In my post yesterday I referred to a myriad of elephants in the room regarding the teaching of academic integrity, which I thought I’d unpack here a bit. Many of them are symptoms of sector-wide problems and tie in with other significant issues like casualisation. I’m certainly not saying anything new but I still think it’s worth discussing.
1. Expectation vs reality
When teaching academic integrity people expect you to refer to the policy and the consequences of transgressions. If you do plagiarism, disciplinary action will happen. It sounds good in theory, but realities are very different. Let’s talk about the casual lecturer who isn’t paid for administrivia and red tape. Let’s talk about the lecturer who’s so time poor it’s more trouble than it’s worth to follow up investigations. Let’s talk about the lecturer who is pressured to pass full-fee paying students and turn a blind eye to plagiarism. Let’s talk about all the systematic issues that mean the likelihood of consequences eventuating for plagiarism and cheating is not nearly so high as everyone would like to believe.
I’ve said it before and I’ll say it again. Essays are the #1 easiest type of assessment to plagiarise and cheat on. Ghostwriters are everywhere and ridiculously easy to engage. Quizzes and exams are similarly easy to cheat (if you’re not convinced, search youtube for ‘how to cheat on an exam or quiz’). Until we have a system that supports the use of more authentic assessment types, this is still going to be an issue. And using more sophisticated and restrictive technologies to try and catch them or lock them down is not the solution, students who have access to a massive online hive mind will always be one step ahead.
3. Do as I say, not as I do
All academics adhere to the principles of academic integrity without question, right? Sure, we might know how to cite. But how many of us are attributing images we use in our online courses, or seeking permission for those bound by copyright? If it’s on Google it’s free to use, right? There are some significant holes in our understanding of things, particularly regarding the use of digital media.
4. Biting the hand that feeds you
It’s a hard reality that many universities are extremely reliant on full-fee-paying international students. And any significant disciplinary action runs the risk of jeopardising that. In some instances the customer really is always right.
5. Representation vs stereotyping
A particularly fraught issue when using actors is – do you cast characters that international students can identify with, or do you shy away from that lest you be seen as typecasting?
Finally, the complex issue of life management. It’s easy to think academic integrity exists in a silo, just learn this and don’t do the naughty things and it will all be fine. But the reality is that many students are managing complex issues, some of which take priority over studies and over behaving with integrity. For some the shame of failing pulls far stronger than any potential risk of being caught.
So there you have it. None of these elephants can be addressed, all of them will impact the ability for any kind of strategy around academic integrity to have the level of impact we’d like. But until we see significant changes in the system, all we can do is fix the things we can. Godspeed, Brenda and Damo, godspeed.