Title

Mentoring to Affect Student Perceptions of Academic Integrity

RIS ID

141019

Publication Details

Khan, Z. Reza., Mumtaz, S. & Rakhman, S. Sadia. 2020, 'Mentoring to Affect Student Perceptions of Academic Integrity', in D. M. Velliaris (ed), Academic Language and Learning Support Services in Higher Education, IGI Global, Hershey, PA. pp. 98-118.

Abstract

Supporting higher education (HE) students by aiding in their learning journey and encouraging them to make advantageous choices so as to become members of their institution's community of scholars (CoS) is critical to their success. This is particularly true when instilling values of academic integrity (AI). Academic misconduct is constant, and combating it is difficult because of the immersion of technology, questionable role models, mistrust, bad decision makers, and possible political turmoil. HE educators are stretched thin between grading, teaching, career progression, and such to go beyond classrooms to support students in many such areas. Research posits the importance of proactive actions in developing a culture of AI on campus. Expanding a study tracking students' journey through mentorship, this chapter uses case study methodology and qualitative coding to record the impact of mentors (i.e., how they helped students combat hurdles such as peer pressure, demotivating experiences, lack of knowledge as examples, and how they were able to make students into advocates of AI at university and in their future workplaces).

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Link to publisher version (DOI)

http://dx.doi.org/10.4018/978-1-7998-2878-5.ch004