Browsing by Author "McKenzie, Amanda"

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    Academic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address]
    (2024-03-07) Eaton, Sarah Elaine; Stoesz, Brenda M.; McKenzie, Amanda
    Keynote address for ICAI Canada 2024. In this presentation the authors present highlights from the collaborative book chapter with the same title. The authors showcase the development of academic integrity leadership in Canada is examined through the lenses of asset-based community development and strengths-based leadership. Examples are provided from international, national, and regional perspectives that highlight how the work of promoting academic integrity can be undertaken successfully in a geographically large country with a decentralized system of higher education. A core argument of this chapter is that a strengths-based approach to academic integrity community development and leadership can be effective in situations where top-down support (e.g., federal ministry of education or a national quality assurance body) is lacking. Cite as: Eaton, S. E., Stoesz, B. M., & McKenzie, A. (2024, March 7). Academic Integrity Leadership and Community Building in Canadian Higher Education [Keynote address] International Centre for Academic Integrity (ICAI) Annual Conference 2024: ICAI Canada Day, Calgary, Canada.
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    Academic Integrity: Faculty Development Needs for Canadian Higher Education - Research Project Brief
    (2019-05-28) Crossman, Katie; Eaton, Sarah Elaine; Garwood, Kim; Stoesz, Brenda M.; McKenzie, Amanda; Cepuran, Brian; Kocher, Rose
    This collaborative project includes researchers from four Canadian universities (University of Calgary, University of Guelph, University of Manitoba , University of Waterloo), as well as partners from D2L. This is the inaugural project associated with the D2L Innovation Guild. The purpose of this research is to understand faculty perceptions and needs related to academic integrity in Canadian higher education. This mixed-methods study will include a survey to be administered to faculty at four Canadian institutions. The survey designed for this research project will be informed by previous research (i.e. McCabe, 1993). The first stage of this project includes a detailed literature review on faculty perceptions of academic integrity in Canada and globally. This literature review is meant to inform the development of a survey tool and the research methods. The survey tool will be designed to capture qualitative and quantitative data based on the faculty responses about academic integrity in Canada. The goal of this research is to explore and better understand how faculty members in Canadian higher education institutions support academic integrity. Key words: academic integrity, faculty, plagiarism, post-secondary, higher education, Canada
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    Academic Integrity: Faculty Development Needs for Canadian Higher Education - Research Report
    (2021-02-08) Eaton, Sarah Elaine; Stoesz, Brenda M.; Crossman, Katherine; Garwood, Kim; McKenzie, Amanda
    Purpose: The purpose of this research was to understand faculty perceptions and needs related to academic integrity in Canadian higher education (i.e., project objectives 1 and 2). Methods: We developed a mixed-methods survey for this project. The survey was validated through the use of a think-aloud protocol during pilot testing. The survey was administered at four Canadian universities (i.e., University of Calgary, University of Guelph, University of Manitoba, and University of Waterloo). Recruitment took place during the Fall 2020 term, with responses collected via Qualtrics, an online survey tool. Results: We analyzed responses submitted by 395 participants. Responses generally indicated inconsistencies among respondents about their knowledge and perceptions about how to uphold academic integrity and address breaches of it. There was consistency across respondents about some items, such as how smaller class sizes better support academic integrity. Implications: These results contribute to the growing body of empirical evidence about academic integrity in Canadian higher education. This is the inaugural project associated with the D2L Innovation Guild. Administrative support was provided by D2L. Keywords: academic integrity, Canada, faculty, higher education, plagiarism, post-secondary
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    Building a regional academic integrity network: Profiling the growth and action of the Academic Integrity Council of Ontario
    (2019-04-18) Ridgley, Andrea; Miron, Jennifer B.; McKenzie, Amanda
    Since 2009, the Academic Integrity Council of Ontario (AICO) has provided a forum for practitioners and representatives from post-secondary institutions in Ontario to share information, and to facilitate the establishment and promotion of academic integrity best practices in Ontario colleges and universities. This presentation by members of AICO describes the role of the council and how it serves to connect post-secondary institutions in Ontario on academic integrity-related matters. We’ll discuss the benefits that such association between institutions brings, how collaboration and group problem-solving is encouraged and the accomplishments that working together have brought to date, such as the establishment of a sub-committee to examine contract cheating. Join us to learn about our experiences and lessons learned and to gain information on how to collaborate with like-minded colleagues, gain support, and produce cross-institutional resources. Workshop presented at the Canadian Symposium on Academic Integrity, held at the University of Calgary, April 17-18, 2019
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    Building a Regional Academic Integrity Network: Profiling the Growth and Action of the Academic Integrity Council of Ontario (AICO)
    (2019-04-18) Ridgley, Andrea; Miron, Jennifer; McKenzie, Amanda
    Since 2009, the Academic Integrity Council of Ontario (AICO) has provided a forum for practitioners and representatives from post-secondary institutions in Ontario to share information, and to facilitate the establishment and promotion of academic integrity best practices in Ontario colleges and universities. This presentation by members of AICO describes the role of the council and how it serves to connect post-secondary institutions in Ontario on academic integrity-related matters. We’ll discuss the benefits that such association between institutions brings, how collaboration and group problem-solving is encouraged and the accomplishments that working together have brought to date, such as the establishment of a sub-committee to examine contract cheating. Join us to learn about our experiences and lessons learned and to gain information on how to collaborate with like-minded colleagues, gain support, and produce cross-institutional resources.
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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/.
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    Enhancing academic integrity through quality assurance
    (2019-04-18) McKenzie, Amanda
    Quality assurance and academic integrity are intertwined, and you cannot have one without the other. Academic integrity (AI) issues are a constant threat to the quality of Canadian academic programs, degrees, and educational institutions, and it has been an on-going challenge to maintain and promote AI in higher education. However, it is rarely acknowledged that AI is embedded in our national degree standards. Therefore, Canadian universities can and should leverage this connection in their academic program reviews (i.e., quality assurance process). This will lead to better support for AI initiatives and it will hold programs accountable for efforts in this area. Moreover, embedding academic integrity in academic program reviews ensures that AI will be regularly examined approximately every 8 years. It also reinforces the importance of AI, and helps protect the credibility of academia. Breaches of integrity chip away at the foundation of academia and it puts the credibility of higher education at risk. In particular, here are two main concerns involving students: 1) the potential for students to graduate without having the required degree competencies, and 2) the possibility that students who engaged in academic misconduct in school might engage in this behaviour in their career. From a job readiness perspective, students who have not earned or demonstrated their degree qualifications will not be prepared to contribute to their field; moreover, they can also pose a danger to others (IIEP-UNESCO, 2016; ICAI, 2016). In addition, research indicates that students who engaged in academic misconduct may be more inclined to act with misconduct in their careers (Denisova-Schmidt, 2018; IIEP-UNESCO, 2016). Maintaining integrity in higher education is key to preparing students as social and civically-responsible members of society (International Center for Academic Integrity, 2014, pg. 15). According to an advisory statement released by the International Institute for Educational Planning (IIEP) of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2016, “corruption in higher education has a high cost to society” (p. 2), and “...quality assurance systems must take a leading role in this battle” (p. 1). Promoting and maintaining AI in higher education is a constant challenge that many institutions struggle with. However, there is a little-known fact that can assist educational institutions: academic integrity is embedded in our national degree standards under the section of Professional Capacity/Autonomy (Council of Ministers of Education, 2007). Canadian universities can and should leverage this connection in their academic program reviews (i.e., quality assurance process). Emphasis on academic integrity could be raised by ensuring that program reviews explicitly address AI. This reinforces the importance of AI and encourages programs to develop initiatives that promote academic integrity. Enhancing attention on academic integrity in all academic program reviews at universities across Canada would help solidify students, instructors, staff and administration’s understanding of AI, and its place as the foundation for academia and maintaining the quality of our degrees.