The book brings together diverse views from around the world and provides a comprehensive overview of academic integrity and how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 20-30 years. New technologies that have made it easier than ever for students to 'cut and paste', coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is 'on the rise'. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it and how to address breaches appropriately. What may have seemed like a relatively easy topic to address - students copying sources without attribution - has in fact, turned out tobe a complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few.
Because of this broad interest and input, this handbook serves as the single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.
Reviews / Votes
"Methodologically, the volume functions as a curated anthology rather than a systematic synthesis. . the handbook effectively updates the field by addressing emerging issues such as AI, decolonisation, and equity. Its primary audience comprises scholars, institutional leaders, and educators seeking a comprehensive view of integrity as a moral and systemic project. Its main contribution lies in advancing a global paradigm that integrates ethics, inclusion, and accountability, positioning it as a significant reference for future research, pedagogy, and policy." (Hardiyanti Pratiwi, Journal of Academic Ethics, Vol. 24 (1), 2026)
Series
Edition
Language
Place of publication
Publishing group
Springer International Publishing
Target group
Professional and scholarly
Edition type
Illustrations
16 s/w Abbildungen, 52 farbige Abbildungen
XXXIII, 1958 p. 68 illus., 52 illus. in color. In 3 volumes, not available separately.
Dimensions
Height: 241 mm
Width: 160 mm
Thickness: 120 mm
Weight
ISBN-13
978-3-031-54143-8 (9783031541438)
DOI
10.1007/978-3-031-54144-5
Schweitzer Classification
Sarah Elaine Eaton
, PhD, is an associate professor at the Werklund School of Education, University of Calgary, Canada. She has received research awards of excellence for her scholarship on academic integrity from the Canadian Society for the Study of Higher Education (CSSHE) (2020) and the European Network for Academic Integrity (ENAI) (2022). Dr. Eaton has written and presented extensively on academic integrity and ethics in higher education and is regularly invited as a media guest to talk about academic misconduct. Dr. Eaton is the editor-in-chief of the International Journal for Educational Integrity (Springer). Her books include Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity (2021), Academic Integrity in Canada: An Enduring and Essential Challenge (Eaton & Christensen Hughes, eds.), Contract Cheating in Higher Education: Global Perspectives on Theory, Practice, and Policy (Eaton, Curtis, Stoesz, Clare, Rundle, & Seeland, eds.), Ethics and Integrity in Teacher Education (Eaton & Khan, eds.), and Fake Degrees and Fraudulent Credentials in Higher Education (Eaton, Carmichael, & Pethrick, eds.). She is also the editor-in-chief of the Handbook of Academic Integrity (2nd ed., Springer). Eaton leads a transdisciplinary research project, "Understanding the Impact of Artificial Intelligence on Higher Education," funded by the Social Sciences and Humanities Research Council of Canada (SSHRC).
