A basis to consolidate the definitions of terms related to ethics and integrity in education This glossary has been prepared within the framework of the Council of Europe Platform on Ethics, Transparency and Integrity in Education (ETINED). Based on Recommendation CM/Rec(2022)18 of the Committee of Ministers to member States on countering education fraud, the glossary includes 135 definitions which aim to provide clarity on 76 key terms related to ethics and integrity in education. Methodologically, the glossary integrates terms from various Council of Europe recommendations, spanning from 1998 to 2022, along with insights from reputable glossaries. Terms such as ethics, transparency and integrity are meticulously explained, with attention being paid to differences in interpretation in order to aid understanding in diverse educational contexts. Readers are also encouraged to explore related glossaries for a broader understanding of nuanced concepts. For users, including stakeholders engaged in promoting ethics across educational levels, this glossary offers invaluable insights. It not only defines terms but also highlights their potential implications and provides additional explanations, thereby enhancing comprehension and applicability, and encouraging informed discourse as well as action within educational communities.

An invaluable tool that can be used to foster and support the development of democratic and intercultural competences in learners. This portfolio is intended for use in conjunction with the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). It requires learners to compile documents - such as recordings, texts and images - which demonstrate how they are using their competences for democratic culture in diverse situations within and beyond school. The portfolio supports learners in reflecting critically on their developing competences, and in thinking about how they will further develop their competences in the future. The contents of the portfolio also provide evidence about how a learner's proficiency in the use of these competences is developing, evidence which may be used for either formative or summative assessment purposes. There are two versions of the portfolio: a version for younger learners, that is, children up to approximately the age of 10-11 years; and a standard version, for learners from approximately 10-11 years upwards. Each version is accompanied by a guide for teachers. The present volume contains the younger learners version

"The lack of academic integrity combined with the prevalence of fraud and other forms of unethical behavior are problems that higher education faces in both developing and developed countries, at mass and elite universities, and at public and private institutions. While academic misconduct is not new, massification, internationalization, privatization, digitalization, and commercialization have placed ethical challenges higher on the agenda for many universities. Corruption in academia is particularly unfortunate, not only because the high social regard that universities have traditionally enjoyed, but also because students-young people in critical formative years-spend a significant amount of time in universities. How they experience corruption while enrolled might influence their later personal and professional behavior, the future of their country, and much more. Further, the corruption of the research enterprise is especially serious for the future of science. The contributors to Corruption in Higher Education: Global Challenges and Responses bring a range of perspectives to this critical topic"--

Since human beings have been writing it seems there has been plagiarism. It is not something that sprouted with the advent of the Internet. Teachers have been struggling for years in countries all over the globe to find good methods for dealing with the problem of plagiarizing students. How do we spot plagiarism? How do we teach them not to plagiarize? And how do we deal with those who have been found out to be plagiarists? The purpose of this book is to collect material on the various aspects of plagiarism in education with special attention given to the German problem of dissertation plagiarism. Since there is a wide-spread interest in the German plagiarism situation and in strategies for dealing with it, the book is written in English in order to be accessible to a larger audience.

Within the field of higher education, academic integrity is a subject of intense debate. This highly topical book provides indepth analysis of emerging threats to academic integrity, and practical, evidence-based recommendations for creating cultures of integrity. It includes the latest research on contract cheating, and how to identify and respond to it. Internationally renowned scholars from a range of disciplines and countries provide expertise on existing and emerging threats to academic integrity and offer evidence-based advice to all higher education stakeholders.

The book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to ‘cut and paste’, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise’. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it, and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.​

This book discusses the issue of academic misconduct and publication ethics in general and plagiarism in particular, with a focus on case studies in various universities around the world (notably in Japan, Singapore, Australia, USA, and Canada). We are especially interested in students’ and teachers’ perception of academic misconduct and their definition and understanding of plagiarism. Most chapters discuss undergraduates’ understanding of academic dishonesty and students’ experiences using plagiarism softwares. The book also analyzes teachers’ perception of cheating and how they respond to it. Writing is perceived by all of the teachers to be the most important form of assessment that required preventative measures in order to reduce the occurrence of academic dishonesty among students. Each chapter recommends strategies to fight plagiarism, such as establishing guidelines and regulations concerning academic integrity, awareness of the scale of the issue (scandals at all levels in most countries, even including famous scholars, administrators, and elected officials), assessing the damage done to academic reputation and credibility, developing trust and credibility on social media (especially with the recent disturbing growth of fake news and data), minimizing the proliferation of dishonest accreditation, of identity theft, of fake peer-reviews, and fighting the growing number of fake papers, with or without the use of computer-generated academic works.