How do faculty members respond to their students' discussions of academic misconduct and academic integrity?

Abstract

The present study conducted a qualitative analysis of faculty members? perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. Overall, seven overarching themes and a series of sub-themes were identified including the following: comfort level and knowledge about academic integrity issues (for faculty and for students), impressions about the interactive presentation, student engagement in the presentations, learning outcomes for faculty, safeguards against misconduct, and issues, consequences and proposed solutions to concerns. Key findings within these themes suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Faculty members were surprised by the frank and engaged interactions of their students during the interactive presentations. Only half of the faculty found the presentation content enhanced their own current knowledge. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students. Discussion explores insights gained as a context for informing instructional practice.

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