Integrity in and beyond contemporary higher education: What does it mean to university students?

Wong, S.S.H. and Lim, S.W.H. and Quinlan, Kathleen M. (2016) Integrity in and beyond contemporary higher education: What does it mean to university students? Frontiers in Psychology, 7 . ISSN 1664-1078. (doi:https://doi.org/10.3389/fpsyg.2016.01094) (Full text available)

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http://dx.doi.org/10.3389/fpsyg.2016.01094

Abstract

Research has focused on academic integrity in terms of students' conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly. Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibility. We collected and analyzed qualitative responses from 127 students at the National University of Singapore to understand how they define integrity in their lives as students, and how they envisage integrity would be demonstrated in their lives after university. Consistent with the current literature, our data showed that integrity was predominantly taken as "not plagiarizing (in school)/giving appropriate credit when credit is due (in the workplace)", "not cheating", and "completing tasks independently". The survey, though, also revealed further perceptions such as, in a university context, "not manipulating data (e.g., scientific integrity)", "being honest with others", "group work commitments", "conscience/moral ethics/holding true to one's beliefs", "being honest with oneself", "upholding a strong work ethic", "going against conventions", and "reporting others", as well as, in a workplace context, "power and responsibility and its implications", "professionalism", and "representing or being loyal to an organization". The findings suggest that some students see the notion of integrity extending beyond good academic conduct. It is worthwhile to (re)think more broadly what (else) integrity means, discover the gaps in our students' understanding of integrity, and consider how best we can teach integrity to prepare students for future challenges to integrity and ethical dilemmas.

Item Type: Article
Additional information: Unmapped bibliographic data: C7 - 01094 [EPrints field already has value set] LA - English [Field not mapped to EPrints] J2 - Front. Psychol. [Field not mapped to EPrints] AD - Department of Psychology, Faculty of Arts and Social Sciences, National University of Singapore, Singapore [Field not mapped to EPrints] AD - Oxford Learning Institute, University of Oxford, Oxford, United Kingdom [Field not mapped to EPrints] DB - Scopus [Field not mapped to EPrints] M3 - Article [Field not mapped to EPrints]
Uncontrolled keywords: Higher education, Integrity, Personal and social responsibility, Qualitative data, Survey research
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kathleen M Quinlan
Date Deposited: 09 Feb 2017 12:33 UTC
Last Modified: 10 Feb 2017 09:52 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60283 (The current URI for this page, for reference purposes)
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