I am trying out SSRN. I feel like this is something I should have known about long ago. Last year, one of the doctoral students whom I supervise, Myke Healy, posted a paper about academic integrity in secondary schools on SSRN. (It’s a really good ready, by the way.)
On my recent travels, I was listening to Malcolm Gladwell’s podcast, Revisionist History. In one of episodes (I forget which one exactly), Gladwell raves about SSRN. I mean, gushes.
I thought to myself, “Well, it seems the universe is asking me to pay attention to SSRN.” So, I did.
I got working on a paper that had been sort of lingering for a couple of years. (Yes, a couple of years. Good work takes time!) I unpacked the ideas, developed the argument, referenced people whose contributions influenced and shaped my thinking and got it formatted.
So, I’ve now posted my first paper on SSRN: Eaton, S. E. (2025). A Wraparound Approach to Academic Integrity: Centering Students in the Postplagiarism Era (April 20, 2025). SSRN. https://doi.org/http://dx.doi.org/10.2139/ssrn.5223911
I’m not really sure what happens next. There doesn’t really seem to be a place for folks to comment on the paper, though you can download it and add it to your library. I guess the next step is to submit it to a journal and go from there.
If you use SSRN and have tips on how to make the most of it, feel free to share. I’m learning as I go and I’m all ears.
Sarah Elaine Eaton, PhD, is a Professor and Research Chair in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.
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.
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:
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.
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
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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.
It is essential to take a strong stand against systemic racism and discrimination. This includes a commitment to identify and address racism and discrimination in matters relating to academic and non-academic student misconduct. In this report I synthesize existing resources and issue a call to action to collect more race-based data relating to student conduct for the purposes of identifying and addressing systemic injustices perpetuated by existing higher educationreporting, policies and procedures.
Abstract
Purpose: This report highlights ways in which race-based data can be used to combat systemic racism in matters relating to academic and non-academic and student misconduct.
Methods: Information synthesis of available information relating to race-based data and student conduct.
Results: A summary and synthesis of how and why race-based data can be used to identify and combat discrimination of students with regards to academic and non-academic misconduct.
Implications: Through this report, an argument is made for more attention to fair and equitable treatment of students in matters relating to academic and non-academic misconduct regardless of race, colour, language or country of origin.
Share or Tweet this: Race-based data in student conduct: A call to action – Report now available https://wp.me/pNAh3-2uD
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.
Posted by Sarah Elaine Eaton, Ph.D. 
It is essential to take a strong stand against systemic racism and discrimination. This includes a commitment to identify and address racism and discrimination in matters relating to academic and non-academic student misconduct. In this report I synthesize existing resources and issue a call to action to collect more race-based data relating to student conduct for the purposes of identifying and addressing systemic injustices perpetuated by existing higher education reporting, policies and procedures.
Learning, Teaching and Leadership 
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