursing research: conduct critique and utilisation, 5th edn. Elsevier\u002FSaunders, St. Louis",{"doi":230},{"id":23,"text":265,"url":23,"identifiers":266},"DePoy, E., and Gitlin, L. N. (2019). Introduction to research E-book: understanding and applying multiple strategies. Elsevier Health Sciences",{},{"id":268,"text":269,"url":270,"identifiers":271},"137c0f39-2377-41e5-9d2a-083791ea1c7e","DeTienne KB, Ellertson CF, Ingerson M, et al (2019) Moral Development in business ethics: an examination and critique. J Bus Ethics. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10551-019-04351-0","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10551-019-04351-0",{"doi":272},"10.1007\u002Fs10551-019-04351-0",{"id":23,"text":274,"url":275,"identifiers":276},"Federal Republic of Nigeria (2013). National Policy on Education: 6th Edition. Retrieved at https:\u002F\u002Feducatetolead.files.wordpress.com\u002F2016\u002F02\u002Fnational-education-policy-2013.pdf (21\u002F09\u002F2020)","https:\u002F\u002Feducatetolead.files.wordpress.com\u002F2016\u002F02\u002Fnational-education-policy-2013.pdf(21\u002F09\u002F2020",{},{"id":23,"text":278,"url":23,"identifiers":279},"Findsen B (2006) Access and participation issues in New Zealand adult, community, and tertiary education as social justice in: Akpovire, Oduaranm and Harbans S. Bhola, (eds), widening access to education as social justice. Springer, The Netherlands",{},{"id":23,"text":281,"url":23,"identifiers":282},"Frankena KW (2001) Ethics. Prentice Hall, New Delhi, India",{},{"id":284,"text":285,"url":286,"identifiers":287},"8c67d83f-0c86-4639-8c4c-920600be7e22","Freire P (1973) Education for critical consciousness. Seabury Press, New York","https:\u002F\u002Fwww.goodreads.com\u002Fbook\u002Fshow\u002F169949.Education_for_Critical_Consciousness",{"isbn":288,"isbn13":289},"082647795X","9780826477958",{"id":226,"text":291,"url":228,"identifiers":292},"Gordon M (1997) In: Gordon WM (ed) Ethical Issues and Codes of Ethics: Views of Adult Education practitioners in British Columbia. The University of British Columbia, Vancouver, p 1978",{"doi":230},{"id":226,"text":294,"url":228,"identifiers":295},"Grady C (2018) Ethical principles in clinical research. In: Principles and practice of clinical research. Academic Press, Amsterdam, pp 19–31",{"doi":230},{"id":23,"text":297,"url":23,"identifiers":298},"Gregson JA, Sturko PA (2007) Teachers as adult learners: re-conceptualising professional development. J Adult Educ 36(1):1–18",{},{"id":23,"text":300,"url":301,"identifiers":302},"Kanukisya B (2018) Ethical challenges in conducting comparative adult education research: personal reflections from multi-site research. Department of Comparative and International Adult Education, School of Education, University of Dar es Salaam, Tanzania Available at: https:\u002F\u002Fjournals.udsm.ac.tz\u002Findex.php\u002Fped\u002Farticle\u002Fview\u002F1477","https:\u002F\u002Fjournals.udsm.ac.tz\u002Findex.php\u002Fped\u002Farticle\u002Fview\u002F1477",{},{"id":23,"text":304,"url":23,"identifiers":305},"Knowles MS, Holton EF III, Swanson RA (2005) The adult learner (6 ed). Elsevier, London",{},{"id":23,"text":307,"url":23,"identifiers":308},"Kour J, Verma D (2014) Steganography techniques–a review paper. Int J Emerg Res Manag Technol 3(5):132–135",{},{"id":23,"text":310,"url":23,"identifiers":311},"Mugenda O (2003) Research methods. Qualitative and quantitative approaches. African Center for Technology Studies (ACTS), Nairobi",{},{"id":23,"text":313,"url":23,"identifiers":314},"Olaniran SO (2013) Towards meeting EFA goals by 2015: assessment of literacy-by-radio in Nigeria. Int J Lit 19(3):169–179",{},{"id":226,"text":316,"url":228,"identifiers":317},"Olaniran SO (2020) Literacy library and the functional literacy skills of the 21st century adult learners. Library Philosophy and Practice (e-journal), p 3573 Retrieved at: https:\u002F\u002Fdigitalcommons.unl.edu\u002Flibphilprac",{"doi":230},{"id":23,"text":319,"url":23,"identifiers":320},"Rodrigues KJ (2012) It does matter how we teach math. J Adult Educ 41(1):29–33",{},{"id":23,"text":322,"url":23,"identifiers":323},"Ryen A (2004) Ethical issues. In: Seale C, Gobo G, Gubrium J, Silverman D (eds) Qualitative research practice. Sage, London, pp 230–247",{},{"id":23,"text":325,"url":23,"identifiers":326},"Sieber JE (1996) Typically unexamined. Research Ethics: A Psychological Approach, p 73",{},{"id":23,"text":328,"url":329,"identifiers":330},"Susan, I. (1991). Ethical practice in adult education. ERIC Clearinghouse on Adult Career and Vocational Education Columbus OH. Retrieved at: https:\u002F\u002Feric.ed.gov\u002F?id=ED338897. Accessed 30 May 2020","https:\u002F\u002Feric.ed.gov\u002F?id=ED338897",{},{"id":226,"text":332,"url":228,"identifiers":333},"White MG (2020) Why human subjects research protection is important. Ochsner J 20(1):16–33",{"doi":230},{"id":23,"text":335,"url":336,"identifiers":337},"Xin, G. (2017). The ethics of reciprocity in translation: the development of a cross-cultural approach\u002FXin Guangqin. Retrieved from: https:\u002F\u002Frepository.hkbu.edu.hk\u002Fetd_oa\u002F367\u002F. Accessed 05 Sept 2020","https:\u002F\u002Frepository.hkbu.edu.hk\u002Fetd_oa\u002F367\u002F",{},{"id":226,"text":339,"url":228,"identifiers":340},"Zuofa CC (2017) Sustaining adult education and social change in Nigeria. Adv Soc Sci Res J 4(23):146–152",{"doi":230},false,{"id":343,"createTime":344,"updateTime":345,"relativeEntities":346,"slug":347,"properties":348,"entityType":123,"verifyStatus":124,"verifyTime":357,"verifyNote":126,"languages":23,"translateLanguages":23,"viewCount":24,"primaryUrl":358,"fullTextUrl":23,"authors":359,"publicationType":164,"publisherRelationship":392,"citationCount":24,"citationInfo":445,"publishDate":448,"publishYear":446,"citationAnalyzeStatus":22,"lastCitationAnalyze":345,"indexDatabases":449,"openAccess":23,"references":450,"isForceReanalyzing":341},"cd07c8bd-edfb-4e8f-8058-ffb39a34a563","2024-01-10T00:37:32.820+00:00","2025-07-31T04:36:35.904+00:00",[],"Proactive-learner-empowerment-towards-a-transformative-academic-integrity-approach-for-English-language-learners",{"abstract":349,"title":351,"gsPaper":353,"doi":355},{"EN":350},"Socializing students to Academic Integrity (AI) in the face of great cultural, linguistic and socioeconomic diversity in the student population in higher education calls for innovative strategies that are aligned with equity, diversity and inclusion principles. Through a mixed method of quantitative analysis of learner engagement data from the Learning Management System (LMS) and analysis of anonymous evaluation survey, along with thematic analysis of students’ open-ended responses in the evaluation survey, the authors explored how students responded to AI Socialization during a 4-week non-credit, online co-curricular program called ‘Reading and Writing Excellence’ (RWE). Nine groups of undergraduate students (N=182) from 34 disciplines in different global locations during the COVID-19 pandemic were introduced to a curated set of AI online resources. Through a learner-driven, instructor-facilitated approach the AI Socialization also engaged students in language development and empowered them to communicate about their disciplinary course topics through written journal entries, receiving instructor feedback that increased their cultural and linguistic capital for further academic writing. This approach led to a high volume of written output (on average 6064 words per student written over a 4-week period). Nonparametric ANOVA was used to establish that low-proficiency students were able to produce as much written output as their more proficient peers. Survey results for various aspects important to academic integrity show students’ self-perception of readiness for academic writing: paraphrasing and summarizing (92%); organization of ideas (92%); critical thinking (93%); logic\u002Fargument (92%). Insights gained about educative engagement, language development and learner empowerment that can help students from diverse backgrounds to avoid Academic Integrity Violations (AIVs) and gain transformative access and success in higher education are incorporated into a set of recommendations that are applicable to a wide range of teaching contexts.",{"EN":352},"Proactive learner empowerment: towards a transformative academic integrity approach for English language 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Counsel Psychol Q 16(1):15–28. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0951507031000114058","https:\u002F\u002Fdoi.org\u002F10.1080\u002F0951507031000114058",{"mag":820,"openalex":821,"doi":822},"2049021626","W2049021626","10.1080\u002F0951507031000114058",{"id":23,"text":824,"url":825,"identifiers":826},"Yorke J, Sefcik L, Veeran-Colton T (2020) Contract cheating and blackmail: A risky business? Stud Higher Educ 1–14. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075079.2020.1730313","https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075079.2020.1730313",{"doi":827},"10.1080\u002F03075079.2020.1730313",{"id":226,"text":829,"url":228,"identifiers":830},"Zimmerman B (2002) Becoming a Self-Regulated Learner: An Overview. Theory Practice 41(2):64–70",{"doi":230},{"id":832,"createTime":833,"updateTime":834,"relativeEntities":835,"slug":836,"properties":837,"entityType":123,"verifyStatus":124,"verifyTime":834,"verifyNote":126,"languages":846,"translateLanguages":23,"viewCount":24,"primaryUrl":848,"fullTextUrl":23,"authors":849,"publicationType":164,"publisherRelationship":927,"citationCount":97,"citationInfo":975,"publishDate":23,"publishYear":23,"citationAnalyzeStatus":978,"lastCitationAnalyze":979,"indexDatabases":980,"openAccess":23,"references":981,"isForceReanalyzing":341},"a63eebf8-b6aa-4d5a-b472-97add3ac9956","2024-04-13T04:32:13.340+00:00","2025-02-25T17:30:16.375+00:00",[],"Distance-education-as-a-tool-to-improve-researchers-knowledge-on-predatory-journals-in-countries-with-limited-resources-the-Moroccan-experience",{"openalex":838,"abstract":840,"title":842,"doi":844},{"VOID":839},"W4317712999",{"EN":841},"\u003Cjats:title>Abstract\u003C\u002Fjats:title>\u003Cjats:p>The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a response to the imperative need for training on research ethics to implement good scientific practices. A cross-sectional survey-based study was conducted to evaluate outcomes after delivering two education sessions in both French and English. Before this course, 40% of participants indicated that they don’t verify journal quality before manuscript submission and most of them consider Scopus indexing and the impact factor as the best criteria for journal publication. Approximately 50% of surveyees did not have previous information on predatory journals before the webinar. Pressure to publish by supervisors, institutions of affiliation, or funding agencies, was noticed in 43.4% of participants. After the webinar course was delivered, remarkably, the proportion of participants with knowledge on predatory publishing was meaningfully increased from 48.9% to 81%. Importantly, 83.7% of participants indicated that they are motivated to share their new knowledge on predatory publishing with their colleagues. Moreover, the majority of respondents (73.8%) reported that publishing their research in predatory journals may damage their career and professional future. Promisingly, nearly a half or more of participants recommended the use of training based on distance education, surveillance of researchers by their mentors and affiliations, and social networks to increase awareness on predatory publishing. Almost all participants were satisfied with the content of the webinar. 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J Nurs Scholarsh 51(3):356–363. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjnu.12475",{"doi":1097},"10.1111\u002Fjnu.12475",{"id":23,"text":1099,"url":23,"identifiers":1100},"Quan W, Chen B, Shu F (2017) Publish or impoverish: An investigation of the monetary reward system of science in China (1999–2016). Aslib Proc 69(5):486–502",{},{"id":23,"text":1102,"url":23,"identifiers":1103},"Rawas H, de Beer J, Al Najjar H et al (2020) Falling prey to predatory journals: experiences of nursing faculty. Int J Afr Nurs Sci 13:100222",{},{"id":23,"text":1105,"url":23,"identifiers":1106},"Ruiter-Lopez L, Lopez-Leon S, Forero DA (2019) Predatory journals: Do not judge journals by their Editorial Board Members. Med Teach 41(6):691–696. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0142159X.2018.1556390",{"doi":1107},"10.1080\u002F0142159X.2018.1556390",{"id":23,"text":1109,"url":23,"identifiers":1110},"Severin A, Low N (2019) Readers beware! Predatory journals are infiltrating citation databases. 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JASIST. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fasi.23265",{"doi":1155},"10.1002\u002Fasi.23265",{"id":1157,"createTime":1158,"updateTime":1159,"relativeEntities":1160,"slug":1161,"properties":1162,"entityType":123,"verifyStatus":124,"verifyTime":1159,"verifyNote":126,"languages":23,"translateLanguages":23,"viewCount":24,"primaryUrl":1171,"fullTextUrl":23,"authors":1172,"publicationType":164,"publisherRelationship":1188,"citationCount":23,"citationInfo":23,"publishDate":1240,"publishYear":1241,"citationAnalyzeStatus":22,"lastCitationAnalyze":23,"indexDatabases":1242,"openAccess":23,"references":23,"isForceReanalyzing":341},"c21e4d53-232b-4e31-b459-03a3ec04bfa2","2024-01-29T23:42:00.923+00:00","2025-02-25T11:17:16.358+00:00",[],"Epistemic-decentering-in-education-for-responsibility-revisiting-the-theory-and-practice-of-educational-integrity",{"abstract":1163,"title":1165,"references":1167,"doi":1169},{"EN":1164},"There is no consensus on definitions of educational or academic integrity, and their philosophical relationship with the notion of responsibility is complex. Here, we aim to i) disentangle these three notions. We lean on a philosophical framework of ethics and our method involves different kinds of reasoning and the modeling of complex thinking. We combine this frame with a three-level epistemic dimension to allow us ii) to model the psycho-epistemic (level 1), epistemological (level 2), and phenomenological (ground 0) ways in which subjects interact with their own norms and knowledge and with those of the surrounding institutions. Finally, iii) we also aim to propose concrete educational means by which to implement educational integrity. Our theoretical findings lead us i) to consider responsibility as a process that consists of establishing a dialogical relationship between one’s inner and outer worlds, which relies on an epistemic decentering. Based on this, we argue that education for responsibility founds a new, expanded definition of educational integrity. Moreover, ii) empirical evidence suggests that this model can be operationalized by psychological indicators such as critical and complex thinking, cognitive flexibility, contextual relativism, and decentering, all of which are skills that can be fostered in spite of simplifying thinking, dogmatism, naive epistemology (and dualism) and cognitive fusion, respectively. It points to iii) the benefits of an educational approach in which subjects are encouraged to practice different types of meditation and to feel free to break institutional rules. Therefore, promoting educational integrity may require methods that lie beyond the obvious choices. After discussing the scope and limitations of our results, we propose a new research agenda for educational integrity, which could ground a field of research broader than just academic integrity, but complementary to it.",{"EN":1166},"Epistemic decentering in education for responsibility: revisiting the theory and practice of educational integrity",{"VOID":1168},"Asch SE (1956) Studies of independence and conformity: I. A minority of one against a unanimous majority. Psychol Monogr Gen Appl 70(9):1–70\nBarry ES (2006) Can paraphrasing practice help students define plagiarism? College Stud J 40(2):377–384\nBeaufort S, Caussidier C, Hagège H, Hausberger B, Hausberger T, Molinatti G (2015) Robert JP (2015) Organiser un débat en classe sur une question scientifique socialement vive : pourquoi et comment ? 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Routledge, New York, pp 1486–1492",{"VOID":1170},"10.1007\u002Fs40979-023-00134-3","https:\u002F\u002Fedintegrity.biomedcentral.com\u002Farticles\u002F10.1007\u002Fs40979-023-00134-3",[1173],{"id":1174,"sortIndex":24,"researcher":23,"roles":1175,"affiliations":1176,"properties":1185},"9d1d39a3-bd68-4a3c-95ce-3201f5001d05",[132],[1177],{"id":1178,"sortIndex":24,"affiliation":1179,"properties":23},"7fb7c510-e2ac-412c-aba3-691d34010a63",{"id":1178,"createTime":23,"updateTime":23,"relativeEntities":1180,"slug":23,"properties":1181,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1184,"statistic":23},[],{"title":1182},{"VI":1183},"FrED, UR 20199, Université de Limoges, Limoges, France",[],{"title":1186},{"VI":1187},"Hélène Hagège",{"url":1171,"publisher":1189,"properties":1236},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1190,"slug":10,"properties":1191,"entityType":21,"verifyStatus":22,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":24,"subjectFields":1196,"manageAffiliations":1205,"indexDatabases":1216,"url":90,"thumbnailPath":23,"statistic":1231,"gsStatistic":23,"type":23,"analyzePriority":23},[],{"country":1192,"eissn":1193,"issn":1194,"title":1195},{"VOID":13},{"VOID":15},{"VOID":15},{"EN":18},[1197,1201],{"id":27,"createTime":23,"updateTime":23,"relativeEntities":1198,"label":1199,"description":1200,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":30},{},{"id":33,"createTime":23,"updateTime":23,"relativeEntities":1202,"label":1203,"description":1204,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":36,"VI":37},{},[1206,1211],{"id":41,"createTime":23,"updateTime":23,"relativeEntities":1207,"slug":23,"properties":1208,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1210,"statistic":23},[],{"title":1209},{"EN":45},[],{"id":48,"createTime":23,"updateTime":23,"relativeEntities":1212,"slug":23,"properties":1213,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1215,"statistic":23},[],{"title":1214},{"EN":52},[],[1217,1224],{"id":56,"indexDatabase":1218,"url":67,"indexYears":68,"academicFieldIds":1223,"indexDatabaseRanking":72},{"id":58,"createTime":23,"updateTime":23,"relativeEntities":1219,"label":1220,"description":1221,"key":64,"publicationTags":1222,"standard":23},[],{"EN":61,"VI":61},{"EN":61,"VI":63},[66],[70,71],{"id":74,"indexDatabase":1225,"url":87,"indexYears":23,"academicFieldIds":1230,"indexDatabaseRanking":23},{"id":76,"createTime":23,"updateTime":23,"relativeEntities":1226,"label":1227,"description":1228,"key":83,"publicationTags":1229,"standard":23},[],{"EN":79,"VI":79},{"EN":81,"VI":82},[85,86],[89],{"impactFactor":24,"impactFactorByYear":1232,"i10Index":24,"i10IndexLast5Year":24,"totalPublication":93,"totalPublicationByYear":1233,"totalCitation":24,"totalCitationByYear":1234,"totalCitationPerPublication":24,"totalCitationPerPublicationByYear":1235,"hindexLast5Year":24,"hindex":24},{},{"2015":95,"2016":96,"2017":97,"2018":98,"2019":97,"2020":99,"2021":100,"2022":100,"2023":101,"2024":96},{},{},{"pages":1237,"volume":1238},{"VOID":442},{"VOID":1239},"19","2023-09-15",2023,[85,72],{"id":1244,"createTime":1245,"updateTime":1246,"relativeEntities":1247,"slug":1248,"properties":1249,"entityType":123,"verifyStatus":124,"verifyTime":1246,"verifyNote":126,"languages":23,"translateLanguages":23,"viewCount":24,"primaryUrl":1258,"fullTextUrl":23,"authors":1259,"publicationType":164,"publisherRelationship":1305,"citationCount":23,"citationInfo":23,"publishDate":1358,"publishYear":1359,"citationAnalyzeStatus":22,"lastCitationAnalyze":23,"indexDatabases":1360,"openAccess":23,"references":23,"isForceReanalyzing":341},"3202bad8-c055-4a8f-b44b-3a965661f8ce","2024-01-01T13:54:22.625+00:00","2025-02-25T06:32:47.286+00:00",[],"Workplace-and-classroom-incivility-and-learning-engagement-the-moderating-role-of-locus-of-control",{"abstract":1250,"title":1252,"references":1254,"doi":1256},{"EN":1251},"This study aims to examine the relationship between workplace and classroom incivility to learning engagement and the moderating role of internal locus of control in these relationships. An online questionnaire was administered to 432 students from three private universities in Jakarta, Indonesia. The regression analysis results showed that both workplace and classroom incivility has a negative and significant effect on learning engagement. In addition, the direct effect of workplace incivility on learning engagement is moderated by the locus of control. The negative effect of workplace incivility on learning engagement is stronger for students with low levels of internal locus of control than for those students with high levels of internal locus of control. This study provides a better understanding of the internal mechanism condition to reduce the negative effects of incivility experiences that occur in the workplace and classroom among student employees. The implications and limitations are also discussed.",{"EN":1253},"Workplace and classroom incivility and learning engagement: the moderating role of locus of control",{"VOID":1255},"Albert MA, Dahling JJ (2016) Learning goal orientation and locus of control interact to predict academic self-concept and academic performance in college students. Personal Individ Differ 97:245–248. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.paid.2016.03.074\nAl-Jubouri MB, Samson-Akpan P, Al-Fayyadh S, Contreras FAM, Unim B, Stefanovic SM et al (2020) Incivility among nursing faculty: a multi-country study. J Prof Nurs. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.profnurs.2020.04.002\nAndersson LM, Pearson CM (1999) Tit for tat? The spiraling effect of incivility in the workplace. 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Annu Rev Organ Psychol Organ Behav 1(1):123–143. https:\u002F\u002Fdoi.org\u002F10.1146\u002Fannurev-orgpsych-031413-091225\nRotter JB (1966) Generalized expectancies for internal versus external control of reinforcement. Psychol Monogr Gen Appl 80(1):1–28. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fh0092976\nSassi N, El Akremi A, Vandenberghe C (2015) Examining the frustration-aggression model among Tunisian blue-collar workers. J Manag Psychol 30(3):336–353. https:\u002F\u002Fdoi.org\u002F10.1108\u002FJMP-06-2013-0192\nSchaufeli WB, Salanova M, González-Romá V, Bakker AB (2002) The measurement of engagement and burnout: a two sample confirmatory factor analytic approach. J Happiness Stud 3(1):71–79. https:\u002F\u002Fdoi.org\u002F10.1023\u002FA:1015630930326\nSchilpzand P, De Pater IE, Erez A (2016) Workplace incivility: a review of the literature and agenda for future research. J Organ Behav 37:S57–S88. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fjob.1976\nSegrist D, Bartels LK, Nordstrom CR (2018) “But everyone Else is doing it:” a social norms perspective on classroom incivility. Coll Teach 66(4):181–186. https:\u002F\u002Fdoi.org\u002F10.1080\u002F87567555.2018.1482858\nSpector PE (1988) Development of the work locus of control scale. J Occup Psychol 61(4):335–340. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.2044-8325.1988.tb00470.x\nSprung JM, Jex SM (2012) Work locus of control as a moderator of the relationship between work stressors and counterproductive work behavior. Int J Stress Manag 19(4):272–291. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0030320\nStiglbauer B (2017) Under what conditions does job control moderate the relationship between time pressure and employee well-being? Investigating the role of match and personal control beliefs. J Organ Behav 38(5):730–748. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fjob.2165\nTehseen S, Ramayah T, Sajilan S (2017) Testing and controlling for common method variance: a review of available methods. J Manage Sci 4(2):142–168. https:\u002F\u002Fdoi.org\u002F10.20547\u002Fjms.2014.1704202\nTremmel S, Sonnentag S (2018) A sorrow halved? A daily diary study on talking about experienced workplace incivility and next-morning negative affect. J Occup Health Psychol 23(4):568–583. https:\u002F\u002Fdoi.org\u002F10.1037\u002Focp0000100\nTricahyadinata I, Hendryadi S, Zainurossalamia ZAS, Riadi SS (2020) Workplace incivility, work engagement, and turnover intentions: multi-group analysis. Cogent Psychology 7(1):1743627. https:\u002F\u002Fdoi.org\u002F10.1080\u002F23311908.2020.1743627\nVuolo J (2018) Student nurses' experiences of incivility and the impact on learning and emotional wellbeing. In: Journal of nursing education and practice Retrieved from https:\u002F\u002Fuhra.herts.ac.uk\u002Fhandle\u002F2299\u002F20652\nWelbourne JL, Gangadharan A, Esparza CA (2016) Coping style and gender effects on attitudinal responses to incivility. J Manag Psychol 31(3):720–738. https:\u002F\u002Fdoi.org\u002F10.1108\u002FJMP-11-2014-0340\nWelbourne JL, Miranda G, Gangadharan A (2020) Effects of employee personality on the relationships between experienced incivility, emotional exhaustion, and perpetrated incivility. Int J Stress Manage Advance online publication. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fstr0000160\nXiao Z, Wu D, Liao Z (2018) Job insecurity and workplace deviance: the moderating role of locus of control. Soc Behav Personal Int J 46(10):1673–1686. https:\u002F\u002Fdoi.org\u002F10.2224\u002Fsbp.7160\nXie X, Wang L, Zeng S (2018) Inter-organizational knowledge acquisition and firms' radical innovation: a moderated mediation analysis. J Bus Res 90:295–306. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jbusres.2018.04.038\nYang JC, Lin YL, Liu YC (2017) Effects of locus of control on behavioral intention and learning performance of energy knowledge in game-based learning. Environ Educ Res 23(6):886–899. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13504622.2016.1214865\nYoon S, Kim S, Kang M (2020) Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Act Learn High Educ 21(3):233–247. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1469787418762463\nYukl GA, Latham GP (1978) Interrelationships among employeeparticipation, individual differences, goal difficulty, goal acceptance, goal instrumentality, and performance. Pers Psychol 31:305–323. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1744-6570.1978.tb00449.x\nZhou W, Guan Y, Xin L, Mak MCK, Deng Y (2016) Career success criteria and locus of control as indicators of adaptive readiness in the career adaptation model. J Vocat Behav 94:124–130. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jvb.2016.02.015\nZhou ZE, Yan Y, Che XX, Meier LL (2015) Effect of workplace incivility on end-of-work negative affect: examining individual and organizational moderators in a daily diary study. J Occup Health Psychol 20(1):117. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0038167",{"VOID":1257},"10.1007\u002Fs40979-021-00071-z","https:\u002F\u002Fedintegrity.biomedcentral.com\u002Farticles\u002F10.1007\u002Fs40979-021-00071-z",[1260,1275,1290],{"id":1261,"sortIndex":24,"researcher":23,"roles":1262,"affiliations":1263,"properties":1272},"19d678bd-b1ef-40b4-9a6a-4760edb40538",[132],[1264],{"id":1265,"sortIndex":24,"affiliation":1266,"properties":23},"618ab2c0-9b99-4804-8186-585708543e62",{"id":1265,"createTime":23,"updateTime":23,"relativeEntities":1267,"slug":23,"properties":1268,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1271,"statistic":23},[],{"title":1269},{"VI":1270},"Tarbiyah and Teacher Training Faculty, Universitas Islam Negeri Antasari, Banjarmasin, Indonesia",[],{"title":1273},{"VI":1274},"Ani 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of the current literature on plagiarism focuses on students, attempting to understand how students view the concept of plagiarism, the best ways to prevent it, and the impact of collaboration on the concept of original authorship. In this article, we look at the role of plagiarism in 761 conference abstracts written by graduate students, early- to late-career faculty, and industry representatives, representing institutions from nearly 70 countries. These abstracts were submitted for participation in an international conference focused on the liberal arts hosted by our institution over the past four years. This study analyzes the corpus for patterns of plagiarism among professional academic writers. Our findings indicate that, while other demographic categories were not consistent indicators of text-matching, full professors were the most prevalent group to produce self-plagiarized abstracts. Overall, our study illuminates the significance of power dynamics in conferences’ efforts to maintain academic integrity.",{"EN":1371},"Challenging the profiles of a plagiarist: a study of abstracts submitted to an international interdisciplinary conference",{"VOID":1373},"Abasi AR, Akbari N, Graves B (2006) Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. J Second Lang Writ 15:102–117\nAnson C (2011) Fraudulent practices: academic misrepresentations of plagiarism in the name of good pedagogy. Comp Stud 39(2):29–43\nBloch J (2008) Plagiarism across cultures: is there a difference? In: Eisner C, Vicinus M (eds) Originality, imitation, and plagiarism: teaching writing in the digital age. University of Michigan Press, Ann Arbor, MI\nBrandt D (2009) When people write for pay. JAC 29(1\u002F2):165–197\nBrandt D (2015) The rise of writing: redefining mass literacy. 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In: Donnelly M, Ingalls R, Morse TA, Post JC, Stockdell-Giesler AM (eds) Critical conversations about plagiarism. Parlor Press, Anderson, SC\nPrice M (2002) Beyond “gotcha!”: situating plagiarism in policy and pedagogy. Coll Compos Commun 54(1):88–115\nPurdy J (2005) Calling off the hounds: technology and the visibility of plagiarism. Pedagogy: Crit App 5(2):275–295\nPurdy J (2009) Anxiety and the archive: understanding plagiarism detection services as digital archives. Comput Compos 26:65–77\nReyman J (2008) Rethinking plagiarism for technical communication. Tech Commun 55(1):61–67\nRocco TS, Hatcher T (eds) (2011) The handbook of scholarly writing and publishing. Jossey-Bass, San Francisco, CA\nRudd M, Hodges A (2014) Isn’t everyone a plagiarist?: teaching plagiarism IS teaching culture. In: Seawright L (ed) going global: transnational perspectives on globalization, language, and education. Cambridge scholars publishing, Newcastle upon Tyne, UK\nShi L (2004) Textual borrowing in second-language writing. Writ Commun 21(2):171–200\nStapleton P (2010) Gauging the effectiveness of anti-plagiarism software: an empirical study of second language graduate writers. J Engl Acad Purp 11:125–133\nSun Y (2013) Do journal authors plagiarize? Using plagiarism detection software to uncover matching text across disciplines. J Engl Acad Purp 12:264–272\nTurnitin (2016) Turnitin for higher education www.turnitin.com\u002Fen_us\u002Fhigher-education. Accessed 27 Jan 2016\nValentine K (2006) Plagiarism as literacy practice: recognizing and rethinking ethical binaries. Coll Compos Commun 58(1):89–109\nWilliams B (2007) Trust, betrayal, and authorship: plagiarism and how we perceive students. J Adolesc Adult Lit 51(4):350–354\nZwagerman S (2008) The scarlet P: plagiarism, panopticism, and the rhetoric of academic integrity. Coll Compos Commun 59(4):676–710",{"VOID":1375},"10.1007\u002Fs40979-017-0016-3","https:\u002F\u002Fedintegrity.biomedcentral.com\u002Farticles\u002F10.1007\u002Fs40979-017-0016-3",[1378,1393,1406,1419],{"id":1379,"sortIndex":24,"researcher":23,"roles":1380,"affiliations":1381,"properties":1390},"2af41865-519f-42d7-8721-a65490c32021",[132],[1382],{"id":1383,"sortIndex":24,"affiliation":1384,"properties":23},"7c3885b6-46c1-4d77-8050-3384da4b10a0",{"id":1383,"createTime":23,"updateTime":23,"relativeEntities":1385,"slug":23,"properties":1386,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1389,"statistic":23},[],{"title":1387},{"VI":1388},"Texas A&M University at Qatar, Doha, Qatar",[],{"title":1391},{"VI":1392},"Amy 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Bickham",{"id":1407,"sortIndex":95,"researcher":23,"roles":1408,"affiliations":1409,"properties":1416},"3854fe10-3b51-4366-be9f-51200d9f12a4",[132],[1410],{"id":1383,"sortIndex":24,"affiliation":1411,"properties":23},{"id":1383,"createTime":23,"updateTime":23,"relativeEntities":1412,"slug":23,"properties":1413,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1415,"statistic":23},[],{"title":1414},{"VI":1388},[],{"title":1417},{"VI":1418},"Elizabeth Schmidt",{"id":1420,"sortIndex":909,"researcher":23,"roles":1421,"affiliations":1422,"properties":1434},"f9ebd964-eab7-4afb-a6ba-65885c7ee403",[132],[1423],{"id":1424,"sortIndex":24,"affiliation":1425,"properties":1431},"9ec93b9b-0322-49fb-8921-d23f41e72eb0",{"id":1424,"createTime":23,"updateTime":23,"relativeEntities":1426,"slug":23,"properties":1427,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1430,"statistic":23},[],{"title":1428},{"EN":1429},"Missouri State University, Springfield, United States",[],{"title":1432},{"VI":1433},"Missouri State University, Springfield, USA",{"title":1435},{"VI":1436},"Leslie Seawright",{"url":1376,"publisher":1438,"properties":1485},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1439,"slug":10,"properties":1440,"entityType":21,"verifyStatus":22,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":24,"subjectFields":1445,"manageAffiliations":1454,"indexDatabases":1465,"url":90,"thumbnailPath":23,"statistic":1480,"gsStatistic":23,"type":23,"analyzePriority":23},[],{"country":1441,"eissn":1442,"issn":1443,"title":1444},{"VOID":13},{"VOID":15},{"VOID":15},{"EN":18},[1446,1450],{"id":27,"createTime":23,"updateTime":23,"relativeEntities":1447,"label":1448,"description":1449,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":30},{},{"id":33,"createTime":23,"updateTime":23,"relativeEntities":1451,"label":1452,"description":1453,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":36,"VI":37},{},[1455,1460],{"id":41,"createTime":23,"updateTime":23,"relativeEntities":1456,"slug":23,"properties":1457,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1459,"statistic":23},[],{"title":1458},{"EN":45},[],{"id":48,"createTime":23,"updateTime":23,"relativeEntities":1461,"slug":23,"properties":1462,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1464,"statistic":23},[],{"title":1463},{"EN":52},[],[1466,1473],{"id":56,"indexDatabase":1467,"url":67,"indexYears":68,"academicFieldIds":1472,"indexDatabaseRanking":72},{"id":58,"createTime":23,"updateTime":23,"relativeEntities":1468,"label":1469,"description":1470,"key":64,"publicationTags":1471,"standard":23},[],{"EN":61,"VI":61},{"EN":61,"VI":63},[66],[70,71],{"id":74,"indexDatabase":1474,"url":87,"indexYears":23,"academicFieldIds":1479,"indexDatabaseRanking":23},{"id":76,"createTime":23,"updateTime":23,"relativeEntities":1475,"label":1476,"description":1477,"key":83,"publicationTags":1478,"standard":23},[],{"EN":79,"VI":79},{"EN":81,"VI":82},[85,86],[89],{"impactFactor":24,"impactFactorByYear":1481,"i10Index":24,"i10IndexLast5Year":24,"totalPublication":93,"totalPublicationByYear":1482,"totalCitation":24,"totalCitationByYear":1483,"totalCitationPerPublication":24,"totalCitationPerPublicationByYear":1484,"hindexLast5Year":24,"hindex":24},{},{"2015":95,"2016":96,"2017":97,"2018":98,"2019":97,"2020":99,"2021":100,"2022":100,"2023":101,"2024":96},{},{},{"pages":1486,"volume":1488},{"VOID":1487},"1-15",{"VOID":1489},"13","2017-08-28",2017,[85,72],{"id":1494,"createTime":1495,"updateTime":1496,"relativeEntities":1497,"slug":1498,"properties":1499,"entityType":123,"verifyStatus":124,"verifyTime":1496,"verifyNote":126,"languages":23,"translateLanguages":23,"viewCount":24,"primaryUrl":1508,"fullTextUrl":23,"authors":1509,"publicationType":164,"publisherRelationship":1525,"citationCount":23,"citationInfo":23,"publishDate":1577,"publishYear":1359,"citationAnalyzeStatus":22,"lastCitationAnalyze":23,"indexDatabases":1578,"openAccess":23,"references":23,"isForceReanalyzing":341},"0014b775-65f4-4824-b2bf-091919884068","2023-12-03T13:58:01.424+00:00","2025-02-22T18:13:26.379+00:00",[],"Emergency-remote-learning-during-the-pandemic-from-a-South-African-perspective",{"abstract":1500,"title":1502,"references":1504,"doi":1506},{"EN":1501},"The COVID-19 pandemic created a situation for the implementation of emergency remote learning. This meant that as a lecturer at a traditionalist University of contact sessions, the pandemic forced us to teach remotely through online methods of communication, using online lectures, narrated powerpoints, voice clips, podcasts, interviews and interactive videos. The assessments were conducted online from assignments to multiple choice questions, which forced the lecturers to think differently about the way the assessments were presented, in order to avoid easy access to answers found in a textbook and online. This meant that more application questions of theory to practice were assessed in a more challenging way to prevent cheating and collaboration with peers. Formal assessments completed during emergency remote learning, have become the past practice, as innovative methods have been adopted for learning and for assessment purposes in order to preserve the integrity and attainment of the degree through online modes of learning. The aim of the paper investigates and explores the methods of teaching, together with the results obtained from the students of 2019 and 2020 in their final year relating to two final year modules against the literature relating to learning processes and methodologies.",{"EN":1503},"Emergency remote learning during the pandemic from a South African perspective",{"VOID":1505},"Allan EG, Driscoll DL (2014) The three-fold benefit of reflective writing: improving program assessment, student learning, and faculty professional development. 2:37–55\nArgyris C (1977) Double-loop learning in organizations. Harv Bus Rev 55(5):115–125\nArgyris C, Schon DA (1974) Theory in practice: increasing professional effectiveness. Jossey-Bass, San Francisco, CA\nArgyris C, Schon DA (1978) Organizational learning: a theory of action perspective. Addison Wesley, Reading, MA\nBateson G (1973) Steps to an Ecology of Mind. Paladin, London\nBroersma T (1995) In search of the future. TrainDev 49:38–43\nCrick, Tom (2021) “Covid-19 and Digital Education: A Catalyst For Change?” ITNOW pp\u002F16–17\nCyert RM, March JG (1963) A Behavioral Theory of the Firm. Prentice-Hall, Englewood Cliffs.\nEmery FE, Trist EL (1960) Socio-technical systems. In: Churchman CW, Verhulst M, editors. Management Sciences, Models and Techniques, vol. 2. Pergamon, Oxford\nFisher CD (2010) Happiness at work. Int J Manag Rev 12(4):384–412. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1468-2370.2009.00270.x\nHugman R (2003) Professional values and ethics in social work: reconsidering postmodernism? Br J Soc Work 33(8):1025–1041. https:\u002F\u002Fdoi.org\u002F10.1093\u002Fbjsw\u002F33.8.1025\nIlleris K (2014) Transformative Learning re-defined: as changes in elements of the identity. International Journal of Lifelong Education 33(5):573–586\nKahler T (1975) In response. Trans Anal J 5(4):425–428. https:\u002F\u002Fdoi.org\u002F10.1177\u002F036215377500500426\nKolb DA, Fry R (1975) Towards an applied theory of experiential learning. In: Cooper C, ed. Theories of Group Process. John Wiley, London\nLewin K (1951) Field Theory in Social Science; Selected Theoretical Papers. In: Cartwright D, editor. Harper and Row, New York\nLi M, Armstrong SJ (2015) The relationship between Kolb’s experiential learning styles and big five personality traits in international managers. Personality and Individual Differences Volume 86:422–426. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.paid.2015.07.001\nMaslow AH (1943) A theory of human motivation. Psychol Rev 50(4):370–396. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fh0054346\nMcGrath C, Gunnerstad A, Storr C, Örnberg A (2020) Making the case for virtual law cases: introducing an innovative way to teach the law. The Law Teacher pp:1–15\nMiller EJ (1976) Task and Organization. Wiley, Chichester\nMountain A, Davidson C (2011) Organizational transactional analysis and business performance. Hum Resour Manag Int Dig 20(4):1–5\nPavlovska M (2013) An analysis of dominant working styles in different professions in Macedonia. International Journal of Transactional Analysis Research 4(2):30–38\nRice AK (1965) Learning for Leadership. Tavistock, London\nRowland, C and Hall, R (2014) Management learning, performance and reward: theory and practice revisited Vol.33 No 4 pp.345–356. Emerald Group Publishing Limited\nSarantakis NP (2017) Reflections on an anti-discriminatory stance in psychotherapy. Journal of Contemporary Psychotherapy 47(2):135–140. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10879-016-9353-4\nSatalkar P, Shaw D (2019) How do researchers acquire and develop notions of research integrity? A qualitative study among biomedical researchers in Switzerland. BMC Medical Ethics 20(72):1–12\nSeligman MEP (2011) Flourish a visionary new understanding of happiness and well-being. Free Press, New York\nSimon HA (1955) A behavioral model of rational choice. Quart J Econ 69:99–118\nTosey P, Visser M, Saunders MNK (2012) The origins and conceptualizations of ‘triple loop’ learning. Manag Learn 43(3):291–307\nTudor K (2008) “Take it”: a sixth driver” Trans Anal J 38(1):43–57. https:\u002F\u002Fdoi.org\u002F10.1177\u002F036215370803800107",{"VOID":1507},"10.1007\u002Fs40979-021-00087-5","https:\u002F\u002Fedintegrity.biomedcentral.com\u002Farticles\u002F10.1007\u002Fs40979-021-00087-5",[1510],{"id":1511,"sortIndex":24,"researcher":23,"roles":1512,"affiliations":1513,"properties":1522},"7b443f45-87c5-4d23-9c66-701692a9ff61",[132],[1514],{"id":1515,"sortIndex":24,"affiliation":1516,"properties":23},"4c6004b5-90b9-4769-bbaf-aff95be83968",{"id":1515,"createTime":23,"updateTime":23,"relativeEntities":1517,"slug":23,"properties":1518,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1521,"statistic":23},[],{"title":1519},{"VI":1520},"Department of Procedural Law, Faculty of Law, University of Pretoria, Pretoria, South Africa",[],{"title":1523},{"VI":1524},"Rashri Baboolal-Frank",{"url":1508,"publisher":1526,"properties":1573},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1527,"slug":10,"properties":1528,"entityType":21,"verifyStatus":22,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":24,"subjectFields":1533,"manageAffiliations":1542,"indexDatabases":1553,"url":90,"thumbnailPath":23,"statistic":1568,"gsStatistic":23,"type":23,"analyzePriority":23},[],{"country":1529,"eissn":1530,"issn":1531,"title":1532},{"VOID":13},{"VOID":15},{"VOID":15},{"EN":18},[1534,1538],{"id":27,"createTime":23,"updateTime":23,"relativeEntities":1535,"label":1536,"description":1537,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":30},{},{"id":33,"createTime":23,"updateTime":23,"relativeEntities":1539,"label":1540,"description":1541,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":36,"VI":37},{},[1543,1548],{"id":41,"createTime":23,"updateTime":23,"relativeEntities":1544,"slug":23,"properties":1545,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1547,"statistic":23},[],{"title":1546},{"EN":45},[],{"id":48,"createTime":23,"updateTime":23,"relativeEntities":1549,"slug":23,"properties":1550,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1552,"statistic":23},[],{"title":1551},{"EN":52},[],[1554,1561],{"id":56,"indexDatabase":1555,"url":67,"indexYears":68,"academicFieldIds":1560,"indexDatabaseRanking":72},{"id":58,"createTime":23,"updateTime":23,"relativeEntities":1556,"label":1557,"description":1558,"key":64,"publicationTags":1559,"standard":23},[],{"EN":61,"VI":61},{"EN":61,"VI":63},[66],[70,71],{"id":74,"indexDatabase":1562,"url":87,"indexYears":23,"academicFieldIds":1567,"indexDatabaseRanking":23},{"id":76,"createTime":23,"updateTime":23,"relativeEntities":1563,"label":1564,"description":1565,"key":83,"publicationTags":1566,"standard":23},[],{"EN":79,"VI":79},{"EN":81,"VI":82},[85,86],[89],{"impactFactor":24,"impactFactorByYear":1569,"i10Index":24,"i10IndexLast5Year":24,"totalPublication":93,"totalPublicationByYear":1570,"totalCitation":24,"totalCitationByYear":1571,"totalCitationPerPublication":24,"totalCitationPerPublicationByYear":1572,"hindexLast5Year":24,"hindex":24},{},{"2015":95,"2016":96,"2017":97,"2018":98,"2019":97,"2020":99,"2021":100,"2022":100,"2023":101,"2024":96},{},{},{"pages":1574,"volume":1576},{"VOID":1575},"1-9",{"VOID":1357},"2021-11-02",[85,72],{"id":1580,"createTime":1581,"updateTime":1582,"relativeEntities":1583,"slug":1584,"properties":1585,"entityType":123,"verifyStatus":124,"verifyTime":1582,"verifyNote":126,"languages":23,"translateLanguages":23,"viewCount":24,"primaryUrl":1594,"fullTextUrl":23,"authors":1595,"publicationType":164,"publisherRelationship":1611,"citationCount":23,"citationInfo":23,"publishDate":1663,"publishYear":1241,"citationAnalyzeStatus":22,"lastCitationAnalyze":23,"indexDatabases":1664,"openAccess":23,"references":23,"isForceReanalyzing":341},"2afef2c7-1cee-40e1-b29e-e82a865ea388","2023-12-28T14:20:04.851+00:00","2025-02-22T15:58:07.447+00:00",[],"Engaging-upper-secondary-school-pupils-with-integrity-and-source-criticism",{"abstract":1586,"title":1588,"references":1590,"doi":1592},{"EN":1587},"The ambition of the article is to create an awareness among upper secondary school pupils on what academic integrity and source criticism mean. Instead of devoting time to a general presentation of academic studies, the claim is that a collective reflection based upon the common practices of pupils (sources) could be efficient to describe the outlines of academic integrity. An action research was made in 2019 and 2020 among Swedish upper secondary school pupils with the help of an instructional video on sources, academic integrity and plagiarism. It revealed a consensus on the notion of source criticism. Furthermore, the findings show that a majority of pupils used platforms such as Wikipedia to get a quick access to facts without daring quoting them in a work for school. This gap represents an opportunity to introduce academic integrity in a very concrete manner with an insistence on the necessity of citing all the sources that contributed to the elaboration of a work.",{"EN":1589},"Engaging upper secondary school pupils with integrity and source criticism",{"VOID":1591},"Agarwal PK (2019) Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? J Educ Psychol 111(2):189–209. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fedu0000282\nAnderman EM, Griesinger T, Westerfield G (1998) Motivation and cheating during early adolescence. J Educ Psychol 90:84–93\nArnett B, Forrestal V (2012) Bridging the Gap from Wikipedia to Scholarly Sources: A Simple Discovery Tool. Coll Undergrad Lib 19(2–4):176–188. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10691316.2012.693361\nAsplund, K. (2021). Fuskarna: Om Macchiarini och andras svek mot vetenskapen. Lidingö: Fri Tanke förlag.\nBaburajan V, de Abreu e Silva J, Pereira FC (2022) Open vs closed-ended questions in attitudinal surveys – Comparing, combining, and interpreting using natural language processing. Transportation Research Part C: Emerging Technologies, 137:103589. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.trc.2022.103589\nBendixen, C., Gunnerstad, A., & Premat, C. (2022). Preventing plagiarism [Report]. Reports on Teaching and Learning in Higher Education. https:\u002F\u002Fdoi.org\u002F10.17045\u002Fsthlmuni.19664247.v2\nBertram Gallant T, Stephens JM (2020) Punishment Is Not Enough: The Moral Imperative of Responding to Cheating With a Developmental Approach. J Coll Char 21(2):57–66. https:\u002F\u002Fdoi.org\u002F10.1080\u002F2194587X.2020.1741395\nBlikstad-Balas M (2016) ‘You get what you need’: A study of students’ attitudes towards using Wikipedia when doing school assignments. Scand J Educ Res 60(6):594–608. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00313831.2015.1066428\nBlum S (2016) “What It Means to Be a Student Today.” In: Morris E (ed) Academic Integrity: A Teaching and Learning Approach. Springer Singapore, Singapore, pp 384–40. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-981-287-098-8_11\nBöhlmark A, Lindahl M (2015) Independent Schools and Long-run Educational Outcomes: Evidence from Sweden’s Large-scale Voucher Reform. Economica 82(327):508–551. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fecca.12130\nBowman NA, Holmes JM (2018) Getting off to a Good Start? First-Year Undergraduate Research Experiences and Student Outcomes. Int J High Educ Res 76(1):17–33. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10734-017-0191-4\nBretag T (2016) Handbook of Academic Integrity. Springer, Singapore. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-981-287-098-8\nCapiluppi, A. (2012). Similarities, challenges and opportunities of Wikipedia content and open source projects. J Softw: Evol Process, https:\u002F\u002Fdoi.org\u002F10.1002\u002Fsmr.1570\nCarroll J, Zetterling C-M (2009) Guiding students away from plagiarism. KTH Learning Lab, Stockholm\nCerdà-Navarro A, Touza C, Morey-López M, Curiel E (2022) Academic integrity policies against assessment fraud in postgraduate studies: An analysis of the situation in Spanish universities. Heliyon 8(3):e09170. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.heliyon.2022.e09170\nChankova M (2017) Dealing with Students’ Plagiarism Pre-Emptively Through Teaching Proper Information Exploitation. IJ-SoTL 11(2):2. https:\u002F\u002Fdoi.org\u002F10.20429\u002Fijsotl.2017.110204\nChankova M (2020) Teaching Academic Integrity: the Missing Link. J Acad Ethics 18(2):155–173. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10805-019-09356-y\nDavies M (2013) Critical thinking and the disciplines reconsidered. High Educ Res Dev 32(4):529–544. https:\u002F\u002Fdoi.org\u002F10.1080\u002F07294360.2012.697878\nDemerath P (2009) Producing Success. The Culture of Personal Advancement in an American High School. Chicago University Press, Chicago\nDias PC, Bastos AS (2014) Plagiarism in Portugal – Secondary Education Teachers’ Perceptions. Procedia Soc Behav Sci 116:2598–2602. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.sbspro.2014.01.618\nDiehl A, Wolff L, Fuhrmann T, Niemetz M, Mörtlbauer S, Dirnberger S (2016) Compact Freshmen Welcome Seminar for Engineering Students. Procedia Soc Behav Sci 228:45–52. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.sbspro.2016.07.007\nDu Y (2022) Adopting critical-pragmatic pedagogy to address plagiarism in a Chinese context: An action research. J English Acad Purposes 57:101112. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jeap.2022.101112\nEast J (2009) Aligning policy and practice: An approach to integrating academic integrity. JALL 3(1):38–51 (https:\u002F\u002Fjournal.aall.org.au\u002Findex.php\u002Fjall\u002Farticle\u002Fview\u002F66)\nFish R, Hura G (2013) Students’ perceptions of plagiarism. JoSoTL 13(5):33–45\nGalloway MK (2012) Cheating in Advantaged High Schools: Prevalence, Justifications, and Possibilities for Change. Ethics Behav 22(5):378–399. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10508422.2012.679143\nGayá P, Brydon-Miller M (2017) Carpe the academy: Dismantling higher education and prefiguring critical utopias through action research. Futures 94:34–44. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.futures.2016.10.005\nGray K, Thompson C, Clerehan R, Sheard J, Hamilton M (2008) Web 2.0 authorship: Issues of referencing and citation for academic integrity. Internet Higher Educ 11(2):112–118. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.iheduc.2008.03.001\nGriffin DJ, Bolkan S, Goodboy AK (2015) Academic Dishonesty Beyond Cheating and Plagiarism: Students’ Interpersonal Deception in the College Classroom. Qual Res Rep Comm 16(1):9–19. https:\u002F\u002Fdoi.org\u002F10.1080\u002F17459435.2015.1086416\nGullifer JM, Tyson GS (2014) Who has read the policy on plagiarism? Unpacking students’ understanding of plagiarism. Stud High Educ 39(7):1202–1218. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075079.2013.777412\nHanell, F. (2018). What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve? Nordic Journal of Digital Literacy. Retrieved April 26, 2022, from https:\u002F\u002Fwww.idunn.no\u002Fdoi\u002Ffull\u002F10.18261\u002Fissn.1891-943x-2018-03-02\nHellman J, Thorsten A (2021) Plagiera eller referera vetenskapligt? En studie om vad studenter behöver lära sig för att bli bättre på referathantering. Högre Utbildning 11(1):41–55. https:\u002F\u002Fdoi.org\u002F10.23865\u002Fhu.v11.273\nJames, D. (2018). Learning cultures, Reflexivity and Creative Subversion. In: Christopher R. Matthews, Ursula Edgington, Alex Channon (eds.). Teaching with Sociological Imagination in Higher and Further Education Contexts, Pedagogies, Reflections. Singapore: Springer Singapore, 39–53.\nKalin J (2015). Doing what comes naturally? Student perceptions and use of collaborative technologies. Int J Scholarship Teaching Learning. 6 (1) article 10:1–21 https:\u002F\u002Fdoi.org\u002F10.20429\u002Fijsotl.2012.060110\nKarlsson TS (2019) När blir det plagiat? – En tvärsnittsstudie av studenters färdigheter och förmågor gällande fusk i form av plagiat. Högre utbildning 9(2):32–47. https:\u002F\u002Fdoi.org\u002F10.23865\u002Fhu.v9.1645\nKasler J, Zysberg L, Gal R (2021) Culture, collectivism-individualism and college student plagiarism. 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Alternativa fakta om kunskapen och dess fiender. Fri Tanke förlag.",{"VOID":1593},"10.1007\u002Fs40979-023-00127-2","https:\u002F\u002Fedintegrity.biomedcentral.com\u002Farticles\u002F10.1007\u002Fs40979-023-00127-2",[1596],{"id":1597,"sortIndex":24,"researcher":23,"roles":1598,"affiliations":1599,"properties":1608},"c8a75cff-d6b1-4469-8ab0-7ce7d4f1bd2a",[132],[1600],{"id":1601,"sortIndex":24,"affiliation":1602,"properties":23},"2636f0dc-6933-4539-b210-bdc490c2e697",{"id":1601,"createTime":23,"updateTime":23,"relativeEntities":1603,"slug":23,"properties":1604,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1607,"statistic":23},[],{"title":1605},{"VI":1606},"Department of Romance Studies and Classics, Stockholm University, Stockholm, Sweden",[],{"title":1609},{"VI":1610},"Christophe Premat",{"url":1594,"publisher":1612,"properties":1659},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1613,"slug":10,"properties":1614,"entityType":21,"verifyStatus":22,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":24,"subjectFields":1619,"manageAffiliations":1628,"indexDatabases":1639,"url":90,"thumbnailPath":23,"statistic":1654,"gsStatistic":23,"type":23,"analyzePriority":23},[],{"country":1615,"eissn":1616,"issn":1617,"title":1618},{"VOID":13},{"VOID":15},{"VOID":15},{"EN":18},[1620,1624],{"id":27,"createTime":23,"updateTime":23,"relativeEntities":1621,"label":1622,"description":1623,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":30},{},{"id":33,"createTime":23,"updateTime":23,"relativeEntities":1625,"label":1626,"description":1627,"parentId":23,"standard":23,"scholarHubFieldId":23},[],{"EN":36,"VI":37},{},[1629,1634],{"id":41,"createTime":23,"updateTime":23,"relativeEntities":1630,"slug":23,"properties":1631,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1633,"statistic":23},[],{"title":1632},{"EN":45},[],{"id":48,"createTime":23,"updateTime":23,"relativeEntities":1635,"slug":23,"properties":1636,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1638,"statistic":23},[],{"title":1637},{"EN":52},[],[1640,1647],{"id":56,"indexDatabase":1641,"url":67,"indexYears":68,"academicFieldIds":1646,"indexDatabaseRanking":72},{"id":58,"createTime":23,"updateTime":23,"relativeEntities":1642,"label":1643,"description":1644,"key":64,"publicationTags":1645,"standard":23},[],{"EN":61,"VI":61},{"EN":61,"VI":63},[66],[70,71],{"id":74,"indexDatabase":1648,"url":87,"indexYears":23,"academicFieldIds":1653,"indexDatabaseRanking":23},{"id":76,"createTime":23,"updateTime":23,"relativeEntities":1649,"label":1650,"description":1651,"key":83,"publicationTags":1652,"standard":23},[],{"EN":79,"VI":79},{"EN":81,"VI":82},[85,86],[89],{"impactFactor":24,"impactFactorByYear":1655,"i10Index":24,"i10IndexLast5Year":24,"totalPublication":93,"totalPublicationByYear":1656,"totalCitation":24,"totalCitationByYear":1657,"totalCitationPerPublication":24,"totalCitationPerPublicationByYear":1658,"hindexLast5Year":24,"hindex":24},{},{"2015":95,"2016":96,"2017":97,"2018":98,"2019":97,"2020":99,"2021":100,"2022":100,"2023":101,"2024":96},{},{},{"pages":1660,"volume":1662},{"VOID":1661},"1-16",{"VOID":1239},"2023-03-20",[85,72],{"id":1666,"createTime":1667,"updateTime":1668,"relativeEntities":1669,"slug":1670,"properties":1671,"entityType":123,"verifyStatus":124,"verifyTime":1680,"verifyNote":126,"languages":23,"translateLanguages":23,"viewCount":24,"primaryUrl":1681,"fullTextUrl":23,"authors":1682,"publicationType":164,"publisherRelationship":1741,"citationCount":23,"citationInfo":23,"publishDate":1793,"publishYear":1359,"citationAnalyzeStatus":22,"lastCitationAnalyze":23,"indexDatabases":1794,"openAccess":23,"references":23,"isForceReanalyzing":341},"8938f8df-cce0-4759-b254-0e78a1c26b1d","2023-12-25T04:00:04.013+00:00","2025-02-22T01:13:34.841+00:00",[],"Unethical-practices-within-medical-research-and-publication-An-exploratory-study",{"abstract":1672,"title":1674,"references":1676,"doi":1678},{"EN":1673},"The data produced by the scientific community impacts on academia, clinicians, and the general public; therefore, the scientific community and other regulatory bodies have been focussing on ethical codes of conduct. Despite the measures taken by several research councils, unethical research, publishing and\u002For reviewing behaviours still take place. This exploratory study considers some of the current unethical practices and the reasons behind them and explores the ways to discourage these within research and other professional disciplinary bodies. These interviews\u002Fdiscussions with PhD students, technicians, and academics\u002Fprincipal investigators (PIs) (N=110) were conducted mostly in European higher education institutions including UK, Italy, Ireland, Portugal, Czech Republic and Netherlands. Through collegiate discussions, sharing experiences and by examining previously published\u002Freported information, authors have identified several less reported behaviours. Some of these practices are mainly influenced either by the undue institutional expectations of research esteem or by changes in the journal review process. These malpractices can be divided in two categories relating to (a) methodological malpractices including data management, and (b) those that contravene publishing ethics. The former is mostly related to “committed bias”, by which the author selectively uses the data to suit their own hypothesis, methodological malpractice relates to selection of out-dated protocols that are not suited to the intended work. Although these are usually unintentional, incidences of intentional manipulations have been reported to authors of this study. For example, carrying out investigations without positive (or negative) controls; but including these from a previous study. Other methodological malpractices include unfair repetitions to gain statistical significance, or retrospective ethical approvals. In contrast, the publication related malpractices such as authorship malpractices, ethical clearance irregularities have also been reported. 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Eur J Cancer (66)1 doi: https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ejca.2016.06.023\nVerhagen H, Aruoma OI, van Delft JH, Dragsted LO, Ferguson LR, Knasmüller S, Pool-Zobel BL, Poulsen HE, Williamson G, Yannai S (2003) The 10 basic requirements for a scientific paper reporting antioxidant, antimutagenic or anticarcinogenic potential of test substances in in vitro experiments and animal studies in vivo. Food Chem Toxicol. 41(5):603–610\nwww1 n.d.: https:\u002F\u002Fretractionwatch.com\u002Fthe-center-for-scientific-integrity\u002F. Accessed 13 Nov 2019\nwww2 n.d.: http:\u002F\u002Fwww.icmje.org\u002Frecommendations\u002Fbrowse\u002Froles-and-responsibilities\u002Fdefining-the-role-of-authors-and-contributors.html. Accessed 07 July 2019\nwww3 n.d.: https:\u002F\u002Fbmjopen.bmj.com\u002Fcontent\u002Fbmjopen\u002F8\u002F12\u002Fe024499\u002FDC1\u002Fembed\u002Finline-supplementary-material-1.pdf?download=true. Accessed 26 July 2019\nwww4n.d.: http:\u002F\u002Fwww.crn.nihr.ac.uk\u002Flearning-development\u002F - National Institute for Health Research Clinical Research Network (NIHR CRN) - Accessed 13 Nov 2019\nwww5 n.d.: https:\u002F\u002Fwww.bmj.com\u002Fabout-bmj\u002Fresources-authors\u002Fforms-policies-and-checklists\u002Fscientific-misconduct. Accessed 07 July 2019\nwww6 n.d.: http:\u002F\u002Fwww.icmje.org\u002Frecommendations\u002Fbrowse\u002Froles-and-responsibilities\u002Fdefining-the-role-of-authors-and-contributors.html - Accessed 0 July 2019\nwww7 n.d.: http:\u002F\u002Fwww.singaporestatement.org. 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This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness.",{"EN":1805},"Developing a university-wide academic integrity E-learning tutorial: a Canadian case",{"VOID":1807},"Altbach P (2015) Academic corruption: the continuing challenge. Int High Educ 38:5–6 https:\u002F\u002Fdoi.org\u002F10.6017\u002Fihe.2005.38.7454\nAusubel DP (1960) The use of advance organizers in the learning and retention of meaningful verbal material. J Educ Psychol 51(5):267–272 https:\u002F\u002Fdoi.org\u002F10.1037\u002Fh0046669\nBates AW (2015) Teaching in a digital age\nBilic-Zulle L, Azman J, Frkovic V et al (2008) Is there an effective approach to deterring students from plagiarizing? Sci Eng Ethics 14(1):139–147 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11948-007-9037-2\nBlum SD (2009) Academic integrity and student plagiarism: a question of education, not ethics. Chron High Educ 55(24) Retrieved from https:\u002F\u002Fwww.chronicle.com\u002Farticle\u002FAcademic-IntegrityStudent\u002F32323\nBretag T, Mahmud S, Wallace M et al (2011) Core elements of exemplary academic integrity policy in Australian higher education. Int J Educ Integr 7:3–12 https:\u002F\u002Fdoi.org\u002F10.21913\u002FIJEI.v7i2.759\nBrown CA, Dickson R, Humphreys A-L et al (2008) Promoting academic writing\u002Freferencing skills: outcome of an undergraduate e-learning pilot project. Brit J Educ Technol 39(1):140–156 https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-8535.2007.00735.x\nCaldwell C (2010) A ten-step model for academic integrity: a positive approach for business schools. J Bus Ethics 92(1):1–13 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10551-009-0144-7\nChew E, Ding SL, Rowell G (2015) Changing attitudes in learning and assessment: cast-off “plagiarism detection” and cast-on self-service assessment for learning. Innov Educ Teach Int 52(5):454–463 https:\u002F\u002Fdoi.org\u002F10.1080\u002F14703297.2013.832633\nColella-Sandercock JA, Alahmadi HW (2015) Plagiarism education: strategies for instructors. Inter J Learn Teach Educ Res 13(1):76–84 Retrieved from https:\u002F\u002Fwww.ijlter.org\u002Findex.php\u002Fijlter\u002Farticle\u002Fview\u002F395\nDee TS, Jacob BA (2012) Rational ignorance in education: a field experiment in student plagiarism. J Hum Resour 47(2):397–434 https:\u002F\u002Fdoi.org\u002F10.1353\u002Fjhr.2012.0012\nDriscoll M (1999) Psychology of learning for instruction. Allyn & Bacon\nEllery K (2008) Undergraduate plagiarism: A pedagogical perspective. Assess Eval High Educ 33(5):507–516 https:\u002F\u002Fdoi.org\u002F10.1080\u002F02602930701698918\nGall MD, Borg WR, Gall JP (1996) Educational research: an introduction. Longman Publishing\nGroark M, Oblinger D, Choa M (2001) Term paper mills, anti-plagiarism tools, and academic integrity. Educause Rev 36(5):40–48 Retrieved from https:\u002F\u002Fer.educause.edu\u002Farticles\u002F2001\u002F1\u002Fterm-paper-mills-antiplagiarism-tools-and-academic-integrity\nGros B, García-Peñalvo FJ (2016) Future trends in the design strategies and technological affordances of e-learning. In Spector M, Lockee BB, Childress MD (eds) learning, design, and technology. An international compendium of theory, research, practice, and policy. Switzerland: springer international publishing. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-319-17727-4_67-1\nGynnild V, Gotschalk P (2008) Promoting academic integrity at a Midwestern University: critical review and current challenges. Int J Educ Integr 4(2):41–59 https:\u002F\u002Fdoi.org\u002F10.21913\u002FIJEI.v4i2.413\nHodgkinson T, Curtis H, MacAlister D et al (2016) Student academic dishonesty: the potential for situational prevention. J Crim Justice Educ 27(1):1–18 https:\u002F\u002Fdoi.org\u002F10.1080\u002F10511253.2015.1064982\nIson DC (2015) The influence of the internet on plagiarism among doctoral dissertations: an empirical study. J Acad Ethics 13(2):151–166 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10805-015-9233-7\nKarp D (2009) Not with a bang but a whimper: a missed opportunity for restorative justice in a plagiarism case. J Stud Cond Admin 2(1):26–30\nKarp D, Conrad S (2005) Restorative justice and college student misconduct. Pub Org Rev 5(4):315–333 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11115-005-5094-7\nLeonard M, Schwieder D, Buhler A et al (2015) Perceptions of plagiarism by STEM graduate students: a case study. Sci Eng Ethics 21(6):1587–1608 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11948-014-9604-2\nMacEwan University Academic Integrity Policy (2019). Retrieved from https:\u002F\u002Fwww.macewan.ca\u002Fwcm\u002FPolicies\u002FCurrentPolicies\u002Findex.htm\nMacfarlane B, Zhang J, Pun A (2014) Academic integrity: a review of the literature. Stud High Educ 39(2):339–358 https:\u002F\u002Fdoi.org\u002F10.1080\u002F03075079.2012.709495\nManly T, Leonard L, Riemenschneider C (2015) Academic integrity in the information age: virtues of respect and responsibility. J Bus Ethics 127(3):579–590 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10551-014-2060-8\nMcCabe DL (2005) Cheating among college and university students: a north American perspective. Int J Educ Integr 1:1–11 https:\u002F\u002Fdoi.org\u002F10.21913\u002FIJEI.V1I1.14\nMcCabe DL, Butterfield KD, Treviño LK (2006) Academic dishonesty in graduate business programs:prevalence, causes, and proposed action. Acad Manag Learn Edu 5(3):294–305 https:\u002F\u002Fdoi.org\u002F10.5465\u002FAMLE.2006.22697018\nMcCabe DL, Treviño LK (1993) Academic dishonesty: honor codes and other contextual influences. The J High Educ 64(5):522–538 https:\u002F\u002Fdoi.org\u002F10.1080\u002F00221546.1993.11778446\nMcCabe DL, Treviño LK, Butterfield KD (2001) Cheating in academic institutions: a decade of research. Ethics Behav 11(3):219–232 https:\u002F\u002Fdoi.org\u002F10.1207\u002FS15327019EB1103_2\nOgilvie J, Stewart A (2010) The integration of rational choice and self-efficacy theories: a situational analysis of student misconduct. Aust NZ J Criminol 43(1):130–155 https:\u002F\u002Fdoi.org\u002F10.1375\u002Facri.43.1.130\nPark C (2003) In other (people's) words: plagiarism by university students—literature and lessons. Assess Eval High Edu 28(5):471–488 https:\u002F\u002Fdoi.org\u002F10.1080\u002F02602930301677\nScanlan CL (2006) Strategies to promote a climate of academic integrity and minimize student cheating and plagiarism. J Allied Health 35(3):179–185\nSchunk DH (2012) Learning theories: an educational perspective. Pearson\nStagg A, Kimmins L, Pavlovski N (2013) Academic style with substance: a collaborative screencasting project to support referencing skills. Electron Libr 31(4):452–464 https:\u002F\u002Fdoi.org\u002F10.1108\u002FEL-01-2012-0005\nStephens JM (2015) Creating cultures of integrity: a multi-level intervention model for promoting academic honesty. In: Handbook of Academic Integrity. Springer\nStephens JM, Nicholson H (2008) Cases of incongruity: exploring the divide between adolescents’ beliefs and behavior related to academic dishonesty. Educ Stud 34(4):361–376 https:\u002F\u002Fdoi.org\u002F10.1080\u002F03055690802257127\nStephens JM, Romakin V, Yukhymenko M (2010) Academic motivation and misconduct in two cultures: a comparative analysis of US and Ukrainian undergraduates. Int J Educ Integr 6(1):47–60\nStoesz BM, Yudintseva A (2018) Effectiveness of tutorials for promoting educational integrity: a synthesis paper. Int J Educ Integr 14(6):1–22 https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs40979-018-0030-0\nSutherland-Smith W (2010) Retribution, deterrence and reform: the dilemmas of plagiarism management in universities. J High Educ Pol Manag 32(1):5–16 https:\u002F\u002Fdoi.org\u002F10.1080\u002F13600800903440519\nWachtel T (2013) Defining restorative. Retrieved from https:\u002F\u002Fcentre.upeace.org\u002Fwp-content\u002Fuploads\u002F2019\u002F02\u002F6-defining-restorative.pdf",{"VOID":1809},"10.1007\u002Fs40979-019-0045-1","https:\u002F\u002Fedintegrity.biomedcentral.com\u002Farticles\u002F10.1007\u002Fs40979-019-0045-1",[1812,1827,1842,1857],{"id":1813,"sortIndex":24,"researcher":23,"roles":1814,"affiliations":1815,"properties":1824},"d8bc8628-795a-4d38-9819-a46e3a267fdc",[132],[1816],{"id":1817,"sortIndex":24,"affiliation":1818,"properties":23},"555043a4-7790-41b8-9571-6ef63716c744",{"id":1817,"createTime":23,"updateTime":23,"relativeEntities":1819,"slug":23,"properties":1820,"entityType":23,"verifyStatus":23,"verifyTime":23,"verifyNote":23,"languages":23,"translateLanguages":23,"viewCount":23,"url":23,"parentIds":1823,"statistic":23},[],{"title":1821},{"VI":1822},"Department of Organizational Behaviour, Human Resources and Management, MacEwan University, Edmonton, Canada",[],{"title":1825},{"VI":1826},"Lyle 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