[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596994-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596994-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","faculty-perspectives-of-academic-integrity-during-covid-19-a-mixed-methods-study-of-four-canadian-universities","Faculty Perspectives of Academic Integrity During COVID-19 - A Mixed Methods Study of Four Canadian Universities","","Faculty members play a key role in promoting academic integrity in Canadian universities, yet their specific needs and influencing factors are not well documented. A mixed-methods survey was created to collect faculty perceptions of facilitators and barriers in using existing integrity procedures, policies, resources, and supports. Data were gathered from 330 participants across four Canadian universities, highlighting both individual motivations and contextual teaching factors, including policy consistency, within a multi-level framework.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/faculty-perspectives-of-academic-integrity-during-covid-19-a-mixed-methods-study-of-four-canadian-universities/596994/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/faculty-perspectives-of-academic-integrity-during-covid-19-a-mixed-methods-study-of-four-canadian-universities/596994.png","ImageObject",300,407,{"name":42,"@type":43},"Danger Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What gap does the study address about academic integrity?","Question",{"text":63,"@type":64},"It addresses the lack of documentation and understanding of faculty members’ needs regarding academic integrity in Canadian universities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"An online mixed-methods survey was distributed at four Canadian universities to gather faculty perceptions about facilitators and barriers to using existing integrity supports during COVID-19.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors were found to support or hinder academic integrity?",{"text":72,"@type":64},"Results emphasized individual factors such as duty to promote integrity and contextual factors including teaching load, class size and format, availability of teaching assistant support, and consistency of policies and procedures.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596994,1792172271,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Faculty Perspectives of Academic Integrity During COVID-19: A Mixed Methods Study of Four Canadian  \nUniversities  \nSarah Elaine Eaton University of Calgary  \nBrenda M. Stoesz  \nUniversity of Manitoba  \nKatherine Crossman Bow Valley College  \nKim Garwood Stiletto Consulting  \nAmanda McKenzie  \nUniversity of Waterloo  \nAbstract  \nFaculty members are crucial partners in promoting academic integrity at Canadian universities, but their needs related to academic integrity are neither well documented nor understood. To address this gap, we developed a mixed methods survey to gather faculty perceptions of facilitators and barriers to using the existing academic integrity procedures, policies, resources, and supports required to promote academic integrity. In this article, we report the data collected from 330 participants at four Canadian universities. Responses pointed to the importance of individual factors, such as duty to promote academic integrity, as well as contextual factors, such as teaching load, class size, class format, availability of teaching assistant support, and consistency of policies and procedures, in supporting or hindering academic integrity. We also situated these results within a micro (individual), meso (departmental), macro (institutional), and mega (community) framework. Results from this study contribute to the growing body of empirical evidence about faculty perspectives on academic integrity in Canadian higher education and can inform the continued development of existing academic integrity supports at universities.  \nKeywords: academic integrity, academic misconduct, Canada, faculty, higher education, post-secondary, COVID-19  \nRésumé  \nLes membres du corps professoral sont des partenaires essentiels dans la promotion de l’intégrité académique dans les universités canadiennes. Toutefois, leurs besoins en cette matière ne sont ni bien documentés ni bien compris. Afin de combler cettelacune, nous avons recueilli, grâce à une méthode de recherche mixte, les perceptions des professeurs quant aux obstacles et aux facilitateurs en lien avec l’utilisation des procédures, politiques, ressources et services de soutien pour la promotion de l’intégrité académique. Dans cet article, nous rapportons les données recueillies auprès de 330 participants dans quatre universités canadiennes. Les réponses soulignent l’importance des facteurs individuels tels que le devoir de promouvoir l’intégrité académique. De plus, des facteurs contextuels tels que la charge d’enseignement, la taille et le format de la classe, la disponibilité du soutien d’assistants d’enseignement et la cohérence des politiques et des procédures peuvent soutenirou entraver l’intégrité académique. Nous avons également situé ces résultats dans un cadre micro (individuel), méso (départemental), macro (institutionnel) et méga (communautaire) . Les résultats de cette étude contribuent à mettre en lumière les perspectives des professeurs sur l’intégrité académiquedans l’enseignementsupérieur canadien. Ils peuvent également donner un aperçu des besoins en développement professionnel et du soutien nécessaire dans les universités.  \nMots-clés : intégrité académique, inconduite académique, Canada, corps professoral, enseignement supérieur, postsecondaire, COVID-19  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:3 (2023)   \nIntroduction  \nStudent academic misconduct persists as a complex issue in higher education, and one that has gained renewed attention during COVID-19 . Historically, academic integrity has been viewed as a matter of student conduct. However, as research into academic integrity has developed, scholars have called for a more holistic and multi-stakeholder approach in which students, faculty, administrators, and other stakeholders within the learning institution each have different and complementary responsibilities (see Bertram Gallant, 2008; McNeill, 2022; Morris & Carroll, 2016; Wolsky & Hamilton, 2022). I","cbCaijj96TfejOAX","https://ap.wps.com/l/cbCaijj96TfejOAX","pdf",183656,17,"English","# Introduction\n## Background and rationale\n## Study purpose and approach\n# Methods\n## Survey design and participants\n# Findings\n## Facilitators and barriers across levels\n# Discussion\n## Implications for academic integrity supports","[{\"question\":\"What gap does the study address about academic integrity?\",\"answer\":\"It addresses the lack of documentation and understanding of faculty members’ needs regarding academic integrity in Canadian universities.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"An online mixed-methods survey was distributed at four Canadian universities to gather faculty perceptions about facilitators and barriers to using existing integrity supports during COVID-19.\"},{\"question\":\"What factors were found to support or hinder academic integrity?\",\"answer\":\"Results emphasized individual factors such as duty to promote integrity and contextual factors including teaching load, class size and format, availability of teaching assistant support, and consistency of policies and procedures.\"}]","Faculty Perspectives of Academic Integrity During COVID-19 - A Mixed Methods Study of Four Canadian Universities | PDF",1792084163,43]