This edited volume explores the intersections of academic writing and academic integrity practices, policies and theory in increasingly pluralistic and heterogeneous higher education contexts. Responding to developments such as internationalisation, massification, equity, diversity and inclusion and decolonisation, the book asks important questions about social justice, access to education and hierarchies of knowledge which challenge established practices in European and North American academia. The contributors interrogate discourses on writing and integrity in higher education, reinterpreting them through the lens of cultural difference. The book will be of interest to university educators who wish to develop their understanding of pedagogy and improve their teaching and research practice.
Chapter 1: Introduction by Dimitar Angelov & Catherine E. Déri.- Part 1:
Revisiting the Rules of the Academy.
Chapter 2: Do Different Cultural
Contexts Influence How Academic Integrity is Defined and Put into Practice?
by Daniel Quinn.
Chapter 3: Academic Integrity Policy Website: A Discourse
Analysis for a Paradigm Shift by Rebecca Jones.
Chapter 4: Research Ethics
and Integrity Across the Global North-South Divide: The Challenges of Unequal
Research Collaborations by Dimitar Angelov.- Part 2: Pedagogic Approaches in
Action.
Chapter 5: A Diversity of Perspectives on Academic integrity
breaches in written assignments at three levels of education in Canada by
Catherine E. Déri.
Chapter 6: Against Citation: From a Transactional to
Relational Integrity by Dustin Grue.
Chapter 7: In My Own Words? Rethinking
Academic Integrity in the Context of Linguistic Diversity and Generative AI
by Ayanna Prevatt-Goldstein & Jon Chandler.
Chapter 8: Imitation, Cultural
Multiplicity, and Academic Integrity: Insights from Neuroscience Research by
Irene L. Clark.- Part 3: Negotiating Identity in the Higher Education
Classroom.
Chapter 9: Academic Literacies in Superdiverse Higher Education:
A Berlin Case Study by Annie Heringer & Metin Esen.
Chapter 10: Academic
Integrity, Widening Participation and Academic Writing in HE: Towards a
Politics of Difference by Amanda French.
Chapter 11: Conclusion by Dimitar
Angelov & Catherine E. Deri.
Dimitar Angelov is Assistant Professor in the Research Centre for Global Learning at Coventry University, UK. His scholarship engages with academic writing pedagogies, especially in the context of generative AI, as well as with practices, policy frameworks and ethics regulating transnational higher education partnerships. Before taking up his current role, Dr Angelov was a lecturer and manager at Coventry Universitys Centre for Academic Writing, where he oversaw the growth and diversification of the institutions student and staff support provisions, and served as Course Director for Europes first masters degree in academic writing.
Catherine E. Déri is Associate Professor at Université du Québec en Outaouais, and Adjunct Professor in the Faculty of Education at University of Ottawa, Canada. Her doctoral dissertation examined the socialisation of PhD students to the scholarly profession through academic writing cafes. Her current research on academic integrity aims to prevent plagiarism by helping undergraduate and graduate students to develop writing competencies, in part, through the responsible usage of generative AI. She conducts research with the international Partnership on University Plagiarism Prevention, which involves over 60 scholars from 32 universities and associations in Canada, the United States and several European countries.
