Interpreting academic integrity transgressions among learning communities

Simple item page
dc.citation.issue5
dc.citation.volume17
dc.contributor.authorMathrani A
dc.contributor.authorHan B
dc.contributor.authorMathrani S
dc.contributor.authorJha M
dc.contributor.authorScogings C
dc.date.available4/03/2021
dc.date.issued2021-12
dc.descriptionCopy of License must accompany any deposit. Published source must be acknowledged Must link to publisher version with DOI
dc.description.abstractEducational institutions rely on academic citizenship behaviors to construct knowledge in a responsible manner. However, they often struggle to contain the unlawful reuse of knowledge (or academic citizenship transgressions) by some learning communities. This study draws upon secondary data from two televised episodes describing contract cheating (or ghostwriting) practices prevalent among international student communities. Against this background, we have investigated emergent teaching and learning structures that have been extended to formal and informal spaces with the use of mediating technologies. Learners’ interactions in formal spaces are influenced by ongoing informal social experiences within a shared cultural context to influence learners’ agency. Building upon existing theories, we have developed an analytical lens to understand the rationale behind cheating behaviors. Citizenship behaviors are based on individual and collective perceptions of what constitutes as acceptable or unacceptable behavior. That is, learners who are low in motivation and are less engaged with learning may collude; more so, if cheating is not condemned by members belonging to their informal social spaces. Our analytical lens describes institutional, cultural, technological, social and behavioral contexts that influence learner agency.
dc.description.confidentialFALSE
dc.identifier.citationInternational Journal of Educational Integrity, 2021, 17 (5)
dc.identifier.doi10.1007/s40979-021-00073-x
dc.identifier.elements-id440860
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1833-2595
dc.identifier.urihttps://hdl.handle.net/10179/16148
dc.publisherBioMed Central Limited
dc.relation.isPartOfInternational Journal of Educational Integrity
dc.relation.urihttps://edintegrity.biomedcentral.com/articles/10.1007/s40979-021-00073-x
dc.subject.anzsrc1301 Education Systems
dc.subject.anzsrc1302 Curriculum and Pedagogy
dc.subject.anzsrc2201 Applied Ethics
dc.titleInterpreting academic integrity transgressions among learning communities
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Sciences
pubs.organisational-group/Massey University/College of Sciences/PVC's Office - College of Sciences
pubs.organisational-group/Massey University/College of Sciences/School of Food and Advanced Technology
pubs.organisational-group/Massey University/College of Sciences/School of Mathematical and Computational Sciences
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