European perspectives of academic integrity

Abstract

This chapter presents evidence about how academic integrity is perceived and managed at tertiary level across the European Union (EU).Despite the moves during recent decades to harmonize EU higher education (HE) through the Bologna Process, governance of HE in different parts of Europe remains diverse and complex.The project Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE 2010–2013) aimed to explore how academic integrity was understood and managed in different parts of the EU.The geographical scope of the research was confined to the then 27 member states of the EU.The main focus was on assessment for bachelor and master’s degrees rather than on research and doctorial level studies.The evidence presented in this chapter is based on previous and concurrent research, documentary sources, and analysis of almost 5,000 responses to the IPPHEAE survey, with views from higher education students, academic teachers, senior managers, and individuals who were able to provide national and international perspectives.Some common themes emerged from the research relating to academic integrity.In addition to some examples of good practice, there were indications across many of the countries and higher education institutions (HEI) studied of lack of awareness and immaturity in institutional responses for assuring integrity and academic quality affecting all parts of the educational process.This 3-year study, taken together with related research elsewhere, showed that some EU countries, particularly the UK, Sweden, Austria, Republic of Ireland, and Slovakia, have taken significant steps, at national and institutional levels, to identify and address threats to academic standards.However, the findings indicated that much more could and should be done in every country studied to strengthen policies for encouraging scholarly practices and implementing consistent but proportional measures for deterring malpractice in both education and research.