Academic Quality and Integrity in the New Higher Education Digital Environment: A Global Perspective provides discussions on the work of three editors who have significant experience in the quality assurance of teaching and learning and have been developing approaches during the recent COVID-19 pandemic. Discussions on learning and teaching during the pandemic were concentrated on how academic institutions ensure quality of courses, and that academic integrity is maintained in all assessments in a digital environment, thus ensuring what is being delivered meets global standards and professional bodies have confidence in programs delivered by the higher education sector.
The area of quality assurance and academic integrity is thus critical in this new digital environment where significant educational programs will be delivered.
1. Academic Quality and Integrity in the New Higher Education Digital Environment - p. Page i 2. Cover - p. Page i 3. Title page - p. Page ii 4. Table of Contents - p. Page iii 5. Copyright - p. Page iii 6. Contents - p. Page vi 7. List of contributors - p. Page vii 8. Preface - p. Page vii 9. Editorial - p. Page viii 10. List of Illustrations - p. Page xi 11. List of Tables - p. Page xii 12. Chapter 1 : An autoethnography and analysis of Australian academic integrity policies amidst emerging threats - p. Page xii 13. Chapter 2 : Reimaging academic integrity through the lenses of ethics of care and restorative justice to establish a culture of academic integrity - p. Page 19 14. Chapter 3 : Connecting generic academic integrity modules to professional integrity through curriculum design - p. Page 51 15. Chapter 4 : Developing an all-voices plan: A case study of embracing community to uphold academic integrity - p. Page 69 16. Chapter 5 : Addressing academic misconduct through embedding academic skill development in subject teaching: a collaborative approach - p. Page 91 17. Chapter 6 : Retooling online proctoring technology in the Fourth Industrial Revolution learning contexts—from big brother to learning buddy - p. Page 113 18. Chapter 7 : “Linkage with the Midst”: digital impact and institutional identity in Chile - p. Page 128 19. Chapter 8 : Development of doctoral student perceptions of plagiarism and academic integrity: the roles of agency and aspirational identity - p. Page 142 20. Chapter 9 : Open academic systems as key levers of integrity and quality assurance for assessments at the Université des Mascareignes - p. Page 161 21. Index - p. Page 182
Academic Quality and Integrity in the New Higher Education Digital Environment: A Global Perspective provides discussions on the work of three editors who have significant experience in the quality assurance of teaching and learning and have been developing approaches during the recent COVID-19 pandemic. Discussions on learning and teaching during the pandemic were concentrated on how academic institutions ensure quality of courses, and that academic integrity is maintained in all assessments in a digital environment, thus ensuring what is being delivered meets global standards and professional bodies have confidence in programs delivered by the higher education sector.
The area of quality assurance and academic integrity is thus critical in this new digital environment where significant educational programs will be delivered.
1. Academic Quality and Integrity in the New Higher Education Digital Environment - p. Page i 2. Cover - p. Page i 3. Title page - p. Page ii 4. Table of Contents - p. Page iii 5. Copyright - p. Page iii 6. Contents - p. Page vi 7. List of contributors - p. Page vii 8. Preface - p. Page vii 9. Editorial - p. Page viii 10. List of Illustrations - p. Page xi 11. List of Tables - p. Page xii 12. Chapter 1 : An autoethnography and analysis of Australian academic integrity policies amidst emerging threats - p. Page xii 13. Chapter 2 : Reimaging academic integrity through the lenses of ethics of care and restorative justice to establish a culture of academic integrity - p. Page 19 14. Chapter 3 : Connecting generic academic integrity modules to professional integrity through curriculum design - p. Page 51 15. Chapter 4 : Developing an all-voices plan: A case study of embracing community to uphold academic integrity - p. Page 69 16. Chapter 5 : Addressing academic misconduct through embedding academic skill development in subject teaching: a collaborative approach - p. Page 91 17. Chapter 6 : Retooling online proctoring technology in the Fourth Industrial Revolution learning contexts—from big brother to learning buddy - p. Page 113 18. Chapter 7 : “Linkage with the Midst”: digital impact and institutional identity in Chile - p. Page 128 19. Chapter 8 : Development of doctoral student perceptions of plagiarism and academic integrity: the roles of agency and aspirational identity - p. Page 142 20. Chapter 9 : Open academic systems as key levers of integrity and quality assurance for assessments at the Université des Mascareignes - p. Page 161 21. Index - p. Page 182
