Tricia Bertram Gallant

Organizational Theory and Student Cheating: Explanation, Responses, and Strategies

Studies have described and analyzed the problem of student cheating as well as institutional responses to the problem. However, organizational theory has been neglected. Viewing student cheating and institutional responses through the lens of organizational theory can inform strategy and instill fresh approaches to the management of the problem.

Everyday people making a difference on college campuses: the tempered grassroots leadership tactics of faculty and staff

This article describes a study of the tactics used by faculty and staff grassroots leaders at colleges and universities to create important changes that increase the capacity for leadership. The study identifies how academic and administrative staff, as employees within an academic culture, have access to grassroots leadership tactics that honor the norms, values and mission of the academy, while simultaneously challenging its enacted practices. The nine tactics identified are: organizing extra‐curricular intellectual opportunities; creating professional development; leveraging curricula and using classrooms as forums; working with and mentoring students; hiring like‐minded social activists; garnering resources and support; using data to tell a story; joining in – utilizing existing networks; and partnering with key external stakeholders. The study complements and adds to the grassroots leadership literature by suggesting that grassroots leadership can occur within institutionalized settings, with the techniques for change modified to fit the organizational context, in this case academic settings.

The Complexity of Integrity Culture Change: A Case Study of a Liberal Arts College

Academic integrity is a fundamental principle of the higher education institution. To many institutional stakeholders, it represents honesty, trustworthiness, respect, responsibility, and fairness in academic work (www. academicintegrity.org), the integrity of which is expected to be primarily self-monitored. The principle of academic integrity suggests that people can be trusted to complete their work according to articulated rules and cultural norms and not to deviate from those rules and norms to gain advantage over colleagues. In the case of students, the focus of this paper, the principle of academic integrity means that they can be trusted to complete their work according to the rules and guidelines provided by the instructor or institution. In American institutions of higher education, instructors generally expect that students will conduct their academic work through independent effort or otherwise attribute the contributions (i.e., words, ideas, or assistance) of others.

Plagiarism and Academic Integrity Systems

ABSTRACT The role of librarians has been neglected in the academic integrity literature. A probe of the plagiarism problem can illuminate potential roles for librarians beyond that of technical support of faculty. Librarians should assert the centrality of their roles in bridging tradition and adaptability as they provide robust platforms for guardianship of accumulated knowledge and the creation of new knowledge. Thinking strategically and organizationally will benefit both librarians and the academy more broadly.

Institutionalizing Academic Integrity: Administrator Perceptions and Institutional Actions.

Issues surrounding student cheating and plagiarism are ubiquitous in higher education. Research has consistently found gaps between policies and practices on our campuses, a struggle for those student affairs professionals charged with institutionalizing the value of academic integrity. While the motivations and roles of students have been explored in some depth, there has been less research on the roles of faculty and administrators in managing academic integrity issues institutionally. Using a survey developed from institutional theory and academic integrity research, the authors collected academic affairs administrators’ perceptions of academic integrity institutionalization. The results suggest the utility of a sharper focus on cultivating faculty as key change agents and reduced attention to students. The implications for student affairs and academic administrators are several including increased strategic attention to reducing obstacles to successful institutionalization of academic integrity while engaging faculty more thoroughly in the process.

Academic Integrity as a Teaching & Learning Issue: From Theory to Practice

In 2008, I argued that a new approach to academic integrity in the 21st century was needed because the dominant approaches had been proven to be relatively ineffective (Bertram Gallant, 2008). This new approach, the teaching and learning approach, challenged educators to situate integrity practices within the goal of improving student learning, in essence shifting the focus from how educators could stop students from cheating to how they could ensure students are learning (Bertram Gallant, 2008, p. 112).I argued that this shift could be realized through “fostering a learning-oriented environment, improving instruction, enhancing institutional support for teaching and learning, and reducing institutional constraints to teaching and learning” (Bertram Gallant, 2008, p. 89). Although the latter 2 strategies are critical for realizing the teaching and learning approach, I do not address them here. Instead, I focus on applying empirical research to elucidate the practical methods faculty can use in the classro...In 2008, I argued that a new approach to academic integrity in the 21st century was needed because the dominant approaches had been proven to be relatively ineffective (Bertram Gallant, 2008). This new approach, the teaching and learning approach, challenged educators to situate integrity practices within the goal of improving student learning, in essence shifting the focus from how educators could stop students from cheating to how they could ensure students are learning (Bertram Gallant, 2008, p. 112). I argued that this shift could be realized through “fostering a learning-oriented environment, improving instruction, enhancing institutional support for teaching and learning, and reducing institutional constraints to teaching and learning” (Bertram Gallant, 2008, p. 89). Although the latter 2 strategies are critical for realizing the teaching and learning approach, I do not address them here. Instead, I focus on applying empirical research to elucidate the practical methods faculty can use in the classroom to foster learning orientations and improve instruction. I will also introduce a 5th strategy of the teaching and learning approach—leveraging the cheating moment as a teachable moment. This 5th strategy is instrumental for faculty members who hope to create a teaching and learning environment in which cheating is the exception and integrity the norm.

Academic Integrity in a Mandatory Physics Lab: The Influence of Post-Graduate Aspirations and Grade Point Averages

Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them.

The ethics pipeline to academic publishing

Purpose – This paper aims to respond to Curno’s piece on the Challenges to ethical publishing in the digital era. Design/methodology/approach – In this response, the author argues that a focus on “publication ethics” may perpetuate the problem of unethical conduct because such a focus ignores the influences of the educational ethics pipeline. Findings – As a result, the author issues two calls for action: we must cease operating in our ethical silos and educational leaders must publicly recognize the problem of unethical conduct and fully commit to addressing it. Originality/value – This response challenges the notions of ethical silos and the inaction by educational institutions to properly train ethical professionals, authors and researchers.

Rights and Wrongs in the College Classroom: Ethical Issues in Postsecondary Teaching (review)

I was pleased that three chapters identified innovative program delivery modes. Brian Bourke described how cohort graduate programs can foster learning communities, which are becoming increasingly important as more students enroll part-time. Nataliya Ivankova and Sheldon Stick’s case study of the University of Nebraska-Lincoln’s development and implementation of its online program provides keen insights and advice for programs that may be considering online program delivery. Ashley Tull explains the benefits of higher education programs that offer graduate certificates as a format and delivery method to help both new and seasoned professionals develop specific skills and competencies in the changing environment of higher education. These chapters provide useful information for those in charge of programs who are researching and developing new delivery strategies. The text also addresses additional pertinent program issues. Darla Twale argues that the purpose of writing academic dissertations should to be more clearly defined. Lee Duemer suggests that students should be encouraged to write more qualitative dissertations to better understand human behavior in academic organizations. Ibrahima Poda references several alternative approaches to assessing student learning that are “authentic and focus on process as well as product” (p. 171). Stephen Katsinas shares his experience and lessons learned from a statewide review of doctoral programs in Ohio during the economic recession of the 1980s and offers useful advice to colleagues who may be facing a program review process. William Brescia and Michael Miller explain the opportunities and advantages using the latest technology for student management, instruction, research, and service activities. They note that the degree to which higher education programs use technology depends on the initiative of individual faculty members and on institutional support. Daniel Nadler and Michael Miller critique marketing strategies used by higher education programs, along with practical advice for program administrators who are evaluating their own marketing strategies. However, a pertinent program perspective not included book was students’ perspectives of higher education programs; a better understanding of students’ experiences and perceptions is essential in improving these programs. The editors have assembled a great resource for directors and faculty members on issues impacting higher education programs. The authors also identify several areas that require further research—for example, what knowledge base should be taught in core courses, evaluating programs with a focus on learning outcomes, and continued evaluation of alternative program delivery modes. Once these authors’ perspectives are considered, directors and faculty members will have greater opportunities to develop these programs.