PRE-SERVICE SPORT SPECIALISTS’ PERCEPTIONS OF ACADEMIC INTEGRITY
DOI:
https://doi.org/10.17770/sie2020vol6.5134Keywords:
academic integrity, pre-service sport specialistsAbstract
Academic integrity is fundamental value of pre-service sport specialists’ professional competence developing, which promote public confidence in coaching and teaching as a process for professional and personal development. There is an ethical dissonance that the distribution of all dishonesty types was significantly higher than the perception of their legitimacy and that students conduct academic dishonesty despite its perception as unethical (Blau & Eshet-Alkalai, 2017). The research aim is to reveal the pre-service sport specialists’ perceptions of academic integrity and to find out the ways for promotion of academic integrity. The methods: a theoretical analysis of scientific literature, an interpretative phenomenological semi-structured interview, open and axial coding. The research sample 135 pre-service sport specialist, voluntary participants, 47% – female, 53% – male. The main research results: academic integrity perception is important for the development of pre-service sport specialists’ professional competence. Pre-service sport specialists' main opinion about benefit of being academically dishonest is time saving and personal gain. The main causes of academic dishonesty are laziness, lack of knowledge and competence, searching for an easy way.
Downloads
References
Adyasha, R., & Duraipandian, R. (2016). Relationship between Creativity and Academic Integrity of Students: An Empirical Study of Management Students in India. Management Studies and Economic Systems, 2(4), 255-262. Retrieved from: http://www.msaes.org/article_40557.html
Amigud, A., & Lancaster, T. (2019). 246 Reasons to Cheat: An Analysis of Students’ Reasons for Seeking to Outsource Academic Work. Computers & Education. 134, 98–107. DOI:10.1016/j.compedu.2019.01.017
Anohina-Naumeca, A., Tauginienė, L., & Odiņeca, T. (2018). Academic Integrity Policies of Baltic State-Financed Universities in Online Public Spaces. International Journal for Educational Integrity. 14(8), 1-14. DOI:10.1007/s40979-018-0031-z
Bachore, M. (2016). The nature causes and practices of academic dishonesty/cheating in higher education: The case of Hawassa University. Journal of Education and Practice, 7(19), 14-20. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1109249.pdf
Bieliauskaitė, J. (2014). On the Way to Professionalism – The Promotion of Law Students’ Academic Integrity. Procedia - Social and Behavioral Sciences, 116, 4229-4234. DOI: https://doi.org/10.1016/j.sbspro.2014.01.922
Blau, I., & Eshet-Alkalai, Y. (2017). The ethical dissonance in digital and non-digital learning environments: Does technology promotes cheating among middle school students? Computers in Human Behavior. 73, 629–637. DOI: https://doi.org/10.1016/j.chb.2017.03.074
Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, Ph., Rozenberg, P., Saddiqui S., & van Haeringen, K. (2019). Contract cheating: a survey of Australian university students. Studies in Higher Education. 44(11), 1837-1856. DOI: https://doi.org/10.1080/03075079.2018.1462788
Brown, S.R. (2015). Academic integrity practices by faculty in physical therapy education programs. Physiotherapy, 101, e182 - e183. DOI: https://doi.org/10.1016/j.physio.2015.03.340
Fishman, T. (Ed) (2014). The fundamental values of academic integrity. 2nd edition. Clemson University: International Center for Academic Integrity. Retrieved from: https://academicintegrity.org/wp-content/uploads/2017/12/Fundamental-Values-2014.pdf
Glendinning, I. (2014). Responses to student plagiarism in higher education across Europe. International Journal for Educational Integrity. 2(2), 4-20. DOI:10.21913/IJEI.v10i1.930
Langa, C. (2013). Investigation of Students’ Attitude to Academic Honesty–Empirical Study. Procedia - Social and Behavioral Sciences, 76, 426-430. DOI: https://doi.org/10.1016/j.sbspro.2013.04.140
Macfarlane, B., Zhang, J. & Pun, A. (2014). Academic Integrity: A Review of the Literature. Studies in Higher Education. 39(2), 339-358, DOI: 10.1080/03075079.2012.709495
Maio, C.D., Dixon, K., & Yeo, S. (2019). Academic staff responses to student plagiarism in universities: A literature review from 1990 to 2019. Issues in Educational Research, 29(4), 1131-1142. Retrieved from: http://www.iier.org.au/iier29/demaio.pdf
Miller, A. D., Murdock, T. B., Anderman, E.M., & Poindexter, A. L. (2007). Who are All These Cheaters? Characteristics of Academically Dishonest Students. In Anderman E. M., Murdock T. B. (Ed.), Psychology of Academic Cheating (9-32). Academic Press, DOI: https://doi.org/10.1016/B978-012372541-7/50003-6
Pickard, J. (2006). Staff and student attitudes to plagiarism at University College Northampton. Assessment & Evaluation in Higher Education. 31(2), 215-232, DOI: 10.1080/02602930500262528
Rettinger, D. (2007). Applying decision theory to academic integrity decisions. In E. Anderman & T. Murdock (Eds.), Psychology of academic cheating (141–167). San Diego, CA: Elsevier
Roberts, T.S. (2007). Student Plagiarism in an Online World: Problems and Solutions. 40-41. Hershey, PA: IGI Global. DOI:10.4018/978-1-59904-801-7
Sefcik, L., Striepe, M., Yorke, J. (2020). Mapping the landscape of academic integrity education programs: what approaches are effective? Assessment & Evaluation in Higher Education. 45(1), 30-43. DOI: https://doi.org/10.1080/02602938.2019.1604942
Smith, J. A, Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: theory, method and research. London: SAGE.
Stabingis, L., Glendinning, I., Šarlauskienė, L., & Čepaitienė, N. (2014). Plagiarism Policies in Latvia, IPPHEAE project report. Retrieved from: http://www.plagiarism.cz/ippheae/
Upleja, A. (2012). Akadēmiskais godīgums un izpratne par to [Academic integrity and its understanding]. Retrieved from: https://lbbjss.wordpress.com/2012/04/27/akademiskais-godigums/
Wilkinson, J. (2009). Staff and Student Perceptions of Plagiarism and Cheating. International Journal of Teaching and Learning in Higher Education. 20(2), 98-105. Retrieved from: http://www.isetl.org/ijtlhe/
