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Corruption is a serious problem in Mexico and the available information regarding the levels of academic dishonesty in Mexico is not very encouraging. Academic integrity is essential in any teaching-learning process focussed on achieving the highest standards of excellence and learning. Promoting and experiencing academic integrity within the unive...
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Context 1
... section was added to this survey (Additional file 1) addressing the professional ethical behavioural construct. In this section, items from questionnaires described in Table 1 were used; all related to self-reporting of ethical behaviour. An additional validation was carried out for this instrument section through the assessment of experts from the internal control area of different companies and industries. ...Similar publications
The developmental process in Pakistan has been hindered due to the large informal economy and insufficient tax compliance. Successive governments have failed to change the mindset due to flawed policies, administrative constraints, and rambling corruption. The gap in tax revenue is due to tax evasion and avoidance practices. The economy is constrai...
Citations
... A corrupção ocorre em múltiplos países (Capasso et al., 2022;Guerrero-Dib et al., 2020). No Brasil, há evidências que sustentam que o país é considerado corrupto (Crittenden et al., 2009;Pinho & Sacramento, 2018). ...
Objetivo da pesquisa: Analisar a incidência de penalidades aplicadas às empresas que praticaram atos lesivos contra a administração pública com fundamento na Lei Anticorrupção (LAC). Enquadramento teórico: As multas previstas na LAC são analisadas à luz de diferentes perspectivas dos fins da pena, em que a sua imposição seria considerada uma resposta a atos lesivos, com o fim de retribuir financeiramente o dano causado pelo infrator, de prevenir a reincidência do ato ou dissuadir a prática desses atos pela sociedade. Metodologia: Os dados foram obtidos a partir do Cadastro Nacional de Empresas Punidas (CNEP) e analisados por meio de estatísticas descritivas e testes de Mann-Whitney e de Kruskall-Wallis. Resultados: Existem 498 multas ativas documentadas no CNEP e elas equivalem a R 18 milhões de multas sancionadas mensalmente. Observou-se uma tendência de crescimento no número de multas de 2016 a 2023 e multas sancionadas por valores insignificantes como um real. Originalidade: Embora a literatura prévia tenha gerado achados valiosos, permanece uma lacuna referente à análise das multas registradas no CNEP sob um nível de escrutínio mais rígido. Essa carência é direcionada pelo presente estudo. Contribuições teóricas e práticas: Este estudo contribui ao oferecer evidências que promovam a transparência e o controle social, bem como de serem úteis à elaboração de políticas governamentais em relação ao combate à corrupção, particularmente em solo nacional. Adicionalmente, percebe-se que há poucos estudos empíricos que analisam as multas oriundas da LAC e as discutem a partir de diferentes perspectivas dos fins da pena.
... Findings highlighted the concerns about the transfer of dishonest behaviour in higher education to professional practice and the impact on public safety. This has been evidenced in several studies that nursing students who are dishonest in university were more likely to be dishonest in practice (Guerrero-Dib, 2020;McClung and Schneider 2018;Winrow et al. 2015; Page 3 of 20 Creighton et al. International Journal for Educational Integrity (2025) 21:8 Krueger 2014). ...
Academic integrity constitutes a cornerstone of higher education, epitomising values such as honesty, trust, fairness, respect, and responsibility. However, breaches in academic integrity persist among nursing students. Current responses to breaches predominantly adopt reactive and punitive measures, lacking proactive initiatives that cultivate active learning. Moreover, traditional didactic teaching methodologies may fail to resonate with the digital-native characteristics of contemporary students. Consequently, a discernible gap exists regarding novel approaches to instilling and upholding academic integrity within nursing education. The aim of this study is to explore and evaluate whether a co-designed serious game linking academic integrity and professionalism promotes motivation for self-perceived learning for first year undergraduate nursing students at one university in Northern Ireland. Using multi-methods, this study employed a pre-post validated 34-item Motivated Strategies for Learning Questionnaire before and after students played the game, and qualitative focus groups that explored the students’ experience of playing the game and impact on academic practice. Quantitative results (n = 233) showed significance across the 6 sub-scales of the Modified Strategies for Learning Questionnaire including self-efficacy, peer learning and help-seeking. Three themes were developed from focus groups (n = 39) in relation to usability, professional values and transferable skills. The study findings indicate the game had a positive impact on motivation, critical thinking, and self-regulation among participants and successfully correlated academic integrity with universally shared nursing values, such as honesty, accountability, and openness. Suggesting that the integration of case-based learning within a serious game offers a proactive, rather than punitive, approach to academic misconduct education, with potential applicability across diverse cultural and professional contexts.
... Academic misconduct is consistently a global and pervasive problem within higher education (Handbook of Academic Integrity, 2016;McCabe et al., 2012) and the workplace (Guerrero-Dib et al., 2020;Nonis & Swift, 2001), which has only grown with the arrival of emergency remote learning and the advent of Generative Artificial Intelligence (GenAI) (e.g., Acosta-Enriquez et al., 2024). In the United States, academic misconduct 1 as a function of student behavior and its focus as a research topic emerged as an area of interest in the 1990s (see McCabe et al., 2012;Rogerson et al., 2022). ...
... Time and again, studies show that students who cheat in college are more likely to commit misconduct in other contexts (Guerrero-Dib et al., 2020;LaDuke, 2013;Nonis & Swift, 2001). If degrees signal a student has acquired a certain set of skills, the public needs to be able to trust students have completed their degrees honestly. ...
Academic integrity policies in the United States have not been studied as in Australia (Bretag & Mahmud, 2016; Bretag et al., 2011), Europe (Foltýnek & Glendinning, 2015; Glendinning, 2013), or Canada (Eaton et al., 2022; Stoesz & Eaton, 2020). This study examines how elements of exemplary policy are supported, or not, by higher education institutions in the United States. Academic integrity policies across a range of institution types and locations must be updated to more clearly reflect elements of exemplary policy and, thereby, to better practice as well as preach our academic ethics in upholding institutional policies.
... By prompting students to critically assess AI-generated feedback and reflect on its application, the toolkit aims to build a strong foundation for ethical practices and the long-term development of writing skills. Guerrero-Dib et al. [63] emphasize that promoting academic integrity within educational settings has a positive influence on ethical behavior in professional contexts, making it crucial to incorporate such considerations into AI-supported learning tools. ...
Background and objectives
Assessing and improving academic writing skills is a crucial component of higher education. To support students in this endeavor, a comprehensive self-assessment toolkit was developed to provide personalized feedback and guide their writing improvement. The current study aimed to rigorously evaluate the validity and reliability of this academic writing self-assessment toolkit.
Methods
The development and validation of the academic writing self-assessment toolkit involved several key steps. First, a thorough review of the literature was conducted to identify the essential criteria for authentic assessment. Next, an analysis of medical students' reflection papers was undertaken to gain insights into their experiences using AI-powered tools for writing feedback. Based on these initial steps, a preliminary version of the self-assessment toolkit was devised. An expert focus group discussion was then convened to refine the questions and content of the toolkit. To assess content validity, the toolkit was evaluated by a panel of 22 medical student participants. They were asked to review each item and provide feedback on the relevance and comprehensiveness of the toolkit for evaluating academic writing skills. Face validity was also examined, with the students assessing the clarity, wording, and appropriateness of the toolkit items.
Results
The content validity evaluation revealed that 95% of the toolkit items were rated as highly relevant, and 88% were deemed comprehensive in assessing key aspects of academic writing. Minor wording changes were suggested by the students to enhance clarity and interpretability. The face validity assessment found that 92% of the items were rated as unambiguous, with 90% considered appropriate and relevant for self-assessment. Feedback from the students led to the refinement of a few items to improve their clarity in the context of the Persian language. The robust reliability testing demonstrated the consistency and stability of the academic writing self-assessment toolkit in measuring students' writing skills over time.
Conclusion
The comprehensive evaluation process has established the academic writing self-assessment toolkit as a robust and credible instrument for supporting students' writing improvement. The toolkit's strong psychometric properties and user-centered design make it a valuable resource for enhancing academic writing skills in higher education.
... By prompting students to critically assess AI-generated feedback and reflect on its application, the toolkit aims to build a strong foundation for ethical practices and the long-term development of writing skills. Guerrero-Dib et al. [63] emphasize that promoting academic integrity within educational settings has a positive influence on ethical behavior in professional contexts, making it crucial to incorporate such considerations into AI-supported learning tools. ...
Background and objectives Assessing and improving academic writing skills is a crucial component of higher education. To support students in this endeavor, a comprehensive self-assessment toolkit was developed to provide personalized feedback and guide their writing improvement. The current study aimed to rigorously evaluate the validity and reliability of this academic writing self-assessment toolkit. Methods The development and validation of the academic writing self-assessment toolkit involved several key steps. First, a thorough review of the literature was conducted to identify the essential criteria for authentic assessment. Next, an analysis of medical students' reflection papers was undertaken to gain insights into their experiences using AI-powered tools for writing feedback. Based on these initial steps, a preliminary version of the self-assessment toolkit was devised. An expert focus group discussion was then convened to refine the questions and content of the toolkit. To assess content validity, the toolkit was evaluated by a panel of 22 medical student participants. They were asked to review each item and provide feedback on the relevance and comprehensiveness of the toolkit for evaluating academic writing skills. Face validity was also examined, with the students assessing the clarity, wording, and appro-priateness of the toolkit items. Results The content validity evaluation revealed that 95% of the toolkit items were rated as highly relevant, and 88% were deemed comprehensive in assessing key aspects of academic writing. Minor wording changes were suggested by the students to enhance clarity and interpretability. The face validity assessment found that 92% of the items were rated as unambiguous, with 90% considered appropriate and relevant for self-assessment. Feedback from the students led to the refinement of a few items to improve their clarity in the context of the Persian language. The robust reliability testing demonstrated the consistency and stability of the academic writing self-assessment toolkit in measuring students' writing skills over time. Conclusion The comprehensive evaluation process has established the academic writing self-assessment toolkit as a robust and credible instrument for supporting students' writing improvement. The toolkit's strong psychomet-ric properties and user-centered design make it a valuable resource for enhancing academic writing skills in higher education.
... However, in reality, at the university level there are still acts of fraud committed by students, or often referred to as academic fraud. If someone is accustomed to committing fraud during education, it is likely that this behavior will continue when they enter the workforce (Guerrero-Dib et al., 2020). Pramudyastuti et al. (2020) define academic fraud as dishonest behavior committed by students intentionally with the aim of gaining benefits for themselves or groups. ...
Academic Fraud Behavior: Fraud Diamond Dimensions and Locus of Control. This study aims to determine the influence of the fraud diamond and locus of control on academic fraud behavior. The population of this research consists of active students from the 2020-2022 cohort in the Accounting Department of the Faculty of Business and Economics at Brawijaya University, totaling 1,005 students. Using the Slovin formula, the minimum number of samples that meet the Slovin criteria is 286 participants. The sampling method employed is purposive sampling by distributing questionnaires through Google Form, resulting in 292 respondents. The analytical method used to test the research hypothesis is multiple linear regression analysis using Smart PLS statistical tools. The results of this study indicate that the variables of pressure, opportunity, rationalization, ability, and external locus of control have a significant positive effect on student academic fraud behavior. Meanwhile, the internal locus of control variable proved to have a significant negative effect on academic fraud behavior. The results of this study have implications for higher education institutions to prevent such fraud by taking appropriate actions.
... Academic integrity forms a central foundation in nursing education, bridging academic skills in higher education with professional ethics in clinical practice [1]. Students who develop a strong understanding and application of academic integrity during their studies are more likely to carry these principles into their professional careers [1]. ...
... Academic integrity forms a central foundation in nursing education, bridging academic skills in higher education with professional ethics in clinical practice [1]. Students who develop a strong understanding and application of academic integrity during their studies are more likely to carry these principles into their professional careers [1]. Globally, nurses consistently rank as the most trusted profession in terms of honesty and ethical standards according to public opinion surveys [2]. ...
... While plagiarism remains a common academic offense among nursing students in university settings [5], deviations in clinical practice have also been observed, including mis-recording of vital signs, breaching patient confidentiality, and falsely documenting medication administration [4,6]. These findings suggest a potential link between academic and professional integrity among nursing students, raising significant ethical concerns when patient care could be compromised as a result [1,7]. ...
Background: Academic integrity is an important component of nursing education, bridging academic ethics with professional practice. This study evaluated the effectiveness of a co-designed Academic Integrity digital serious game in improving nursing students’ self-efficacy related to academic integrity, academic offenses, professionalism, and artificial intelligence use. Methods: A pre-test/post-test design was employed, using a bespoke questionnaire to assess 303 first-year nursing students’ self-efficacy before and after playing the game. The questionnaire covered five subscales: academic integrity standards, academic offenses, professional values, feedback processes, and AI use in academic work. Results: Statistically significant improvements were observed across all subscales following the intervention, indicating enhanced self-efficacy in understanding and applying academic integrity principles, recognizing academic offenses, demonstrating professional behaviors, utilizing feedback, and appropriately using AI in academic contexts. Conclusions: The Academic Integrity digital serious game has the potential to be an effective tool for enhancing nursing students’ self-efficacy in the areas of academic and professional ethics. This approach shows promise for integrating academic integrity-based education in nursing curricula and preparing students for the ethical challenges of modern healthcare practice. This study was not registered.
... That way, nobody will break the law. These opinions align with those of Guerrero-Dib et al. (2020), academic leaders and policy makers, according to Stephens (2016) and Winrow (2015), have a significant role to play in promoting ethical behaviour in higher education settings. ...
... Likewise, when students carry out peer-assessment (based on instruments), they must be analytical and have integrity by assessing their peers according to the instruments that have been determined. This experience was circumvented because, according to Rose-Ackerman and Palifka [85], academic integrity issues include abuse of authority. Can students be honest, trustworthy, fair, respectful, responsible, and courageous when assessing their colleagues' teaching performance by having peer review authority? ...
The progressive world of education needs to be accelerated by fulfilling the competencies of prospective teachers who are also progressive through a series of performance tasks that are relevant to learning needs in the 21st century. This research used Analysis, Design, Development, Implementation, and Evaluation (ADDIE) to innovate an integrated learning model for a micro-teaching course. A needs analysis was conducted on 75 students, two lecturers, and 30 teachers to assess actual performance, confirm desired performance, and identify causes of performance gaps. Researchers then designed performance tasks and validated them by 10 raters, tested them on 337 students to test the outer and inner models, and tested them on 30 students, 28 lecturers, and 49 teachers to test differences. Test content validity using the Aiken-V formula and test inter-rater reliability using ICC. Meanwhile, testing the validity and reliability of the construct uses outer and inner model analysis (CB-SEM), and the difference test uses ANOVA. The content validity results prove that all task performance meets the Aiken parameters (0.75-1.00), the interrater reliability value is 0.573, and the Cronbach alpha value is 0.931. Testing the outer model proves that the loading factor task performance value ranges from 0.709-0.874, the Cronbach alpha value ranges from 0.768-0.880, the composite reliability value ranges from 0.768-0.879, the AVE value ranges from 0.580-0.649, and the discriminant validity value ranges from 0.761-0.806. The inner model test proves that the Chi-Square/df value = 2.254, RMSEA value = 0.061, SRMR value = 0.036, NFI value = 0.910, TLI value = 0.936, and CFI value = 0.948. Meanwhile, the results of the ANOVA test confirm that the Sig value = 0.098, so it can be concluded that there are no significant differences between the three sample groups regarding the model innovation results. Thus, the 25-task performance in the integrated learning model has a significant psychometric function relative to the actual situation, so it becomes one of the references that lecturers can use to improve the competency of prospective teachers in micro-teaching courses (not limited to teaching skills, analytical thinking skills, academic integrity, and transformational leadership).
... This can contribute to various problems, including students' ability not being assessed accurately and the excellence of the student's knowledge not going hand in hand with his/her excellence and encouraging fraudulent practices (Sotiriadou et al., 2020). If this problem is not addressed immediately, it will negatively impact the students' ethics and performance (Guerrero-Dib et al., 2020). If not controlled, ethical misconduct in exams will become more prevalent. ...
The development of the Internet led to the development of various communication mediums such as websites, mobile phones, and social networking systems. The physical limitations and constraints of conventional media in conveying information can be overcome with the emergence of digital media technology. Thus, the research has been carried out to examine the effectiveness of a new examination information dissemination approach, which is also known as the FSPPP Exam Kit. The study examines the student perception of the kit and assesses the outcome of the kit implementation. This includes disciplinary issues such as cheating, improper dress code, missing examination slips, and late/absenteeism for examination. This study uses a quantitative approach and a questionnaire to collect information. The study population includes students from the Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA (UiTM), Seremban, as many as 2000 students. The sample size involved 322 systematic randomly selected respondents. The data was analyzed using descriptive and inferential analysis. The study results found that most students have widely accepted this kit, and it helps reduce examination disciplinary issues. Moreover, a significant negative This work is licensed under CC BY 4.0 relationship exists between kit effectiveness and disciplinary cases. The kit can be an alternative to the faculty's formal communication tool with appropriate improvements. The kit helps them get information, interact with each other, and improve their knowledge about the examination procedures. This study reveals the importance of websites and new media in delivering information to university stakeholders.
