This session outlines TI's and TI - Greece's history, the tools used for fighting corruption and TI - Greece's efforts towards promoting integrity. TI's main challenges are the degree of implementation by politicians, and activation of as well as the reduction of tolerance by citizens. TI invites professors and students to join forces with the organization in the struggle to promote integrity.

With recent estimates of the size of the essay writing industry worldwide now exceeding 100 million euros per year, this session will explore where the money taken by assignment help providers actually goes. With a focus on the different marketing funnels used to encourage students to choose to use contract cheating services, accompanied with access to available pricing data, this presentation will compare the options available for students buying ghostwriting and assignment support services. The intention is to raise awareness amongst academics of the market for bespoke work that cannot usually be detected using plagiarism detection services such as Turnitin.

While corruption in education is important, its essential elements are hardly understood. Transparency International’s 2013 global repot highlighted a significant number of cases of corruption within an educational context, but in the process conflated the issue. At the very core of corruption lies the abuse of entrusted power or influence and at the very core of education lies the asymmetric relationship between students and teachers: the former place their trust on the latter who, by trade and inclination, exercises influence. The essential characteristic of corruption in education, therefore, is the abuse of that particular influence for the teacher’s private gain, which excludes many instances of “corruption in education” as incidental to education, but also includes a large number of overlooked corrupt acts. Schools cannot expect academic integrity by students when their role-models, the teachers, place self-interest over duty: integrity may be the way forward, but understanding and controlling corruption in education, I contend, is the starting point.

New analysis of data collected from higher education institutions during the EU funded project Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE 2010-2013) reveals perceived disparities between and within EU countries in penalties applied for violations by students to academic integrity and also in the institutional procedures used to make the decisions. This session presents the findings and invites discussions about reasons for the differences and actions that can be taken to promote more consistency in student experiences.

Creating a campus-wide culture of integrity involves multiple administrative and educational challenges. Using the Emory Integrity Project as a case study, this program explores this process. Major initiatives like this necessitate administrative leaders and their academic counterparts to collaborate in new and significant ways. The program will focus on using planned change models to enact large scale changes in student learning and outcomes related to integrity.

This is a round table discussion, inviting the conference participants to explore and share their perspectives on the current efforts to promote academic integrity reforms in Ukraine through the lens of earlier research linking integrity and human development. The discussion will draw on theories of youth moral and civic development to highlight the capacity and the role of higher education institutions in educating students for active, democratic citizenship. The conference participants will be invited to explore the recent developments in the area of academic integrity in the EU and Ukraine and to discuss a proposed a way forward to promote democracy building in Ukraine through EU-Ukraine cooperation on academic integrity, guided by the research on youth moral and civic development.

This session will illustrate how to maximize the benefits of text-matching software, not only by detecting and preventing plagiarism but also by assisting learners to realize weaknesses in their papers with the help of the “anonymous multi-mediated writing model” developed by the presenter. In the model, multiple anonymous peer reviewers are assigned assignments via Turnitin in accordance with the students’ proficiency in writing. Participants will be able to practice managing such a process using a digital platform and familiarize themselves with the interpretation of similarity reports retrieved from text-matching software.

Academic integrity in History writing is exercised in different ways and degrees of complexity depending on the level of engagement and the experience of the student. Integrity values must be taught extensively so that the undergraduate student will eventually become a scholar. Specific examples will be used to show that training in academic integrity from the freshman class to the doctoral dissertation results in stimulating original thinking and in better understanding of past and current humanity issues. It may also impact societal values and engage students in ethical questions of researching and writing in the human quest for truth.

Transforming campus culture related to integrity is an ambitious undertaking; designing ways to assess that transformation can be challenging, as well. Researchers from the University of Georgia and the University of Iowa are conducting the assessment of a three year Templeton Foundation grant-funded project designed to re-imagine the way integrity and ethics are integrated into the life of undergraduates at a liberal arts university. This program will describe the Emory Integrity Project, collection of initial data, and the design for formative and summative assessment. Participants will consider applications to their own campus settings.

In this session a view of the situation on academic integrity will be outlined, passing from the European status, highlighting the activity of European Network of Research Integrity Offices (ENRIO) and the European Research Ethics Committees (EUREC), to the current situation in Greece. We will then focus on the efforts of EARTHnet, a network that belongs to the structure of academic integrity of National Technical University of Athens, for raising awareness among the Greek academic audience and fostering communal endeavor.

Essay mills and ‘commissioned essays’ are not new phenomena; ‘verification’ of academic input has always been a concern. However, in an increasingly digital world, the mainstream media have recently begun presenting this so called ‘undetectable’ threat as an evolutionary response to traditional cut and paste plagiarism detection tools. This view seems to be shared by some leaders in academic integrity, who have advocated a legislative response, rather than reflecting upon our pedagogy and practice. This workshop will ask whether the sky is really falling, and suggests avoiding academic abuse through novel forms of assessment that emphasise process over product.

Our discussions with students often centre around the negative impact plagiarism and misconduct can have on their academic careers, but there is also an opportunity to transform this dialogue to one of positivity where academic integrity is rewarded and encouraged. This dialogue can be supported by implementation of Turnitin which offers institutions and educators the tools to allow teachers to focus on teaching and learning rather than policing. Turnitin Feedback Studio reinforces this positive emphasis on developing students’ academic writing skills. This session will explore latest product developments and place the Turnitin approach to academic integrity in an international context.

The presentation refers to the challenges the global community is facing against corruption, noting the unsatisfactory progress despite the substantial investment of capital, human resources, energy and law in the last two decades. It then focuses on the four most important contributions academics can/must make and emphasizes the importance of multi-stakeholder collective actions towards sustainable successes.

This paper focuses on the following key topic of the conference: Courage and integrity in the face of corruption and injustice. It tries to redefine the ethical concepts of courage and integrity by drawing reference to certain extracts from Plato’s and Aristotle’s moral philosophy. It also examines certain cases and practices from the academic and the corporate domain in order to show how these two concepts are reflected, how they can be violated, and what should be done to restore them and foster high standards of morality in contemporary social reality, thus featuring the idea of integrity as a way forward.

This session is designed to educate all faculty and staff on the importance of addressing academic dishonesty at the earliest moment as a developmental and educational experience for our students. This session will also educate faculty on the importance of submitting Incident Reports of Academic Dishonesty for tracking purposes. If you want to learn more about the University’s processes and procedures around Risk Mitigation, Academic Integrity, and Student Conduct, this session is for you.

The proposed workshop addresses the question of whether a shared cultural acceptance of dishonest behaviors exists in Greece that, in combination with increased financial pressures owing to an economic crisis, pushes students toward engaging in intentional acts of plagiarism. The aim of the workshop is to initiate a conversation that will allow educators to better understand perceptions of academic veracity in Greece as well as identify potential solutions to breaches of academic integrity despite the current socio-economic climate.

The participants will take part in an interactive workshop about assessment in relation to accountability and continuous improvement of the quality of education. The session will involve interactive discussions and group activities that will help the audience members to devise strategies for institutions to tackle issues of accountability and continuous improvement of individual programs and courses.

Within the contemporary world of Academic Integrity Handbooks and copyright legislation, the theft of words, of images, and of sounds remains a debated subject not only in classrooms and courtrooms. Whether the medium is language, music, or art, established storytellers, musicians, and visual artists find themselves accused of varying types and forms of plagiarism. The extent to which current culture depends upon creative reproduction becomes apparent when we note the proliferation of recent cases of best-selling contemporary artists in music, art, and literature who incorporate into their own works recycled words, sounds, and images. This well-established practice in postmodern expression becomes debatable when the creative reuse crosses either legislative or ethical boundaries, that is, when artists fail to acknowledge their sources or to discuss extensively self-conscious acts of homage to established creative predecessors. This presentation will consider ownership in relation to specific literary texts, songs, and artworks through an examination of recent artistic responses (or lack thereof) to accusations of appropriation. The artistic reactions I will discuss problematize notions of originality in contemporary culture: I will examine cases ranging from sampling in pop music to an art exhibition on the “Stolen Image” and recently published short fiction in order to highlight transgressions through sampling in popular culture while foregrounding the legitimacy of creative reuse within the self-conscious context of contemporary art which insists upon the collaborative nature of creative work.

The presentation approaches the issue of academic integrity with a degree of skepticism about the adequacy, or appropriateness, of certain mechanisms employed in dealing with academic integrity in higher education. It argues that efforts to assure academic integrity by specifying standard procedures may fall short of the desired results if applied mechanistically – that is when the letter as opposed to the spirit of academic practice guidelines is adhered to as a better measure than academic judgement. Through the prism of the difference between standards and quality, the presentation considers several related factors and discusses implications for education policy and management.

Transparency International publishes the Global Corruption Index; it uses a 100 point scale. It also occasionally publishes the Bribe Payers Index. Authors have found evidence that academic and administrative staff contribute overly or covertly to corruption in higher education: for example: falsifying of data, accepting bribes and ghost writing student work. The 2016 Global Corruption Report Education notes that increased internationalisation and cross border higher education is leading to corruption challenges. Universities are becoming increasing corporate and commodified. This interactive workshop applies international measures to academics’ misconduct and explores if different offences might be ranked across, or correlated with, a corruption index.

This paper rereads plagiarism as a consequence of the changing modalities of perception and expression characteristic of the internet generation. It explains why tracing integrity in secondary education is crucial for the eradication of the mentality which views plagiarism as naturally intertwined with the fabric of education. The paper also offers insights into current secondary school practices in Greece, as well as suggestions on the ways in which teachers can forge a climate of integrity through reflective means and the use of literature. The importance of crafting a network of communication between secondary and tertiary education is also brought to light. In the absence of such collaboration, I argue that attempting to eradicate dishonesty only at University level is doomed to fail.

The session will cover ongoing efforts by Ukrainian officials and activists to promote academic integrity. American Councils for International Education in partnership with the U.S. Embassy and the Ukrainian government launched a four-year national campaign to reduce cheating and eliminate classroom bribery in Ukraine’s universities. In this project, students and teachers educate their peers while developing and implementing ethics codes and honor systems. The presenters will talk about effective ways to motivate students and teachers to embrace reform and describe the government’s efforts to fight plagiarism and strike a balance between regulation and deregulation while decentralizing educational management.

Academic Integrity is often talked about in terms that make it extrinsic to the pursuit of academic work, in ethical and moral terms, as cheating, or stealing, or as the application of rules. This paper argues that this perspective actually perpetuates the tendency to violate the rules. Instead, students’ ability to do proper scholarly work, where the use of sources, citation, and quotation become part of a scholarly argument will give meaning to academic integrity, and improve student work. It proposes a strategy for developing students’ awareness of the use of sources as intrinsic to academic work and argument.

Peer tutoring aims at achieving a balance between student needs and academic integrity. Taking into account the ever growing diverse background of college populations, the task becomes challenging. This paper aims to explore the value of integrity as it is experienced in peer tutoring settings. Through interviews with both tutors and tutees it attempts to understand how integrity is conceptualized and applied by different constituents. The tentative conclusion is that integrity is not so much a standardized end result, but rather a continuing dialog to establish the meaning of important issues.

An Integrity Champion may be a citizen or student who monitors public projects. It is a great way to engage young people in contributing to the reduction of corruption and improvement of the delivery of public services. A monitor must be trained to understand integrity, to identify integrity and ethical challenges, to collect and analyse data, to formulate and implement solutions, and to report back to the community what was accomplished, unresolved, and fixed. Finally, citizens provide feedback about the results, to ensure community members are satisfied with the project’s outcomes. The combination of Integrity Education with practical Integrity Building produces monitors who feel empowered to be involved, realising their new skills are not only useful for monitoring - thus improving the quality of public service delivery - but also as positively creating a direct impact on the lives of the local community. As a bonus, their newly acquired skills are also marketable skills for future employment, which brings Integrity Champions into the workplace to help strengthen the level of integrity.

Students aspiring to academic success are faced with conflicting forces. We propose a model that demonstrates the relationship between personal moral compass, as a predictor of academic dishonesty, but mediated by academic procrastination and moderated by fear of failure. A sample of 400 students from a medium-sized college in northern Israel participated in this study. In this session we first discuss core questions focusing on the constructs studied. Then we present the research project providing an overview of methods, results and initial conclusions. We complete with an open discussion inviting participants to offer their own interpretations of results.

This session will discuss the results of a survey administered to faculty members about their definition and practice of academic integrity for themselves and their students in the classroom. Most importantly, the results of the survey will provide feedback on how the institutional policies on academic integrity are administered and received. Lastly, the audience will receive suggestions on how to improve the practice of implementing an academic integrity policy at their institutions.

The case study presents a process that created an island of enhanced academic integrity around the education of public integrity advisors within the National University for Public Service in Budapest, Hungary. It presents how the process was initiated, how it built trust, involved committed professionals, and how it became a model and inspiration for the integrity processionals involved for initiating further integrity building processes within their organizations. The case presents the process, through the reactions of its participants and some other stakeholders, and through changes and impacts it achieved within the academic and connected policy environment.

What is integrity and how can you promote a culture of Integrity through your everyday behaviours? Building on the Six Fundamental Values of Integrity, this interactive session explores what actions and avoidances demonstrate these values in our ‘work, study and play’. Participants will experience activities that are examined in the staff “Integrity Matters” workshop through a combination of self-reflection and group activities. Discovering your personal integrity mission statement and sharing methods that promote and sustain integrity in your own community are the objectives for this session. Learn skills and knowledge to move beyond academic integrity to understanding “Integrity as a Way Forward!”

In this session, participants will be introduced to the Scorecard in Academic Integrity Development (SAID), a set of online tools that can be used by educational institutions to evaluate their academic integrity policies and programs and receive feedback on areas of strength and areas for opportunity. Participants will leave the session with a better understanding of the next steps that they can take to create institutional environments in which cheating is the exception and integrity is the norm.

The session will introduce new project “European Network for Academic Integrity” (ENAI), which aim is to help higher education institutions to support their level of academic integrity. ENAI will be platform for promoting academic integrity issues, a consortium for sharing experiences, ideas, materials, etc. One unifying body representing interests of many institutions could be also an advantage in potential negotiations on higher levels. Main part of the session will be a discussion about possible role of the consortium, we will also discuss model cases and examples - the aim will be to compare approaches and opinions from different countries all over the world.

Nowhere is the phrase “It takes a village” more relevant than with respect to cultures of integrity. This presentation will help enable and encourage delegates to identify opportunities to make positive contributions to their own campus climate in ways that are inclusive, participatory, and institution-specific, underpinned by a philosophy of “Yes, and !”.

The barrage of corruption scandals worldwide raise the need to deal with corruption not solely through the use of criminal law, by prosecuting and punishing the convicted offender, or through the use of civil law, by compensating the wronged party; existing anti-corruption policies need to scale up preventive efforts by engaging citizens and particularly the youth in the fight against the phenomenon. This can be achieved by teaching future leaders higher ethical and moral values, principles of fairness and integrity, and by creating avenues for raising anti-corruption awareness.

In an evolving age, Academic life is cursed with a post-modern perspective that knowledge should be free to use, versus the traditional view that its origins must always be acknowledged. Thinking creatively about what turns the simple act of ‘copying’ into an academic ‘offence’ and whether it should matter, requires a non-traditional approach. The act of creating games both distills the key issues, and engenders a greater understanding of all the forces involved, good and bad. Making a game out of academic misconduct allows us to circumvent conventional thinking about how to tackle plagiarism, etc.

Academic Integrity issues can have a great impact on the learning, scholarship, and the academic communities of our campuses. The University of Denver has implemented principles of Restorative Justice into its conduct process that allow the institution to work with the student, as well as the individuals and communities that are impacted by these actions. We have expanded Restorative Justice into working with academic integrity, through formal Restorative Justice Conferences, as well as other restorative practices integrated into our processes. This session will discuss some of the successes, challenges, and lessons learned in developing this process.

Most universities strive to establish the groundwork for good university governance. Stakeholders increasingly insist on access to information about both value driven goals and their manifestations, as well as operational evidence and references that demonstrate how good governance has taken hold and persists throughout an organization and despite occasional changes in position holders, or inevitable adjustments occasioned due to internal or external factors- outside forces and international collaboration can serve to hold universities to task - thereby promoting integrity and curtailing less fortunate practices.

Group work is commonplace in business education aiming at building teamwork skills essential for the workplace. Although traditional forms of cheating in project work, such as plagiarism and ghostwriting, apply to group projects as well, free riding is a form of academic dishonesty specific to group projects. This presentation proposes an alternative approach to the design and assessment of student group projects, which utilizes key principles of managing teams discussed in organizational behavior literature. An important goal of the presentation is to stimulate discussion on the value of preventive approaches to mitigating academic dishonesty in student group projects.

Plagiarism is a problem in the academic world that many teachers find difficult to manage. The prevention of plagiarism is an important educational issue. In my paper, I want to discuss the ways to promote academic integrity and prevent plagiarism that have been taken at the University of Gothenburg. During the last two years we have adopted a new policy and action plan, as well as developed a new web-based interactive course on academic integrity.

How can ghostwriting be detected – or better still, prevented? This workshop explores dimensions of ‘veracity’, a term yielding synonyms such as ‘truth’, ‘honesty’, ‘accuracy’ and ‘good’, applying these to the assessment of student work. The presenter advocates the use of vivas (oral defence) to encourage truthful, honest and participatory student behavior, and accurate and good assessment. The findings of a research study of undergraduate students indicate that the knowledge that they will participate in a viva results in positive backwash and reduces the potential for ghostwriting. As one student said: “I don’t think it’s possible to cheat at all”.