Shadow Courses and Their Impact on Academic Integrity

October 26, 2020
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Abstract

In this post I explore what shadow courses (also known as ‘parallel courses’) are, how they operate, who offers them, and who takes them. I further explore ethical issues related to shadow courses including misrepresentation of the legitimacy of the course, copyright infringement, interference with learning expectations, and potential illegal activity. I conclude with a call to action for further research to gather empirical evidence about the impact of shadow courses on post-secondary education.

Keywords: Shadow courses, parallel courses, higher education, post-secondary, international students, ESL, English as a Second Language, EAL, English as an Additional Language

Background

I first heard the term shadow course at the Canadian Consortium Day of the International Center for Academic Integrity (ICAI) annual conference in 2018 in Richmond, VA, USA. Colleagues from Ontario were talking about private companies who offered post-secondary courses for their students in other languages. Since then, there has been little written about shadow courses, even though they have continued to proliferate to the extent that they are now widespread across Canada, and other countries as well.

What are Shadow Courses?

Shadow courses, also called parallel courses, are offered by commercial third-parties who have no official relationship with a post-secondary institution. They sometimes operate as private tutoring companies. A shadow course is a clone of an official university or college course offered in a language other than English; they exist so students can learn the material for their post-secondary courses in their preferred language (e.g., Mandarin).

Shadow courses might be offered with the exact same name and course number as those of a legitimate higher education institution, with course materials that follow the week-by-week schedule of the official course, including offering students previews of assignments, quizzes, or final exams. These course materials can be acquired from students registered in the official institutional course or from teaching assistants who can be lured into supplying these materials to the company in exchange for a fee.

Students register in a shadow course and then proceed to take the entire course in their preferred language, following the exact syllabus as the official version of the course. Shadow courses are not taught by university faculty, but by individuals hired by the private tutoring companies who may or may not have academic credentials that qualify them to teach the course material. Students submit their assignments and take tests and exams on campus, but instead of actually attending classes at the university or college, they instead they turn to the shadow course where they can attend lectures in their preferred language.

Who Offers Shadow Courses?

Shadow courses are offered by unauthorized commercial third-party enterprises who often have no official affiliation or relationship with a legitimate higher education institution.

These companies may also offer additional services such as academic consulting, advising, or tutoring. In some cases, such companies may also offer additional (and sometimes illegal) services, such as hiring an individual to sit an exam in a student’s place. Such individuals might be referred to as impersonators, proxy students, or stand-ins. The use of exam impersonators has been a growing concern in academia and industry for a number of years now (Harper et al., 2020; Mitchell, 2014; Theophille, & King, 2019).

The size and scope of the industry remains unknown. Post-secondary educators and higher education staff have reported the existence of shadow courses in Canada in Toronto, Calgary, and Vancouver, though they are likely offered across the country.

Who Takes Shadow Courses?

Students for whom English is an additional language take shadow courses. These students may have insufficient English language proficiency to complete their academic work in English, or they may simply prefer to learn in their first language because there is less cognitive load than learning in an additional language.

Key Ethical Issues

Companies offering shadow courses may view themselves as being benevolent. They may claim that they are helping students succeed by offering courses in students’ preferred language and supporting them in ways the official institution does not.

Although the intentions of these companies may seem benevolent or helpful at first glance, there are a number of ethical issues to consider.

Misrepresentation

Third companies that offer shadow courses are not endorsed by or affiliated with the institution where students are registered. They may market themselves as having an official relationship with the school when that is not the case. Some tutoring companies misrepresent their relationship with the learning institution or the legitimacy of the courses they offer. Shadow courses are usually not approved or endorsed by legitimate post-secondary institutions.

Some companies will offer courses rent rooms on campus so they can offer on-site lectures. Even if institutions are aware of such room rentals, it can be problematic to cancel room-rentals once a contract has been signed. Few institutions have policies that explicitly prohibit outside tutoring companies or other educational businesses from renting rooms on campus. This remains a loophole at some institutions that can provide opportunities to third-party operators to offer shadow courses right on campus.

Copyright Infringement

In order to teach the material companies offering shadow courses and the tutors who teach them may be violating copyright laws, by using materials for which they do not own the rights. The issue of illicit and illegal file-sharing is one of growing importance in the academic integrity community (Rogerson & Basanta, 2016, Seeland et al., 2020).

Interference with Learning Expectations

There is an implicit, and often unspoken expectation at learning institutions that students will learn the language of the discipline they are studying through their course work. Students learn vocabulary, terms and the discourse of the discipline in their lectures and classes. For students for whom English is an additional language, there is an expectation that they will continue to improve their language proficiency throughout their student experience. By taking shadow courses, students miss the opportunity to improve their English in an authentic learning environment. By circumventing the official lectures and opting instead for a shadow course, students may find themselves perpetually behind in terms of improving their English language skills.

Potential Illegal Activity

It may not be illegal for students to take courses in their preferred language instead of the official language of instruction; however, if students then go on to hire an impersonator to take examinations on their behalf, they may be engaging in an act of criminal fraud. In Canada, there are documented cases of examination impersonators being arrested in Ontario (Caldwell, 2014; Prisiajny, & Lai, 2015), Quebec (Bernstien, 2016; Meagher, 2016), and British Columbia (Bains, 2019; Wadhwani, 2019). Although the connection between these cases and commercial third-party companies was not established, they nevertheless captured the attention of the media (Eaton, 2020), and created a public relations crisis for the institutions named.

Concluding Remarks

There is enough informal and anecdotal evidence to show that commercial third parties are operating in a systematic manner to offer shadow academic courses in major Canadian centres across the country. This is not an issue that pertains to one particular school, but is an issue of importance to higher education in general.

The question of how to address these companies is a complex one that requires input from educational stakeholders involved at the institutional level, as well as across provincial, national, and even global networks. At this point, there is little empirical data to help us understand the impact of shadow courses on students or the legitimate learning institution where they are enrolled. There is an immediate and urgent need for more research, particularly in Canada, to understand the impact of shadow courses in higher education.

References

Bains, M. (2019). Woman allegedly paid to take exam arrested at SFU. CBC News. Retrieved from https://www.cbc.ca/news/canada/british-columbia/burnaby-rcmp-investigate-after-sfu-catches-alleged-paid-test-taker-1.5400400

Bernstien, J. (2016). Concordia student and tutor face criminal charges for allegedly cheating on exam. CBC News. Retrieved from https://www.cbc.ca/news/canada/montreal/concordia-student-charged-for-cheating-1.3815520

Caldwell, B. (2014). Alleged cheats arrested over math exam at University of Waterloo. The Record. Retrieved from https://www.therecord.com/news-story/5210859-alleged-cheats-arrested-over-math-exam-at-university-of-waterloo/

Eaton, S. E. (2020). An Inquiry into Major Academic Integrity Violations in Canada: 2010-2019. Retrieved from http://hdl.handle.net/1880/111483

Harper, R., Bretag, T., & Rundle, K. (2020). Detecting contract cheating: Examining the role of assessment type. Higher Education Research & Development, 1-16. doi:10.1080/07294360.2020.1724899

Meagher, J. (2016, October 21). Concordia student, tutor face criminal charges in exam cheating case. Montreal Gazette. Retrieved from https://montrealgazette.com/news/local-news/concordia-student-tutor-face-criminal-charges-in-exam-cheating-case

Mitchell, R. L. (2014). Pirates, cheats and IT certs. ComputerWorld. Retrieved from https://www.computerworld.com/article/2490886/it-skills-training-pirates-cheats-and-it-certs.html

Prisiajny, T., & Lai, C. (2015, January 7). York grad student charged after impersonating Waterloo student math exam. Excalibur. Retrieved from https://excal.on.ca/york-grad-student-charged-after-impersonating-waterloo-student-math-exam/

Rogerson, A. M., & Basanta, G. (2016). Peer-to-peer file sharing and academic integrity in the Internet age. In T. Bretag (Ed.), Handbook of Academic Integrity (pp. 273-285). Singapore: Springer.

Seeland, J., Stoesz, B. M., & Vogt, L. (2020). Preventing online shopping for completed assessments: Protecting students by blocking access to contract cheating websites on institutional networks. Canadian Perspectives on Academic Integrity, 3(1). doi:https://doi.org/10.11575/cpai.v3i1.70256

Theophille, V., & King, A. (2019). Case # 9: Exam Impersonation. Retrieved from https://shared.uoit.ca/shared/department/academic-integrity/documents/case-study-9—exam-impersonation.pdf

Wadhwani, A. (2019, December 18). Student, impersonator arrested for alleged cheating during final exams at SFU. Victoria news. Retrieved from https://www.vicnews.com/news/student-impersonator-arrested-for-alleged-cheating-during-final-exams-at-sfu/

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is an Associate Professor 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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New Report: Contract Academic Work and Contract Cheating: Policy Brief

October 19, 2020

Cover - Contract academic work contract cheatingThe week of October 18-23, 2020 marks Fair Employment Week, hosted by the Canadian Association of University Teachers (CAUT). In many countries, it also marks Integrity Week, built around the International Day of Action Against Contract Cheating. These weeks have coincided for the past several years. A few years ago, I began to study the intersection of contract academic work and contract cheating (e.g., essay mills, term paper mills, etc.)

This report offers a preliminary discussion of the intersection between precarious academic employment and the commercial contract cheating industry. I have written it with the Canadian context in mind, though it may be relevant in other jurisdiction as well. The entire report is available for free download here.

Abstract

Purpose: The goal of this report is to provide substance for an evidence-informed discussion about the intersection of precarious academic employment and the contract cheating industry.

Methods: This is a qualitative report informed by the extant literature. It synthesizes available source material relating to academic staff who also supply services (e.g., essay writing, assignment completion, etc.) to the commercial contract cheating industry.

Results: A summary and synthesis are provided of issues relating to precariously employed academic staff and the contract cheating industry. A key outcome of this work is to highlight how the commercial cheating industry preys on underemployed academic staff. Predatory practices of the contract cheating industry are highlighted including false promises of high pay and meaningful work. Consequences such as disciplinary action and dismissal of academic staff who moonlight as suppliers to the industry are discussed, along with possible counter-measures to raise awareness and protect academic staff.

Implications: This guide is intended to provide guidance on methods used by the commercial contract cheating industry to exploit contract academic staff. Recommendations are provided on how to build awareness about the issue and also consider protections for the precariously employed.

Additional materials: 1 table; 46 references

Document type: Report, 26 pages

Keywords: academic integrity, higher education, academic labour, contingent faculty, precarious employment, cheating economy, sessional, adjunct, faculty

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is an Associate Professor 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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Understanding Academic Integrity from a Teaching and Learning Perspective: Engaging with the 4M Framework

August 27, 2020

This post situates academic integrity within the scholarship of teaching and learning (SoTL) discourse. The 4M framework frames integrity through a four interrelated organizational lenses: (a) micro (individual); (b) meso (departmental); (c) macro (institutional); and (d) mega (community).

Keywords: academic integrity, scholarship of teaching and learning (SoTL), pedagogy, 4M framework, systems theory.

Introduction

Using a framework to understand complex issues, such as those relating to academic integrity, can be helpful while avoiding being overly reductionist. For a long time scholars and educators haven calling for more pro-active and pedagogical approaches to academic integrity (Eaton et al., 2017; Howard, 2002; Morris, 2016). One scholar has even called academic integrity a “teaching and learning imperative” (Bertram Gallant, 2008). In addition, the position that academic integrity is solely a student responsibility is now considered outdated, as advocates call for multi-stakeholder approaches that engage various members of the learning community including students, educators, and administrators, in different but interconnected ways (Eaton et al., 2017; Morris, 2016).

To help us understand how all these different stakeholders play a role, a systems approach to academic integrity can be helpful (Bertram Gallant, 2016; Bertram Gallant & Kalichman, 2011; Drinan & Bertram Gallant, 2008).

Systems thinking is not new; it has been around for more than half a century, if not longer (Bronfenbrenner, 1976; 1981; von Bertalanffy, 1968).

The 4M Framework

Systems theory helped to inform the conceptualization of the 4M Framework, which was developed within the Scholarship of Teaching and Learning (SoTL) community to help educators understand teaching and learning inquiry (Friberg 2016; Kalu et al., 2018; Kenny et al., 2016; Poole & Simmons, 2013; Simmons, 2016; Williams et al., 2013). The framework consists of four nested levels: micro, meso, macro, and mega.

The 4M Framework: Micro, Meso, Macro, and Mega Levels

The 4M Framework: Micro, Meso, Macro, and Mega Levels

The Micro Level: Individual

Individual students and educators are at the heart of the 4M framework. Each person’s conceptual understanding of academic integrity, as well as practical skills such as paraphrasing, citing, and referencing, develop at an individual level. But this learning does not happen in isolation. It is impacted by other individuals within the system, as well as the system itself.

Individual educators also operate at the micro level when they are preparing course content, lessons and activities. Research has shown over and over again that students are more likely to care about academic integrity when educators show that it matter to them, too (Bertram Gallant, 2018; McCabe et al., 2012; Eaton et al., 2017). It is at this level that educators can have a direct and lasting impact on teaching students how to engage in ethical decision making and also how to build practical skills such as paraphrasing, citing and referencing.

The Meso Level: Departmental

At this level, academic departments and support units, such as the library or the student affairs office, provide resources and learning opportunities that allow academic integrity to be operationalized. At this level support for academic integrity can be hands-on and pro-active in the form of workshops, tutorials, and practical resources.

The Macro Level: Learning Organization

The learning organization (e.g., college or school) is responsible for setting the institutional direction and culture for academic integrity. This includes having clearly articulated policies and procedures that can be applied fairly and equitably across the institution. Leaders at this level can also act as champions who set the tone for the entire school (McCabe et al, 2012).

The Mega Level: Community

This level includes stakeholders who are connected with the school, but who may not be involved on a day-to-day basis. This includes government bodies, alumni, parents and others who can be engaged to as partners in promoting academic integrity and ethical conduct in a variety of ways.

It is important to engage with colleagues from other institutions to form networks of professional practice (Kenny et al., 2016). This helps us to expand our understanding, push our boundaries and learn with and from one another. When we engage with colleagues outside of our institutions, we are engaging at the mega level. This is essential for those working in academic integrity contexts, where there might be only a handful of individuals directly engaged with this work on a day-to-day basis. Ongoing engagement with a network of like-minded professionals is key to continuing our professional learning in a sustained and sustainable way.

Conclusions

The 4M lens helps us to understand who the various stakeholders are and how they can play a role in upholding and enacting academic integrity in our learning communities. Creating a culture of integrity cannot happen if only certain individuals are engaged (McCabe et al., 2012). Instead, creating a culture of integrity requires intentional and sustained effort across a variety of different stakeholder groups within the institution.

Discussion Questions

  • Who are some of the stakeholders actively engaged in promoting academic integrity at your school?
  • How are you engaging stakeholders at every level of your school to uphold and enact academic integrity?
  • How are you creating a culture of integrity at your school?

References

Bertram Gallant, T. (2008). Academic integrity in the twenty-first century: A teaching and learning imperative. Hoboken, NJ: Wiley.

Bertram Gallant, T. (2016). Systems approach to going forward: Introduction. In T. Bretag (Ed.), Handbook of Academic Integrity (pp. 975-977). Singapore: Springer Singapore.

Bertram Gallant, T., & Kalichman, M. (2011). Academic ethics: A systems approach to understanding misconduct and empowering change in the academy. In T. Bertram Gallant (Ed.), Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education (pp. 27-44). New York: Routledge.

Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. New York: The Carnegie Foundation for the Advancement of Teaching.

Bronfenbrenner, U. (1976). The Experimental Ecology of Education. Paper presented at the American Educational Research Association (AERA), San Francisco, CA

Bronfenbrenner, U. (1981). The ecology of human development: Experiments by nature and design. Cambridge: Cambridge: Harvard University Press.

Drinan, P. M., & Bertram Gallant, T. (2008). Plagiarism and academic integrity systems. Journal of Library Administration, 47(3-4), 125-140. doi:10.1080/01930820802186472

Eaton, S. E., Guglielmin, M., & Otoo, B. (2017). Plagiarism: Moving from punitive to pro-active approaches. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 28-36). Calgary, Canada: Werklund School of Education, University of Calgary. https://prism.ucalgary.ca/handle/1880/52096

Friberg, J. C. (2016). Might the 4M Framework Support SoTL Advocacy? (July 11). Retrieved from https://illinoisstateuniversitysotl.wordpress.com/2016/07/11/might-the-4m-framework-support-sotl-advocacy/

Howard, R. M. (2002). Don’t Police Plagiarism: Just TEACH! The Education Digest, 67(5), 46-49.

Kenny, N., Watson, G. P. L., & Desmarais, S. (2016). Building sustained action: Supporting an institutional practice of SoTL at the University of Guelph. New Directions for Teaching and Learning, 2016(146), 87-94. doi:10.1002/tl.20191

Kalu, F., Dyjur, P., Berenson, C., Grant, K. A., Jeffs, C., Kenny, N., & Mueller, R. (2018). Seven voices, seven developers, seven one things that guide our practice. To Improve the Academy, 37(1), 111-127. doi:10.1002/tia2.20066

McCabe, D. L., Butterfield, K. D., & Treviño, L. K. (2012). Cheating in college: Why students do it and what educators can do about it. Baltimore, MD: Johns Hopkins University Press.

Morris, E. J. (2016). Academic Integrity: A Teaching and Learning Approach. In T. Bretag (Ed.), Handbook of Academic Integrity (pp. 1037-1053). Singapore: Springer Singapore.

Poole, G., & Simmons, N. (2013). Contributions of the scholarship of teaching and learning to quality enhancement in Canada. In R. Land & G. Gordon (Eds.), Enhancing quality in higher education international perspectives (pp. 278-298). London: London: Routledge.

Simmons, N. (2016). Synthesizing SoTL institutional initiatives toward national impact. New Directions for Teaching and Learning, 2016(146), 95-102. doi:10.1002/tl.20192

von Bertalanffy, L. (1968). General system theory: Foundations, development, applications. New York: George Braziller.

Williams, A. L., Verwoord, R., Beery, T. A., Dalton, H., McKinnon, J., Strickland, K., . . . Poole, G. (2013). The Power of social networks: A model for weaving the scholarship of teaching and learning into institutional culture. Teaching & Learning Inquiry: The ISSOTL Journal, 1(2), 49-62. doi:10.2979/teachlearninqu.1.2.4

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To cite this post in your own work, refer to the original report archived online:

Eaton, S. E. (2020). Understanding Academic Integrity from a Teaching and Learning Perspective: Engaging with the 4M Framework. Calgary: University of Calgary. http://hdl.handle.net/1880/112435

For a deeper dive into this topic, read more in:

Eaton, S. E. (2021). Plagiarism in higher education: Tackling tough topics in academic integrity. Santa Barbara, CA: Libraries Unlimited.

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

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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Coming in 2021! New book: Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity

August 10, 2020

Plagiarism in Higher Education: Tackling Tough Topics in Academic IntegrityPretty excited to see that my upcoming book now has an official webpage on the publisher site! The manuscript has been officially approved by my editor, the wonderful Jessica Gribble. The next steps are for it to move into production. The scheduled release date is early 2021.

The book is not yet available for sale though. You’ll have to wait until closer to the publication date for that. In the meantime, you can send the book info to your friendly neighbourhood librarian, and ask them to put it in their ordering queue!

Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity

Libraries Unlimited

Pages: 230

The book will be available in paperback and e-book formats.

Description

Plagiarism is a complex issue that affects many stakeholders in higher education, but it isn’t always well understood. This text provides an in-depth, evidence-based understanding of plagiarism with the goal of engaging campus communities in informed conversations about proactive approaches to plagiarism.

Offering practical suggestions for addressing plagiarism campus-wide, this book tackles such messy topics as self-plagiarism, plagiarism among international students, essay mills, and contract cheating. It also answers such tough questions as:

  • Why do students plagiarize, and why don’t faculty always report it?
  • Why are plagiarism cases so hard to manage?
  • What if researchers themselves plagiarize?
  • How can we design better learning assessments to prevent plagiarism?
  • When should we choose human detection versus text-matching software?

This book focuses on academic integrity from a teaching and learning perspective, offering comprehensive insights into various aspects of plagiarism with a particular lens on higher education to benefit the entire campus community.

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

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.

This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

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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New article: Academic integrity during COVID-19

July 13, 2020

ISEA 48(1)

I am excited to share my latest article, “Academic Integrity During COVID-19: Reflections From the University of Calgary”, published in International Studies in Educational Administration (ISEA).

Abstract:
In this paper I document and reflect on our institutional response to the coronavirus crisis from an academic integrity perspective. I contemplate how the rapid transition to remote learning impacted academic misconduct, including how assessment of student learning played a role. I explore the proliferation of commercial file-sharing and contract cheating companies during the pandemic, situating Canada within broader global contexts. Finally, I consider how to address concerns around academic integrity as remote and online delivery continue into the fall 2020 semester and beyond.

Keywords: academic integrity, COVID-19, emergency conditions, higher education, contract cheating, file-sharing

This article is part of a special series of papers focusing on educational responses to the pandemic. ISEA is published by the Commonwealth Council for Educational Administration and Management (CCEAM). According to the journal’s website: “The journal is one of the oldest journals in the educational leadership field” CCEAM retains the copyright, and has granted permission for me (and all authors in this issue) to make their work publicly and widely available on the Internet. Thus, with full permissions, I am happy to share a full copy of the article free of charge in .pdf format: Eaton ISEA 2020 48(1).

Special thanks to Dr. David Gurr, Editor-in-Chief, and his team who managed to turn around these submissions in record time. It is a privilege to be included in this first issue.

Here’s the full reference:

Eaton, S. E. (2020). Academic Integrity During COVID-19: Reflections From the University of Calgary. International Studies in Educational Administration, 48(1), 80-85.

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

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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