The relevance of the study of academic integrity (as well as its antipode – academic dishonesty) is determined by the current situation, when the academic culture turned into an academic anti-culture, that had a negative affect on the entire Ukrainian society. We regard academic integrity as a multifaceted conglomerate of diverse academic practices, the most significant part of which are the ordinary educational practices, in particular, the learning of lecture material, preparation for seminars and workshops. The purpose of the article is to analyze the manifestations of integrity / dishonesty in basic educational practices of Ukrainian students. The empirical basis for the analysis is the data of a mass sociological survey of students and professors in Ukrainian universities (dataset of 1928 students and 374 professors), as well as the results of the focus groups with students of higher educational institutions (8 focus groups in different regions of Ukraine). The main result of the study is discovering the correlation between the frequency of manifestation of academic dishonesty and the dominant motivation for being in high school. Academic dishonesty is more often observed among students who are not motivated to get professional knowledge, but study at the University for other reasons. As the results of the study demonstrate, only 33% of the interviewed students are motivated to obtain professional knowledge, 41% of respondents found it difficult to explain the reason why they attend University, and 26% say that they attend University because of factors that are not related to the educational activity (the desire to get a diploma, obtain scholarship, and etc.). Healthy academic culture is a factor of the successful development of the society. It finds its expression in the written and unwritten rules, which are recognized by the academic community, and due to the wide range of phenomena that govern and determine the life of academic institutions on the basis of formed traditions, conventions and customs. Formation of the healthy academic culture in accordance with world standards is a long and complex process. The first step in this direction is the recognition of the problems, their open discussion, discontinuing the practice of complicit silence surrounding the unpleasant phenomena.
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