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This edited volume explores the intersections of academic writing and academic integrity practices, policies and theory in increasingly pluralistic and heterogeneous higher education contexts. Responding to developments such as internationalisation, massification, equity, diversity and inclusion and decolonisation, the book asks important questions about social justice, access to education and hierarchies of knowledge which challenge established practices in European and North American academia. The contributors interrogate discourses on writing and integrity in higher education, reinterpreting them through the lens of cultural difference. The book will be of interest to university educators who wish to develop their understanding of pedagogy and improve their teaching and research practice.
Table des matières
Chapter 1: Introduction.- Part 1: Revisiting the Rules of the Academy.- Chapter 2: Do Different Cultural Contexts Influence How Academic Integrity is Defined and Put into Practice?.- Chapter 3: From Threat to Compassion: Reframing Academic Integrity Policy Through a Values-Person-Centered Approach- Chapter 4: Research Ethics Across the Global North-South Divide: The Challenges of Unequal Research and Research Capacity-Building Collaborations.- Part 2: Pedagogic Approaches in Action.- Chapter 5: A Diversity of Perspectives on Academic Integrity Breaches in Written Assignments at Three Levels of Education in Canada.- Chapter 6: From a Transactional to Relational Integrity.- Chapter 7: The Future of Internationalization via Inclusive Curriculum, Integrated Student Support and Integrity Education.- Chapter 8: Rethinking Academic Integrity in the Age of Artificial Intelligence.- Part 3: Negotiating Identity in the Higher Education Classroom.- Chapter 9: Imitation, Diversity and Academic Integrity: Insights from Neurosciences Research.- Chapter 10: Exploring Student Agency in Constructing an Academic Integrity: A Case Study of Superdiversity and Academic Writing in Berlin.- Chapter 10: Queering the Pitch for Academic Writing in HE: Towards a Politics of Difference.- Chapter 11: Conclusion.
A propos de l'auteur
Dimitar Angelov is Assistant Professor in the Research Centre for Global Learning at Coventry University, UK. His scholarship engages with academic writing pedagogies, especially in the context of generative AI, as well as with practices, policy frameworks and ethics regulating transnational higher education partnerships. Before taking up his current role, Dr Angelov was a lecturer and manager at Coventry University’s Centre for Academic Writing, where he oversaw the growth and diversification of the institution’s student and staff support provisions, and served as Course Director for Europe’s first master’s degree in academic writing.
Catherine E. Déri is Associate Professor at Université du Québec en Outaouais, and Adjunct Professor in the Faculty of Education at University of Ottawa, Canada. Her doctoral dissertation examined the socialisation of PhD students to the scholarly profession through academic writing cafes. Her current research on academic integrity aims to prevent plagiarism by helping undergraduate and graduate students to develop writing competencies, in part, through the responsible usage of generative AI. She conducts research with the international Partnership on University Plagiarism Prevention, which involves over 60 scholars from 32 universities and associations in Canada, the United States and several European countries.
Résumé
This edited volume explores the intersections of academic writing and academic integrity practices, policies and theory in increasingly pluralistic and heterogeneous higher education contexts. Responding to developments such as internationalisation, massification, equity, diversity and inclusion and decolonisation, the book asks important questions about social justice, access to education and hierarchies of knowledge which challenge established practices in European and North American academia. The contributors interrogate discourses on writing and integrity in higher education, reinterpreting them through the lens of cultural difference. The book will be of interest to university educators who wish to develop their understanding of pedagogy and improve their teaching and research practice.
