Browsing by Author "Dahal, Bibek"

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    Academic and Research Integrity in Nepal: A Comprehensive Policy Analysis
    (2023-03-21) Dahal, Bibek; Eaton, Sarah Elaine
    In this referred conference presentation, we present an overview of the research design for our analysis of academic and research integrity policy in Nepal.
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    Designing Graduate Training on Academic and Research Integrity: Graduate Student and Experts' Experiences
    (2024-04-10) Dahal, Bibek; Eaton, Sarah; Godley, Jenny
    Academic and research integrity is an integral part of graduate training across academic disciplines. This conference session explores academic and research integrity experts’ and graduate student’s experience designing self-paced graduate level training courses that aim to promote graduate students’ ethical decision-making practices in their academic and research activities. Designing training with students (not for students) ensures the inclusion of students’ voices and perspectives, promoting effective training implementation. We argue that student(s) inclusion is essential in designing graduate training to promote academic and research integrity, upholding the equity principle of “nothing about us without us”.
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    Equity, Diversity, Inclusion, Accessibility, Decolonization and Indigenization in Academic and Research Integrity: Policy, Procedure, and Praxis
    (2023-10-12) Eaton, Sarah Elaine; Moya, Beatriz; Dahal, Bibek; Judge-Stasiak, Angela; Fleming, Colleen
    In this session we provide international perspectives on equity, diversity, inclusion, accessibility and decolonization of academic and research integrity. Academic integrity has long been viewed as a matter of student conduct, whereas research integrity has been focused on research and academic staff. In this session, we take a more holistic, multi-stakeholder transdisciplinary view in which students, educators, leaders, and staff all have a role to play in upholding integrity. There is evidence from elsewhere (e.g., Australia, UK, US) to suggest that there is over-representation in misconduct reporting in universities, with people from Asia and Africa being among the most over-represented groups. Currently, there are no data available in Canada to our knowledge, a knowledge deficit that we problematize and explore. Evidence from elsewhere suggests that individuals from particular equity deserving groups may be hypersurveilled (i.e., persons of colour, those who speak English as an Additional Language and those with disabilities). We challenge assumptions made about international students with regards to academic cheating that are not supported by empirical research. We trouble the ways in which students are treated as a homogeneous group, both in terms of academic development, as well as in misconduct case investigation and processing. Further, we explore possible connections between the neoliberal university system in Canada that prioritizes international students (and the extra tuition they pay) with inadequate resources to support their academic success. This lack of support regarding academic and research integrity may contribute to some students being unjustly (hyper)surveilled and reported for misconduct compared to domestic students, particularly those from culturally and linguistically dominant groups. Moreover, efforts to properly embrace complementary perspectives on academic integrity are sometimes absent or recently emerging in higher education institutions, which might complicate chances to involve the educational communities’ stakeholders in ways that lead to more dialogue and understanding to adequately address the needs of increasingly diverse communities in Canadian Post Secondary Education. This is a collaborative presentation showcasing the research of doctoral students and senior researcher whose scholarship focuses on ethics and equity in higher education.
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    Understanding the Impact of Artificial Intelligence on Higher Education
    (2023-06-08) Eaton, Sarah Elaine; Dawson, Phillip; McDermott, Brenda; Brennan, Robert; Wiens, Jason; Moya, Beatriz; Dahal, Bibek; Milne, Nick; Miller, Allyson; Mindzak, Michael; Kumar, Rahul; Hamilton, Melanie
    This one-day public conference included transdisciplinary research presentations on various topics related to artificial intelligence in higher education including, but not limited to, pedagogy, assessment, ethics, artificial intelligence, ChatGPT, large language models, bias, equity, diversity, inclusion Sponsors include: Social Sciences and Humanities Research Council (SSHRC) (Grant #: 611-2022-0398) Social Sciences and Humanities Research Council of Canada (SSHRC) University of Calgary International Research Partnership Workshop Grant University of Calgary Teaching and Learning Grant Werklund School of Education, University of Calgary Deakin University Brock University Toronto Metropolitan University University of Saskatchewan