Browsing by Author "Moya Figueroa, Beatriz Antonieta"

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    Academic Integrity Leadership in Chilean Universities: Insights from Policy Analysis and Leaders’ Narratives
    (2024-12-02) Moya Figueroa, Beatriz Antonieta; Eaton, Sarah Elaine; Kenny, Natasha; Ayala, Jessica; Johnston, Dawn; Miller-Young, Janice
    Interest in safeguarding academic integrity in higher education worldwide has grown with emerging challenges, such as the unethical use of artificial intelligence. In response, scholars have called for understanding academic integrity as a teaching and learning issue to be addressed at a systems level; however, this endeavour requires academic integrity leadership context-sensitive insights. Likewise, calls for equity, diversity, inclusion, decolonization, and Indigenization require advancing understanding of the multiplicity of perspectives in the field. In this dissertation, I address these gaps with three manuscripts focusing on academic integrity in Chile. Acknowledging the critical role of policy, I led a qualitative research design of Hispanic South American education institutions’ (n = 10) academic integrity policies, identifying strengths and improvement areas and recommendations for the region through the lens of the five core elements of exemplary academic integrity policy: access, approach, responsibility, detail, and support (Manuscript 1). I also conducted a qualitative research design centred on Chilean universities (n = 43) using the five core elements of exemplary academic integrity to identify suggestions for the national context (Manuscript 2). The policy analyses showed difficulties in gaining access to documents, a prevalence of the punitive approach, a focus on students’ responsibility to uphold academic integrity, broad definitions regarding academic misconduct definitions (detail), and the lack of reference to support systems. These analyses paved the way for exploring leadership practice in three Chilean universities by studying the narratives of academic integrity educational leaders (n = 17) through a qualitative research design using the Scholarship of Teaching and Learning (SoTL) leadership dimensions and narrative analysis (Manuscript 3). Chilean leaders made meaning of their academic integrity leadership roles by creating new infrastructures for advancing academic integrity. These leaders’ interpretations shed light on their developing practices, recommendations for further improvement, and context-sensitive insights concerning academic integrity leadership in Chile. Policy analyses and exploring leaders’ narratives set the ground for developing eighteen questions for leaders underpinning recommendations for academic integrity’s promotion in Chile. These questions also push the current understanding of three core elements of exemplary academic integrity: access, responsibility, and support.