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Chaojin Wu – British Journal of Sociology of Education, 2025
Publishing is a critical avenue for scholars and a significant challenge for Chinese doctoral students. This study employs online ethnography to examine discussions on academic publishing anomie in the 'Graduated Group', including interviews with 10 doctoral students to explore the dynamics of academic misconduct. Under the high-pressure…
Descriptors: Publish or Perish Issue, Cheating, Risk Assessment, Doctoral Students
Roya Rahimi; Jenni Jones; Carol Bailey – Ethics and Education, 2024
Contract cheating is a challenging problem facing higher and further education providers (HE and FE) worldwide. In the UK, contract cheating has been identified as a growing problem by the HEA and, more recently, the Quality Assurance Agency for Higher Education and the Department for Education. The high rate of contact cheating among students…
Descriptors: Foreign Countries, Higher Education, Cheating, Contracts
Guerrero-Dib, Jean Gabriel; Portales, Luis; Heredia-Escorza, Yolanda – International Journal for Educational Integrity, 2020
Corruption is a serious problem in Mexico and the available information regarding the levels of academic dishonesty in Mexico is not very encouraging. Academic integrity is essential in any teaching-learning process focussed on achieving the highest standards of excellence and learning. Promoting and experiencing academic integrity within the…
Descriptors: Foreign Countries, College Students, Integrity, Ethics
Giannotta, Fabrizia; Özdemir, Metin; Stattin, Håkan – Child & Youth Care Forum, 2019
Background: The implementation of preventive interventions is considered a crucial aspect of their success. However, few studies have investigated which components of implementation are most important. Objective: We aimed to understand whether the components of implementation integrity--adherence, quality of delivery, dose, and participants'…
Descriptors: Program Implementation, Integrity, Parent Education, Educational Quality
Long, Anna C. J.; McIver, Elise C.; Olinger, Rachel M.; Bolognino, Sarah J.; Renshaw, Tyler L. – Communique, 2015
Schools often need to implement evidence-based interventions (EBIs) in contexts and with client populations that differ from those present during intervention development and validation. Due to the differences in intervention conditions, schools inevitably make adaptations to interventions to be responsive or to operate within present constraints.…
Descriptors: Integrity, Intervention, Metacognition, Curriculum

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