Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Academic Integrity and International Students

Academic dishonesty amongst colleges and universities has been a long-standing issue amongst administrators and faculty; however, the concern over academic dishonesty amongst international students is a growing concern.

Denise Balfour Simpson

on 16 November 2011

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Academic Integrity and International Students

International Students and Academic Dishonesty
Student Understanding of English Language
How do international students understand plagiarism?
What does the literature say?
Scollon, 1995; Scollon, 2005; Song-Turner, 2008
How do international students perceive
academic dishonesty?
Students come to college with different standards for what is and is not dishonest behavior.
Students become aware of what is acceptable based on what is exemplified by their peers.
Lupton, Chapman, & Weiss, 2000; Magnus, Polterovich, Danilov, & Savvateev, 2002; Chapman & Lupton, 2004; Sterns, 2004; Lin & Wen, 2006; McCabe, Feghali, & Abdallah, 2008
Student Relationships with Instructors
Positive vs. negative
Differences in showing respect
Elderly vs. young adult
View as expert
Strict vs. easygoing environment
Bista, NA; Cammish, 1997; Lupton, Chapman, & Weiss, 2000; Sterns, 2001
Cammish, 1997; Song-Turner, 2008; DeJager & Brown, 2010
International students also have the added stress, pressure, and tension of studying abroad.
Tasker, 1987; Diekhoff, LaBeff, Shinohara, & Yasukawa, 1999; Lin & Win, 2006; Song-Turner, 2008; Teocorescu & Andrei, 2009
"...at home I lived with my parents and they did everything and now I have to do it all and its very stressful. And not only that, I feel that I need to work at a job to cover some of the costs as it is very expensive studying in Australia - not just fees but also the costs of living and paying rent and all of that! Everything is hard, it takes time and we are always rushed and stressed..." (2008, p. 40)
"To students versed in a very formal, rigid and traditional form of education...innovation and flexibility often seemed to be just too stressful. Eventually some of them would succumb to copying just to cope with what seemed to be a neverending series of changes..." (2008, p. 46).
Students and faculty have conflicting views on what is dishonest.
Benchmark Institutions
Students who cheat in college are more likely to cheat later in life.
The reasons why students commit academically dishonest acts are complex.
There is an overall indifference towards reporting dishonesty.
Gender differences regarding academic dishonesty are inconclusive.
Technology has drastically increased the ability to engage in and amount of dishonest behaviors in college.

These institutions all contain the following:

a) policies that are easily understood
b) clear judicial procedures
c) resources for instructors
d) resources for international students
Look at these really awesome examples!!!
Teaching for Learning, Faculty Resources
International Center, Student Resources
International Student Services, Student Resources
Lewis University
NOTE: For a K-12 version, look at the Learning Process Questionnaire (LPQ)
"Student dishonesty, a prevelant and perennial phenomenon, has been an issue of considerable interest among researchers."
The Issue
Institutions are "communities of scholars and students engrossed in the largely unfettered pursuit of truths through well-considered scholarship occuring in a relatively undisturbed and unchanging manner."
"For more than 50 years, we have been warned of a problem that threatens the foundation of higher education: students' lack of appreciation for integrity in the quest for truth and knowledge."
Maramark & Maline, 1993 , p. 3
McCabe & Trevino, 1996, p. 31
Lim & See, 2001, p. 67
What we know
What we are told
The frequent use of technology has also increased the ability to engage in academic dishonesty.
Etter, Cramer, & Finn, 2006; Colnerud & Rosander, 2009; McCabe, 2009; Nahir & Aslam, 2010; Jones, 2011.
So, really...what can we do about student cheating?
What we DON'T know
Who is correct when faculty, staff, and students have conflicting views regarding dishonesty?
How are international students impacted by all of this?
Which disciplinary practices are actually effective?
... and with what types of students?
... and for which levels of dishonesty?
What we NEED
A better understanding of the issues and concerns regarding academic dishonesty from an international student context
Research Trends
And International Students...?
University of Windsor
Poster Campaign

Standards of Excellence

Do you think this poster campaign works?
- Prosser & Trigwell, 1997
According to Hulstrand, "the first thing administrators need to plan for is how to facilitate the transition for students coming from countries where the academic system is often very different from the one in the United States" (2009, p. 96).
The most important policy consideration is "one size does not fit all" (McCabe, Feghali, & Abdallah, 2008, p. 466).
Faculty members should assist students in the classroom by clarifying dishonest behaviors and promoting resources.
Develop clear codes, policies, and procedures for what is considered academic dishonesty.
Encourage academic integrity as part of the greater campus culture.
Values and ethics should be displayed by the leadership, starting with top management.
..."the concept of plagiarism is fully embedded within a social, political, and cultural matrix that cannot be meaningfully seperated from its interpretation" (1995, p. 23)
Good English Language
Weak English Language
Good Academic Skills
Poor Academic Skills
Full transcript