Academic Integrity
Different scholars have provided their various definitions of academic integrity and narrowed it down to a particular concept. Some define academic integrity as an ethical policy or moral code of academia. Such include values like rigor and honesty within research and academic publishing, maintenance of academic standards and avoidance of plagiarism or cheating. Some have also defined academic integrity as an intellectual honesty; where honesty is based on formulating arguments, use of information, as well as in more activities that are linked to the search of knowledge and understanding.
Deriving academic integrity from late 18th century, it was correlated firmly to the Southern honor code. Those who were involved in monitoring were widely the students. The focus of Southern honor code was on self-esteem, power or pride. The objective was on any act that seems to promote magnification of such, meaning that academic integrity had concentrated on appearance and status of a person's upright character (The Center for Academic Integrity, 2012).
The concept of academic integrity came to change in the 19th Century after there was a change in university goals. This period required professors to be able to teach and come up with original research. Their jobs had more stress that was coming from pressure to acquire as well as publish. Even though instances of academic dishonesty could now be considered as acts of follies, but still the concept of academic integrity based on Southern honor code was undergoing evolution into a more contemporary concept. It was that academic integrity had started to take the place of honor of the university and honor of the individual to the university as an institution. The importance of this evolution was that it helped in promoting unity within every level of academic institution and give students confidence of holding one another accountable for acts of dishonesty. Moreover, it gave students the opportunity of feeling empowered by self-monitoring of one another.
Continued need for original research among members of different faculties facilitated the persistent question of research integrity. Following the intense pressure upon professors with their professional status, the surrounding community placed them under severe scrutiny. The outcome was separation of academic integrity ideals for faculty and students.
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