Chapter 2- Review Related Literature and Studies

Faculty and Student Perceptions of Academic Integrity at U.S. and Canadian Dental Schools Kenneth G. Andrews, Ph.D.; Linda A. Smith, Ph.D.; David Henzi, Ed.D.; Elaine Demps, M.S. Abstract: The issues of cheating and plagiarism in educational settings have received a large amount of attention in recent years. The purpose of this study was to assess the degree to which academic integrity issues currently exist in the dental schools throughout the United States and Canada. An online survey was developed to gather data pertaining to this topic from two key groups in dental education: faculty and students. Responses were obtained from 1,153 students and 423 faculty members. The results of the survey clearly reveal that cheating is a significant problem in dental schools and those significant differences exist between students and faculty members perceptions of academic integrity. The challenge for dental schools is to identify effective strategies to prevent cheating opportunities and to implement and enforce effective means of dealing with specific examples of cheating. Dr. Andrews is Director, Distributed Learning, University of Texas Health Science Center at San Antonio; Dr. Smith is Professor,

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Clinical Laboratory Sciences, University of Texas Health Science Center at San Antonio; Dr. Henzi is Educational Development Specialist, University of Texas Health Science Center at San Antonio; and Ms. Demps is a doctoral candidate, Texas A&M University and Director of Instructional Technology, Irma Lerma Rangel College of Pharmacy, Texas A&M Health Science Center. Direct correspondence and requests for reprints to Dr. Kenneth G. Andrews, Director, Distributed Learning, MSC 7978, University of Texas Health Science Center at San Antonio, San Antonio, TX 78299-3900; 210-567-2700; andrewsk@uthscsa.edu. Padideh Ala'i Professor of Law Padideh Alai is a Professor of Law at American University, Washington College of Law (WCL) in Washington D.C. where she specializes in areas of international trade law and development and comparative legal traditions. Specifically, she teaches the law of the World Trade Organization (WTO) and writes in the areas of history and free trade, international efforts to combat corruption as well as issues relating to trade and good governance. In 2005 and 2009 Professor Alai was the Acting Director of the International Legal Studies Program. She received her J.D. from Harvard Law School in 1988 and was in private legal practice with the law firms of Jones Day and Reichler, Milton and Medel prior to joining the Faculty of the WCL in 1997. In private practice Professor Alai represented developing country governments, including Guyana, Nicaragua, Uganda, China and the Philippines in their negotiations with foreign investors, US Government and its federal agencies, as well as multilateral institutions such as the World Bank. She
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also represented multinational corporations in international business transaction and advised them on pending U.S. banking legislation. From 1992-1996, Professor Alai was part of the legal team representing the Government of Philippines in international litigation and arbitration against Westinghouse Corp. charging corruption and bribery by Westinghouse of former Philippine President Ferdinand Marcos and defective construction of the Bataan nuclear power plant.In 2003-2005 Professor Alai was the CoChair of the International Economic Law Group (IELG) of the American Society of International Law (ASIL). In that capacity, she organized a conference on the relationship of freedom of trade and peace. Professor Alai subsequently co-edited the book that was based on that conference as part of the ASIL Studies in Transnational Legal Policy entitled: Trade as Guarantor of Peace, Liberty and Security? Critical, Historical and Empirical Perspectives, Padideh Alai, Tomer Broude and Colin Picker eds., 37 Studies in Transnational Legal Policy (ASIL-2006). Her other publications include: The Legacy of Geographical Morality and Colonialism: A Historical Assessment Current Crusade Against Corruption, 33 Vanderbilt Journal of Transnational Law 4 (October 2000); Free Trade or Sustainable Development: An Analysis of the WTO Appellate Bodys Shift to a more Balanced approach to Trade Liberalization, 14 AU International Law Review 4 (1999); Judicial Lobbying at the WTO: The Debate over the use of amicus curiae briefs and the U.S. Experience, 24 Fordham Journal of International Law (NovDec. 2000);A Human Rights Critique of the WTO: Some Preliminary Observations, 33 George Washington University International Law Review 3 & 4 (2001); and Transparency and the Multilateral Trading System, in i>Trends in World Trade: Essays in Honor of Sylvia Ostry, edited by Alan Alexandroff (Carolina Academic Press 2007).

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http://www.wcl.american.edu/faculty/alai/ Robert Goldman Professor Louis C. James Scholar Robert K. Goldman is Louis C. James Scholar; co-director, Center for Human Rights and Humanitarian Law; faculty director, the War Crimes Research Office; and professor of law. He holds expertise in international and human rights law; U.S. foreign policy; terrorism; and law of armed conflict. From 1996 to 2004 he was a member of the Organization of American States Inter-American Commission on Human Rights, and its president in 1999. From July 2004 to July 2005, Goldman was the UN Human Rights Commission's Independent Expert on the protection of human rights and fundamental freedoms while countering terrorism. In October 2005, the International Commission of Jurists named him one of the eight jurists on the Eminent Jurists Panel on Terrorism, Counter-Terrorism and Human Rights. In 2008, Goldman was elected Commissioner and member of the Executive Committee of the International Commission of Jurists. He is author of The Protection of Human Rights: Past, Present and Future (1972); coauthor of Middle East Watch's book, Needless Deaths in the Gulf War, a 1991 publication that assessed civilian casualties during the 39-day air campaign and assigned responsibility for violations of the laws of war; and coauthor of The International Dimension of Human Rights: A Guide For Application in Domestic Law (2001). He is also the author of scores of reports, papers and articles on human rights and humanitarian law related issues. http://www.wcl.american.edu/faculty/goldman/
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of

Law

 David A. Martin Warner-Booker Distinguished Professor of International Law; A leading scholar in immigration, constitutional law and international law, David A. Martin has helped shape immigration and refugee policy while serving in several key U.S. government posts. He joined the Virginia law faculty in 1980, after a period of private practice in Washington, D.C., and service as special assistant to the assistant secretary in the State Departments new human rights bureau. He has published numerous books and articles in scholarly journals, including a leading casebook on immigration and citizenship law, now in its seventh edition. His op-ed commentary has been published in The Washington Post, The and The New York Times, Law the International Journal, among Herald others.

Tribune, Legal

Times,

National

As principal deputy general counsel of the Department of Homeland Security from January 2009 to December 2010, and in earlier government service at the Department of State and the Department of Justice (including an appointment as general counsel to the Immigration and Naturalization Service, 1995-98), Martin was closely involved in critical legal and policy developments in the immigration field. These included the Refugee Act of 1980, a major alteration of U.S. asylum procedures in 1995, implementation of the 1996 statutory amendments to the immigration laws, Obama administration reforms of enforcement priorities and the detention system used in connection with immigration removal proceedings, and the federal governments 2010 lawsuit against Arizonas restrictive immigration enforcement law. He also served as DHS representative on the interdepartmental task forces created by
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President Obamas executive orders for evaluating the cases of all detainees at Guantnamo and for reviewing overall detention policies in the battle against terrorism.

A graduate of DePauw University and Yale Law School (where he was editor-inchief of the Yale Law Journal), Martin served as a law clerk for Judge J. Skelly Wright and Justice Lewis F. Powell Jr. In 1988 he chaired the Immigration Section of the Association of American Law Schools, and from 2003-05 he served as vice president of the American Society of International Law. He has held a German Marshall Fund fellowship for research in Geneva, and he serves on the board of editors of the American Journal of International Law and theInternational Migration Review. http://www.law.virginia.edu/lawweb/Faculty.nsf/FHPbI/1187875?OpenDocument&E xpandSection=4 Studies related to student cheating and the problems associated with this type of behavior are found in K-12 through postgraduate education. Some students in any classroom setting will attempt to increase performance by cutting corners. For those who insist on cutting corners, cheating begins early in a students academic career and increases as the educational demands grow. Not only does cheating appear to increase, but as different generations of students begin school, the number of students who admit to cheating has increased.

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Research studies by Schab in 1969 and 1989 have shown that cheating behaviors have doubled from 1969, when 34 percent of students at the University of Georgia admitted to cheating, to 1989, when 68 percent of students at the same university admitted to cheating. As early as 1964, Bowers examined student dishonesty and reported underclassmen had an increased incidence of cheating compared to upperclassmen. Additional research has supported Bowerss findings that there is increased prevalence of cheating, particularly among underclass male students. Recent research findings released by the Center for Academic Integrity (CAI, report 2005) reported females are as likely to cheat as males, especially in male-dominated majors. Females have expressed the need to cheat to compete and maintain a GPA when it is known their male peers are cheating. Although underclassmen have increased levels of cheating, recent findings have also identified integrity issues in graduate school. The mechanical engineering department at Ohio University recently completed a review in which fifty-five graduate students had included material in their theses that was taken word for word from other sources. Previous research has identified other factors that might lead to cheating behaviors. Pressure to attend a prestigious college or to receive a possible academic scholarship might lead to cheating behaviors.

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Students might also learn that, once enrolled in an academic institution, students may learn from the school environment when cheating may be appropriate.

This could include an understanding of the academic integrity policies as well as student views on being caught cheating and the subsequent penalty.

Although these previous examples provide an insight into cheating, the most noted reason for student cheating is due to an increasing influence of peers. This justification appears to stem from the old adage, Everyone is doing it; why shouldnt I? Students also learn when cheating behavior is met with indifference by the administration and 1028 Journal of Dental Education Volume 71, Number 8 faculty. The Faculty of Management maintains a commitment to active and ongoing research. We facilitate and promote research by providing travel grants and seed funding, providing access to specialized lectures and research presentations and otherwise actively publicizing the work undertaken by our faculty members. In addition, the Faculty has established centres dedicated to the support of research in specific areas:

Centre for Financial Market Research and Teaching (trading room) Centre for Socially Responsible Marketing

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Small Business Institute

If you are interested in pursuing research as a student, our Master of Science in Management degree is a proven alternative to the traditional MBA, and focuses on building competencies in research. This intensive program provides students with the knowledge and hands-on experience to conduct rigorous and scholarly research into a business or management issue in the discipline of Accounting, Finance, Human Resources & Labour Relations, Information Systems, International Management, Marketing, or Policy & Strategy. Finance Professor, Dr. Shamsul Alam

Dr. Alam is the Finance Area Chair and Acting Director, MSc (Mgt) program. He was also the recipient of the 2013 Management Students' Society Teaching Award.In recent years, faculty publications have appeared in all flagship journals in management including: Academy of Management Journal, Academy of Management Review, Administrative Science Quarterly, IIE Transactions, Journal of Applied Psychology, Journal of International Business Studies, Journal of Operations Management, Management Science, Manufacturing and Service Operations Management, Naval Research Logistics, Organization Science, Production and Operations Management, Strategic Entrepreneurship Journal, Strategic Management Journal, The Leadership Quarterly, to name a few. Among MGT faculty, one has recently earned the distinction of being the most prominent publisher of refereed journal articles, world-wide, in international business. Our facultys books and articles on leadership, strategy, international business, corporate governance, supply chain and operations, and business
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in emerging economies have been widely cited. Several colleagues have won best paper awards in major journals and at annual conferences and many serve on the editorial boards of refereed journals in their respective fields.

https://www.uleth.ca/management/about-faculty/research-0 Patricia W. Neely and Jan P. Tucker

Kaplan University, USA Abstract Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role. For this study, data was gathered on the per class compensation for an online graduate business course. Compensation data was gathered on faculty members who had earned a terminal degree in their field (PhD, EdD, JD, or DBA) and who had three years teaching experience. The number of weeks per class ranged from six to ten weeks and the per class compensation ranged from a low of $1800 per class to a high of $4,000 per class with the
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average hovering around $2200 per class. The course instructors in the specific graduate course included in this study were paid $2600 to facilitate the class for six weeks. Course maintenance costs were calculated as $330 based on interview data from the department chair and an instructional technologist. Course maintenance costs are the least identifiable costs in the unbundled faculty role. Course maintenance may be as simple as updating a web link in a course or as complex as revising the assignments. Course maintenance is ongoing and is not reflected in budgets except when major course revisions are scheduled. After calculating the cost of unbundled faculty support for one course, the researchers examined how the cost of support compared to the costs of support for one class with a traditional faculty role. The National Center for Education Statistics reported that the average salary for an assistant professor was $55,300 (Knapp, 2009). Fringe benefits varied as a percentage of salary dependent upon the type of institution. For the purposes of this study, fringe benefits were estimated at 30% of salary (Employee Benefits Research Institute, 2009). Total compensation for an instructional faculty member was calculated at $71,890 for the purposes of this study. The National Center for Education Statistics also reports that instructional faculty, on average, support eight courses during the academic year (Knapp, 2007). Based on data from the National Center for Education Statistics, the faculty members total compensation was approximated at $8,986 for a single course.

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2.3 Synthesis and Relevance to the Study The synthesis and significance of study to our project system is give us an idea for our system and to enhance our knowledge from the encountered problem for us to develop a system. The study were making is to know what knowledge were given to make a system in our group, the proponents believe that each and every literature and studies stated in this research is similar on the present study. The proponents relate and differentiate the research based on the flow of their network analysis from the proposed study.

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