This post is a reprint of a self-archived document available here: https://prism.ucalgary.ca/handle/1880/116060
Background
As I write this, the Handbook of Academic Integrity (2nd ed.) is well underway. All the chapters have been submitted and are at various stages of review, revision, and production. Page proofs should start going out to contributing authors this month. This has been a massive project: 150+ authors, 109 chapters, 9 section editors, and me herding all the cool cats who have made it happen.
After all the chapters had been submitted, I realized that we had something new and fresh with this edition. We have pushed the boundaries beyond persistently historical ideas about academic integrity only as a matter of student conduct. So, I wrote an introduction for the handbook that synthesizes some its through lines. The common threads of this updated edition are summed up in this Comprehensive Academic Integrity (CAI) framework.
I wrote this intro in two epic writing sessions, fuelled by gallons of coffee, Vegemite on toast, and a pizza that a friend had delivered to my house because he felt sorry for me eating Vegemite on toasted bread crusts. (I am not kidding.) Anyway, first, I drafted the chapter in full. Then I asked a couple of other section editors and contributors to the handbook to provide me with an open peer review of the draft. In the chapter I acknowledge them by name and I re-iterate my gratitude to them here. Thanks are due to Guy Curtis, Brenda M. Stoesz, Rahul Kumar, Beatriz Moya, and Bibek Dahal for their feedback that helped me to improve the chapter. In the second writing session, I incorporated just about all of their suggestions and completely re-vamped the visual image to the one you see below. The CAI Framework is a high-level synthesis of all the chapters in the handbook and as such, every single author who has contributed to the handbook (as well as those they have cited in their respective chapters) all deserve credit.
According to the publisher’s rules around self-archiving and pre-prints, I am not allowed to share the entire chapter with you ahead of publication. But I can share a summary of it, so I’m doing that here. I’ve also self-archived a copy of this overview (minus the background commentary about Vegemite and pizza) in our university’s digital repository. On the off-chance you want to cite the “official” version of the summary, I have included instructions below. You’ll have to wait for the Handbook to be published to read the full chapter, but in the meantime, I hope this overview is useful.
How to cite this overview
Eaton, S.E. (2023). A Comprehensive Academic Integrity (CAI) Framework: An Overview. Calgary, Canada: University of Calgary. https://prism.ucalgary.ca/handle/1880/116060
Overview
For years scholars and other experts have called for a more holistic approach to academic integrity (e.g., Bertram Gallant, 2008; Boud & Bearman, 2022; Bretag et al, 2014; Carrol & Duggan, 2005; Löfström et al., 2015; Morris & Carrol, 2016; Turner & Beemsterboer, 2003). The CAI framework synthesizes ideas that have been repeated for decades in various iterations.
The central argument behind a wholistic framework is that academic integrity must encompass, but extend beyond, notions of student conduct, and should be considered a foundation of all aspects of education. In this framework, I do not propose a new definition of academic integrity in part, because several useful definitions already exist (see Bretag, 2016; ICAI, 2021; Tauginienė et al., 2018). Instead, this framework can be used with existing definitions.
The Comprehensive Academic Integrity (CAI) framework includes eight (8) essential elements that includes, and extends beyond traditional notions of academic integrity merely as a student responsibility:
- everyday ethics
- institutional ethics
- ethical leadership
- professional and collegial ethics
- instructional ethics
- student academic conduct
- research integrity and ethics
- publication ethics
Figure 1. Comprehensive Academic Integrity (CAI) Framework
Keywords
academic integrity, student conduct, student affairs, research ethics, research integrity, publication ethics, instructional ethics, pedagogy, everyday ethics, experiential learning, definition, ethical decision-making, morals, values, virtues, leadership, equity, diversity, inclusion, accessibility, justice, decolonization, Indigenization
Postscript
Appreciation to Kieran Forde at the University of British Columbia for his most awesome interpretation of the graphic as a “colourful swirly donut”. Who doesn’t love donuts?! Thanks, Kieran!
References
Bertram Gallant, T. (2008). Academic integrity in the twenty-first century: A teaching and learning imperative. Wiley.
Boud, D., & Bearman, M. (2022). The assessment challenge of social and collaborative learning in higher education. Educational philosophy and theory, 1-10. https://doi.org/10.1080/00131857.2022.2114346
Bretag, T. (2016). Educational integrity in Australia. In T. A. Bretag (Ed.), Handbook of Academic Integrity (pp. 1-13). Springer Singapore. https://doi.org/10.1007/978-981-287-079-7_2-1
Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., Green, M., Partridge, L., & James, C. (2014). ‘Teach us how to do it properly!’ An Australian academic integrity student survey. Studies in higher education, 39(7), 1150-1169. https://doi.org/10.1080/03075079.2013.777406
Carroll, J., & Duggan, F. (2005, December 2-5). Institutional change to deter student plagiarism: What seems essential to a holistic approach? 2nd Asia-Pacific Educational Integrity Conference, University of Newcastle, Callaghan, Australia.
Eaton, S. E. (forthcoming). Comprehensive academic integrity (CAI): An ethical framework for educational contexts. In S. E. Eaton (Ed.), Handbook of Academic Integrity (2nd ed.). Springer.
International Center for Academic Integrity (ICAI). (2021). The fundamental values of academic integrity (3rd ed.). https://academicintegrity.org/resources/fundamental-values
Löfström, E., Trotman, T., Furnari, M., & Shephard, K. (2015). Who teaches academic integrity and how do they teach it? Higher Education, 69(3), 435-448. https://doi.org/10.1007/s10734-014-9784-3
Morris, E. J., & Carroll, J. (2016). Developing a sustainable holistic institutional approach: Dealing with realities “on the ground” when implementing an academic integrity policy. In T. Bretag (Ed.), Handbook of Academic Integrity (pp. 449-462). Springer Singapore. https://doi.org/10.1007/978-981-287-098-8_23
Tauginienė, L, Gaižauskaitė, I, Glendinning, I, Kravjar, J, Ojsteršek, M, Ribeiro, L, Odiņeca, T, Marino, F, Cosentino, M, Sivasubramaniam, S, Foltýnek, T. Glossary for Academic Integrity. ENAI Report 3G [online]: revised version, October 2018. https://www.academicintegrity.eu/wp/wp-content/uploads/2023/02/EN-Glossary_revised_final_24.02.23.pdf
Turner, S. P., & Beemsterboer, P. L. (2003). Enhancing academic integrity: Formulating effective honor codes. Journal of Dental Education, 67(10), 1122-1129. https://doi.org/10.1002/j.0022-0337.2003.67.10.tb03705.x
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Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.
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