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L'urgence de l'intégrité académique
Abstract
Countering malpractice - in higher education as in research - and strengthening academic integrity is urgent. For our knowledge civilisation is under threat, both from new models of knowledge production and from the shamelessness of knowledge offenders.
The members of the International Institute for Research and Action on Academic Fraud and Plagiarism (IRAFPA) have been conducting theoretical and applied research for more than fifteen years to improve the knowledge structuring the concept of academic integrity. But this will not be enough. We need to open a real debate and invite all actors of the academic world and its stakeholders to participate, so that the integrity sciences movement develops and takes root in the daily practices of everyone.
The book proposes a construction of integrity sciences in six major themes. Each theme is introduced by a renowned researcher from the fields of science, medicine, journalism, archaeology, management sciences or international diplomacy. Within each theme, five chapters weave the fabric of a fundamental debate. The authors come from more than ten different countries, because integrity knows no borders. They are theologians, philosophers, psychoanalysts, psychologists, economists, linguists, sociologists, archaeologists, lawyers, engineers, professors of ethics, bioethics, artificial intelligence, educational sciences, performing arts, humanities, nuclear and particle physics, ethnology, history, journalists, diplomats, business leaders, physicians, translators, political scientists and members of civil society.
They wanted this book to be a reference tool for all those who want to act without wasting time. The reader - whether a researcher, a doctoral student, a teacher, a manager of a higher education institution, or a library manager - will find precise answers and a call to action.
... Desde o início da década de 1990, pesquisadores de diferentes países têm se dedicado ao estudo e à promoção da ética e da integridade na prática científica e na publicação. Por um lado, esses pesquisadores têm enfrentado problemáticas cruciais, tais como: plágio; autoplágio; desonestidade acadêmica; más condutas em pesquisa; diferentes tipos de fraude acadêmica utilizadas por pesquisadores ou estudantes; publicação duplicada de artigos; salami slice 3 ; diferentes tipos de fraudes contratuais (compra e venda de trabalhos); uso de ferramentas da Inteligência Artificial na redação acadêmica, entre outras (ALMEIDA et al., 2015(ALMEIDA et al., , 2016PEIXOTO, 2021;BRETAG, 2016;CERDÀ-NAVARRO et al., 2023;COMAS FORGAS et al., 2023;LANCASTER, 2021;MARANHÃO;SANTOS;FERREIRA, 2017;MARINHO;VARELLA, 2015;MCCABE, 1992;RETTINGER;BERTRAM GALLANT, 2022). Por outro lado, uma série de abordagens positivas e propositivas têm sido desenvolvidas, a saber: a promoção da cultura de integridade; a importância das políticas institucionais de boas práticas de pesquisa e integridade; a relevância da produção de documentos (guias) de boas práticas de pesquisa e integridade; e orientações antiplágio (BRETAG, 2020;HENDERSHOTT;CROSS, 2000;NUNES, 2019. ...
Este artigo apresenta conceitos básicos de integridade, integridade científica e integridade acadêmica bem como algumas propostas para a promoção da cultura de integridade nas Instituições de Ensino Superior, agências de fomento e fundações de pesquisa. Argumenta-se que: a) a ética e a integridade são conceitos distintos, mas inter-relacionados e que é produtivo associá-los em documentos, políticas institucionais e pesquisas; b) os conceitos de integridade científica e integridade acadêmica são essenciais para garantir a credibilidade e a confiabilidade da pesquisa; e c) a promoção de uma cultura de integridade requer a criação de políticas institucionais de ética e integridade.
... Que fait-il après la soutenance de sa thèse ? Ces trois questions sont reliées par un fil conducteur sur le décryptage de l'activité de direction de thèse confrontée à l'urgence de l'intégrité académique (Bergadaà et Peixoto, 2021). ...
These problems are indicative of the gap observed in the effective application of formal standards of direction, conduct and defense of the thesis. We show the impact of the effective or random responsibility of the thesis director on the conduct of the thesis by the doctoral student. The decryption of these problems sheds useful light for understanding the environment of university research in Cameroon. The theoretical and managerial recommendations formulated are oriented towards six main thematic axes: the forward-looking management of the number of students and university teachers; the profile of the thesis supervisor; the financing of thesis projects and remuneration of the thesis directors; the academic follow-up of doctoral students; facilitating access to scientific documentation; the anti-plagiarism control of the theses before the defense.
Cet article vise à contribuer à la question de l'évaluation individuelle et collective en sciences de gestion et du management en général et à la place du livre dans ces évaluations. Après une analyse visant à repérer les mécanismes structurants et les caractéristiques du système d'évaluation, l'auteur élabore plusieurs propositions visant à donner une place plus importante au livre dans le système d'évaluation individuel et collectif des sciences de gestion et du management par le biais d’un récit fictionnel.
The pandemic scenario of COVID-19 and the abrupt shift to “emergency remote teaching and assessment” posed several challenges to the academic community. One of the most pressing problems was evaluation, which forced Higher Education Institutions (HEIs) to move to a fully remote system without timely preparation at the level of software, hardware and adaptation at the level of pedagogical principles that underlie it. Based on a study carried out in a Portuguese public university, this text analyses the way the evaluation process took place from the perspective of students and teachers. Using the Delphi methodology, the results show that both students and teachers feel unprepared for this new format of teaching and assessment. The results show two different profiles of students and two different profiles of lecturers. This scenario marked by fractured positions, especially in relation to assessment, has brought a unique opportunity to reflect on the pedagogical relationship of mutual trust that should be built between lecturers and students.
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