Browsing by Author "LeBlanc-Haley, Joanne"

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    Academic integrity through an equity lens: Policy analysis of universities in Atlantic Canada
    (2022-04-25) Eaton, Sarah Elaine; Stoesz, Brenda M.; Godfrey Anderson, Jennifer; LeBlanc-Haley, Joanne
    We analyzed academic integrity policy documents from publicly-funded universities in Atlantic Canada (N = 13). We analyzed a total of 28 documents through the framework of the core elements of academic integrity policy: a) access, b) approach, c) responsibility, d) detail, and e) support (Bretag et al., 2011b), using an anti-racist theoretical lens. We found that academic integrity policies continue to focus on outdated and punitive approaches that enable the continuation of systemic discrimination of marginalized students. We conclude with a call to action for policy revision conducted through an anti-racism lens that focuses on equitable approaches to address student conduct violations. How to cite this presentation: Eaton, S. E., Stoesz, B. M., Godfrey Anderson, J. R., & LeBlanc-Haley, J. (2022, April 25). Academic integrity through an equity lens: Policy analysis of universities in Atlantic Canada American Educational Research Association (AERA) [online], San Diego, USA.
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    Atlantic Provinces Academic Integrity and Contract Cheating Policy Analysis
    (2022-01-13) Eaton, Sarah Elaine; Stoesz, Brenda M.; Godfrey Anderson, Jennifer; LeBlanc-Haley, Joanne
    Contract cheating (i.e., outsourcing of academic work) poses a threat to the integrity of credentials awarded by institutions. The global contract cheating industry is estimated to be valued at $15 Billion USD. If students have outsourced academic work to a third party (e.g., term paper mill, assignment completion services, or thesis-writing services) the integrity of the credentials they are awarded becomes questionable. In this presentation we share findings from our analysis of academic integrity policies of 13 publicly-funded universities in New Brunswick (n = 3), Nova Scotia (n = 8), Prince Edward Island (n = 1), and Newfoundland (n = 1). We pay particular attention to the ways in which contract cheating is addressed through policy documents. We conclude with concrete recommendations for policy reform. Read more about the project here: https://osf.io/n9kwt/wiki/home/
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    Contract Cheating in Canada, National Policy Analysis – Phase Four, Atlantic Canada: Research Project Brief
    (2021-02-23) Eaton, Sarah Elaine; Stoesz, Brenda M.; Godfrey Anderson, Jennifer; LeBlanc-Haley, Joanne
    Purpose: The broad goal of this project is to understand the academic integrity policies of publicly-funded Canadian post-secondary institutions with a particular focus on how contract cheating is addressed in policy documents. This phase of the project focuses specifically on Atlantic Canada. Methods: The overarching research question for the national policy analysis is: How do post-secondary institutions in Canada address contract cheating in their academic integrity policies and related documents? This qualitative policy analysis draws on previous inquiries including earlier phases of this national policy inquiry, as well as other academic integrity policy investigations undertaken elsewhere (e.g., Bretag et al., 2011a, 2011b). Data sources: Publicly available policy documents from Canadian post-secondary institutions provide the data for this project. Implications: This project provides a comprehensive analysis of academic integrity policies for Canadian publicly-funded post-secondary institutions. This is the most comprehensive analysis of its kind in Canadian higher education research history. It is intended to help policy makers and scholars gain a deeper understanding of academic integrity policies in Canadian higher education. The project also provides an opportunity for researchers to develop capacity and experience collaborating across multiple institutions and provinces on academic integrity scholarship in Canada. Key words: Canada, academic integrity, contract cheating, academic misconduct, policy analysis, higher education
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    Contract Cheating in Canada: National Policy Analysis Project Update and Results for 2021
    (2021-06-22) Eaton, Sarah Elaine; Stoesz, Brenda M.; Miron, Jennifer (Jenny); McKenzie, Amanda; Devereaux, Lisa; Steeves, Marcia; Godfrey Anderson, Jennifer; LeBlanc-Haley, Joanne
    In this study, regional teams assembled to collect and analyze academic integrity policies from 80 publicly-funded universities and colleges across Canada where English is the primary language of instruction (Western Canadian universities n = 24; Ontario universities n = 21; Atlantic Canadian universities n = 13; Ontario colleges n = 22). Although the entire study is not yet complete, we now have full or preliminary results to share from 9 Canadian provinces (BC, AB, SK, MB, ON, NB, NS, PE, and NL). In this session we offer the most comprehensive synthesis of the project to date. In our presentation we provide an overview of the project as a whole, show how we have conducted the study (i.e., method), and present our findings at both a regional and national level. Based on our findings, we offer evidence-based recommendations for policy reform for academic integrity in Canadian higher education, concluding with a call to action for policy makers and administrators to take a stronger stance against contract cheating. For more information on this project visit https://osf.io/n9kwt/.