Abstract
In this introductory chapter, the Comprehensive Academic Integrity (CAI) framework is introduced. The CAI framework includes eight (8) overlapping and intertwined elements: (1) everyday ethics, (2) institutional ethics, (3) ethical leadership, (4) professional and collegial ethics, (5) instructional ethics, (6) student academic conduct, (7) research integrity and ethics, and (8) publication ethics. The central argument of this framework is that academic integrity must encompass, but extend beyond, notions of student conduct, and should be considered a foundation of all aspects of education.
This is a preview of subscription content, log in via an institution to check access.
References
Abalkina, A. (2021, February 4). Unethical practices in research and publishing: Evidence from Russia. The Scholarly Kitchen. https://scholarlykitchen.sspnet.org/2021/02/04/guest-post-unethical-practices-in-research-and-publishing-evidence-from-russia/
Baker-Gardner, R. (2019). The state of academic integrity in the Caribbean. 27th Annual Conference of the International Center for Academic Integrity (ICAI), New Orleans.
Barrett, R., & Malcolm, J. (2006). Embedding plagiarism education in the assessment process. International Journal for Educational Integrity, 2(1). https://doi.org/10.21913/IJEI.v2i1.23
Bertram Gallant, T. (2008). Academic integrity in the twenty-first century: A teaching and learning imperative. Wiley.
Bertram Gallant, T., & Drinan, P. (2008). Toward a model of academic integrity institutionalization: Informing practice in postsecondary education. Canadian Journal of Higher Education, 38(2), 25–43. https://journals.sfu.ca/cjhe/index.php/cjhe/article/view/508
Bertram Gallant, T., & Drinan, P. (2006). Organizational theory and student cheating: Explanation, responses, and strategies. The Journal of Higher Education, 77(5), 839–860. http://www.jstor.org/stable/3838789
Bertram Gallant, T., & Drinan, P. (2011). The future of the ethical academy: Preliminary thoughts and suggestions. In T. Bertram Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education (pp. 215–218). Routledge.
Bik, E. (2022, September 15). The Iranian plant paper mill. Science Integrity Digest. https://scienceintegritydigest.com/2022/09/15/the-iranian-plants-paper-mill/
Boud, D., & Bearman, M. (2022). The assessment challenge of social and collaborative learning in higher education. Educational Philosophy and Theory, 1–10. https://doi.org/10.1080/00131857.2022.2114346
Bradford, D. L. (2018). Ethical issues in experiential learning. Journal of Management Education, 43(1), 89–98. https://doi.org/10.1177/1052562918807500
Braxton, J. M. (2011). Improprieties in teaching and learning. In T. Bertram Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education (pp. 63–81). Routledge.
Braxton, J. M., & Bayer, A. E. (1999). Faculty misconduct in collegiate teaching. Johns Hopkins University Press.
Bretag, T. (2016). Educational integrity in Australia. In T. A. Bretag (Ed.), Handbook of academic integrity (pp. 1–13). Springer Singapore. https://doi.org/10.1007/978-981-287-079-7_2-1
Bretag, T. (2019). From ‘perplexities of plagiarism’ to ‘building cultures of integrity’: A reflection on fifteen years of academic integrity research, 2003–2018. HERDSA Review of Higher Education, 6. www.herdsa.org.au/herdsa-review-higher-education-vol-6/5-35
Bretag, T., & Mahmud, S. (2016). A conceptual framework for implementing exemplary academic integrity policy in Australian higher education. In T. Bretag (Ed.), Handbook of academic integrity (pp. 463–480). Springer Singapore. https://doi.org/10.1007/978-981-287-098-8_24
Bretag, T., Mahmud, S., East, J., Green, M., & James, C. (2011). Academic integrity standards: A preliminary analysis of the academic integrity policies at Australian universities. Proceedings of AuQF 2011 demonstrating quality, Melbourne.
Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., Green, M., Partridge, L., & James, C. (2014). ‘Teach us how to do it properly!’ An Australian academic integrity student survey. Studies in Higher Education, 39(7), 1150–1169. https://doi.org/10.1080/03075079.2013.777406
Brien, D. L. (2008). Publish or perish? Investigating the doctorate by publication in writing. 13th conference of the Australian Association of Writing Programs, University of Technology.
Carroll, J., & Duggan, F. (2005, December 2–5). Institutional change to deter student plagiarism: What seems essential to a holistic approach? 2nd Asia-Pacific educational integrity conference, University of Newcastle.
Center for Academic Integrity. (1999). The fundamental values of academic integrity: Honesty, trust, respect, fairness, responsibility. https://files.eric.ed.gov/fulltext/ED452778.pdf
Christensen Hughes, J., & Eaton, S. E. (2022). Academic misconduct in Canadian higher education: Beyond student cheating. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 81–102). Springer. https://doi.org/10.1007/978-3-030-83255-1
Committee on Publication Ethics (COPE). (2021). Authorship and contributorship. https://publicationethics.org/authorship
Committee on Publication Ethics (COPE), & International Association of Scientific Technical and Medical Publishers (STM). (2022). Paper mills – Research report from COPE & STM. https://doi.org/10.24318/jtbG8IHL
Curtis, G. (2021, June 9). Evolving an understanding of academic integrity: Keynote address. European Conference on Academic Integrity and Plagiarism (ECAIP), Online https://academicintegrity.eu/conference/proceedings/2021/book_of_abstracts2021.pdf
Dawson, P. (2021). Defending assessment security in a digital world: Preventing e-cheating and supporting academic integrity in higher education. Routledge.
Drinan, P. (2011). Expanding the radius of trust to external stakeholders: Value infusions for a more ethical academy. In T. Bertram Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education (pp. 183–197). Routledge.
Eaton, S. E. (2017). Comparative analysis of institutional policy definitions of plagiarism: A pan-Canadian university study. Interchange: A quarterly review of education, 48(3), 271–281. https://doi.org/10.1007/s10780-017-9300-7
Eaton, S. E. (2020). Let’s talk about the other pandemic: Academic cheating. Learning, Teaching and Leadership. https://drsaraheaton.wordpress.com/2020/05/17/lets-talk-about-the-other-pandemic-academic-cheating/
Eaton, S. E. (2021). Plagiarism in higher education: Tackling tough topics in academic integrity. Libraries Unlimited.
Eerkes, D. (2010). Student judicial affairs and academic integrity. In D. G. Hardy Cox & C. C. Strange (Eds.), Achieving student success: Effective student services in Canadian higher education (pp. 100–111). McGill-Queen’s University Press.
Eisner, C., & Vicinus, M. (2008). Introduction: Originality, imitation, and plagiarism: Teaching writing in the age of the internet. In C. Eisner & M. Vicinus (Eds.), Originality, imitation, and plagiarism (pp. 1–10). University of Michigan Press. https://doi.org/10.2307/j.ctv65sxk1.3
Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., Rozenberg, P., Newton, P., & Saddiqui, S. (2019). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 1–16. https://doi.org/10.1080/07294360.2019.1680956
Freeman, S. J. (2018). The manuscript dissertation: A means of increasing competitive edge for tenure-track faculty positions. International Journal of Doctoral Studies, 13, 273–292. https://doi.org/10.28945/4093
Glendinning, I. (2013). Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE). http://plagiarism.cz/ippheae/
Glendinning, I. (2016). European perspectives of academic integrity. In T. Bretag (Ed.), Handbook of academic integrity (pp. 55–74). https://doi.org/10.1007/978-981-287-098-8_3
Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1), 2. https://doi.org/10.1007/s40979-020-0051-3
Hannah, E. F. S., & Jindal-Snape, D. (2014). Setting the scene: Personal, professional and interprofessional ethics. In D. Jindal-Snape & E. F. S. Hannah (Eds.), Exploring the dynamics of ethics (pp. 3–18). Bristol University Press. https://doi.org/10.46692/9781447309000.001
Hendricks, M., & Quinn, L. (2000). Teaching referencing as an introduction to epistemological empowerment. Teaching in Higher Education, 5(4), 447–457. https://doi.org/10.1080/713699175
Hyytinen, H., & Löfström, E. (2017). Reactively, proactively, implicitly, explicitly? Academics’ pedagogical conceptions of how to promote research ethics and integrity. Journal of Academic Ethics, 15(1), 23–41. https://doi.org/10.1007/s10805-016-9271-9
International Center for Academic Integrity (ICAI). (2014). T. Fishman (Ed.), The fundamental values of academic integrity (2nd ed.). https://www.chapman.edu/academics/academic-integrity/_files/the-fundamental-values-of-academic-integrity.pdf
International Center for Academic Integrity (ICAI). (2021). The fundamental values of academic integrity (3rd ed.). https://academicintegrity.org/resources/fundamental-values
Israel, M. (2016). Research ethics and integrity for social scientists: Beyond regulatory compliance (2nd ed.). SAGE.
Israel, M. G., & Thomson, A. C. (2013, November 27–29). The rise and much-sought demise of the adversarial culture in Australian research ethics. 2013 Australasian Ethics Network Conference, Perth.
Kezar, A. J., & Sam, C. (2011). Enacting transcendental leadership: Creating and supporting a more ethical campus. In T. Bertram Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education (pp. 153–167). Routledge.
Lancaster, T. (2022). Addressing contract cheating through staff-student partnerships. In S. E. Eaton, G. J. Curtis, B. M. Stoesz, J. Clare, K. Rundle, & J. Seeland (Eds.), Contract cheating in higher education: Global perspectives on theory, practice, and policy (pp. 219–232). Springer/Palgrave Macmillan. https://doi.org/10.1007/978-3-031-12680-2_15
Löfström, E., Trotman, T., Furnari, M., & Shephard, K. (2015). Who teaches academic integrity and how do they teach it? Higher Education, 69(3), 435–448. https://doi.org/10.1007/s10734-014-9784-3
Macdonald, R., & Carroll, J. (2006). Plagiarism: A complex issue requiring a holistic institutional approach. Assessment & Evaluation in Higher Education, 31(2), 233–245. https://doi.org/10.1080/02602930500262536
Mackenzie, J. C. (1899). Honor in student life. School Review, 7(2), 69–78. https://doi.org/10.1086/433997
McCabe, D. L., Treviño, L. K., & Butterfield, K. D. (2002). Honor codes and other contextual influences on academic integrity: A replication and extension to modified honor code settings. Research in Higher Education, 43(3), 357–378. http://www.jstor.org/stable/40196458
McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2012). Cheating in college: Why students do it and what educators can do about it. Johns Hopkins University Press.
Miron, J. B. (2022). Academic integrity in work-integrated learning (WIL) settings. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge (pp. 233–247). Springer. https://doi.org/10.1007/978-3-030-83255-1
Miron, J. B., McKenzie, A., Eaton, S. E., Stoesz, B. M., Thacker, E., Devereaux, L., Persaud, N., Steeves, M., & Rowbotham, K. (2021). Academic integrity policy analysis of publicly-funded universities in Ontario, Canada: A focus on contract cheating. Canadian Journal of Educational Administration and Policy, 197, 62–75. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/72082
Möller, A. (2022). An analysis of university academic integrity policies in New Zealand. Journal of Further and Higher Education, 1–13. https://doi.org/10.1080/0309877X.2022.2130195
Morris, E. J., & Carroll, J. (2016). Developing a sustainable holistic institutional approach: Dealing with realities “on the ground” when implementing an academic integrity policy. In T. Bretag (Ed.), Handbook of academic integrity (pp. 449–462). Springer Singapore. https://doi.org/10.1007/978-981-287-098-8_23
Pavela, G. (2022, October 11). Creating institutional memory: University of Maryland honor council history. Medium.com. https://medium.com/@gpavela/creating-institutional-memory-university-of-maryland-honor-council-history-86dcd2972334
Razı, S., Glendinning, I., Sivasubramaniam, S. D., Eaton, S. E., Çelik, Ö., Khan, Z. R., Bjelobaba, S., Fishman, T., & Waddington, L. (2022, May 5). Changing trends in academic integrity policy development: Implications for the post-COVID era. European conference on academic integrity and plagiarism 2022, Porto and online.
Roig, M. (2023). Recycling our own work in the digital age. In S. E. Eaton (Ed.), Handbook of academic integrity (2nd ed.). Springer.
Sharmini, S., Spronken-Smith, R., Golding, C., & Harland, T. (2015). Assessing the doctoral thesis when it includes published work. Assessment & Evaluation in Higher Education, 40(1), 89–102. https://doi.org/10.1080/02602938.2014.888535
Sheinerman, M.-R., & Shevin, Z. (2020). Math TA posted false solution online to catch students in violation of academic integrity. The Daily Princetonian. https://www.dailyprincetonian.com/article/2020/05/princeton-teaching-assistant-math-department-slader-mat202-academic-integrity-cheating-covid
Stoesz, B. M., & Eaton, S. E. (2022). Academic integrity policies of publicly funded universities in western Canada. Educational Policy, 36(6), 1529–1548. https://doi.org/10.1177/0895904820983032
Tammeleht, A., Rodríguez-Triana, M. J., Koort, K., & Löfström, E. (2019). Collaborative case-based learning process in research ethics. International Journal for Educational Integrity, 15(1), 1–22. https://doi.org/10.1007/s40979-019-0043-3
Tammeleht, A., Löfström, E., & Rodríguez-Triana, j. M. J. (2022). Facilitating development of research ethics and integrity leadership competencies. International Journal for Educational Integrity, 18(1), 1–23. https://doi.org/10.1007/s40979-022-00102-3
Tauginienė, L., Gaižauskaitė, I., Glendinning, I., Kravjar, J., Ojsteršek, M., Ribeiro, L., Odiņeca, T., Marino, F., Cosentino, M., Sivasubramaniam, S. & Foltýnek, T. (2018, October). Glossary for academic integrity. ENAI report 3G [online]: Revised version. https://www.academicintegrity.eu/wp/wp-content/uploads/2023/02/EN-Glossary_revised_final_24.02.23.pdf
Turner, S. P., & Beemsterboer, P. L. (2003). Enhancing academic integrity: Formulating effective honor codes. Journal of Dental Education, 67(10), 1122–1129. https://doi.org/10.1002/j.0022-0337.2003.67.10.tb03705.x
Vaux, D. L. (2016). Scientific misconduct: Falsification, fabrication, and misappropriation of credit. In T. Bretag (Ed.), Handbook of academic integrity (pp. 895–911). Springer. https://doi.org/10.1007/978-981-287-098-8_26
Zwagerman, S. (2008). The scarlet P: Plagiarism, panopticism, and the rhetoric of academic integrity. College Composition and Communication, 59(4), 676–710. http://www.jstor.org/stable/20457030
Acknowledgments
Thanks are due to several individuals who offered open peer review on this chapter on tight timeline. I am grateful to the two section editors of this Handbook who took extra time just as the book was nearing production to provide feedback, Brenda M. Stoesz and Guy Curtis. I am also grateful to my friend and colleague, Rahul Kumar, and two PhD students, Beatriz Moya and Bibek Dahal, all of whom provided comments to further strengthen this work.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Eaton, S.E. (2023). Comprehensive Academic Integrity (CAI): An Ethical Framework for Educational Contexts. In: Eaton, S.E. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-079-7_194-1
Download citation
DOI: https://doi.org/10.1007/978-981-287-079-7_194-1
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-079-7
Online ISBN: 978-981-287-079-7
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education