Self-Plagiarism: Publishing Works Based on a Thesis or Dissertation

A question I am often asked is: Is it considered self-plagiarism to publish an article or some other output from one’s thesis?

I will start with a disclaimer: The contents of this post may not represent the views of my employer, an editor, or a publisher. There is no singular or universally accepted definition of self-plagiarism. This post is based on my expertise as a scholar of plagiarism and academic misconduct. I have written about self-plagiarism in this peer-reviewed article and I dedicate an entire chapter to the topic my book, Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity.

In this post, I use the word “thesis” to include any kind of student final summative written work including dissertations or other forms of final projects. A thesis can refer to undergraduate (often honours) work or graduate work, which is also called post-graduate work in some countries. In this post, I am talking specifically about student academic work that is supervised by a professor and receives approval and validation through formal evaluation such as a written appraisal of the work, an examination and/or an oral defence.

In this post I am talking more about a thesis with a traditional format (e.g., five or six chapters) than about a manuscript-based thesis (also called “thesis by publication” or “PhD by publication”). The queries I get about self-plagiarism are almost always about theses that follow a historically dominant structure with chapters that remains prevalent in the humanities and social sciences.

With these details covered, let’s get to the good stuff. Firstly, it is both expected and encouraged that students will publish from their thesis. After the oral defence or final thesis evaluation, the student’s work can be further refined and developed in order for it to be ready for publication. In many cases, student work may require substantive revisions (or even a complete overhaul) before it is suitable for publication in a journal or a book. It is foolhardy to assume that just because a student thesis has passed that it is automatically suitable for publication elsewhere. In some cases, there is still a lot of work to be done.

Here are the few things to think about after the thesis has been approved by the university authorities:

Archiving the Thesis in a Digital Repository

Our friendly institutional librarians at the University of Calgary have clarified for me on a previous occasion that theses are considered “unpublished”. Adding a thesis to a digital repository means it is “archived”, but not “published”. Learning that distinction was helpful for me.

Request an embargo on the release of the thesis into the public domain

Students can ask for an embargo on the release of the thesis until the results are published (e.g., journal article, book chapter or any other format). There seems to be a distressing but growing predatory practice around graduate student theses (or the data therein) being misappropriated, repackaged, and published under someone else’s name. I have heard of two such instances recently and, anecdotally, it seems this practice is growing internationally, though I have no data to substantiate this assertion.

This recommendation stems not from protecting oneself from self-plagiarism, but rather from predatory “bad actors” who have the intention of harvesting your work before you yourself have published it.

An embargo on a thesis should be requested for a reasonable and finite period of time, with the goal of making the research publicly accessible at some point within a couple of years of graduation, unless there is a compelling reason to extend the embargo longer than that.

Advice About How to Avoid Allegations of Self-plagiarism 

To avoid questions about academic or research misconduct, and specifically self-plagiarism, that can emerge when a student publish works derived from their thesis, there are two points to consider: communication and transparency. Both points should be taken into consideration.

Communication: Correspond with the Editor Prior to Submission

I recommend that students/graduates correspond with the journal editors prior to, or at the time of manuscript submission, in writing, to ensure full transparency. State clearly that the manuscript is drawn from the thesis and parts of it may be replicated exactly (e.g., methods section). Other parts of the manuscript may be derived (and/or significantly revised) from the thesis and if that is the case, offer some details, but avoid going overboard. Ask directly if such a submission would be considered by the journal / publisher. There is no harm is being clear and transparent with journal editors in this regard.

If the journal editor says no, then consider withdrawing the manuscript and trying a different publication. It is important to recognize that editors have the authority to make such judgements, so don’t be rude or try to convince the editor that their decision is wrong. Maintain a polite and professional tone at all times. Thank them for considering your request and move on.

If the editor says yes, then you are ready to proceed. Ensure you are attending to the matter of transparency during the preparation of your manuscript.

If you communicate with an editor orally (e.g., a face-to-face conversation or a video call), follow up in writing to document the conversation. Ask for confirmation that you have understood the agreement correctly. 

I recommend keeping a record of your written correspondence in case you ever need it again in the future.

Transparency: Declare the re-use of previous content in the manuscript itself

As you prepare your manuscript for submission, ensure you are being transparent about the re-use of content derived from your thesis. This can be done in a couple of ways:

Explicit transparency statement: Add a declaration to the article/chapter/knowledge output stating that it is derived from your thesis. This way, you are declaring there may be some duplication helps to mitigate concerns about self-plagiarizing. You do not need be excessive with your statement. You can keep it short and simple. Here is some sample text that you are welcome to use, re-use, or adapt (as in, I am openly giving anyone permission to use or adapt this statement):

“This work is derived from my doctoral dissertation. Portions of the text resemble or may replicate the original text from my unpublished PhD thesis and have been reproduced as such with the permission of the editors”.

Note that if you use this statement verbatim, it may (ironically) be picked up by text-matching software used by publishers (i.e., flagged for possible plagiarism). I won’t take responsibility for that, so use some judgement in how you prepare your transparency statement.

Attribution: Self-citation is a contested issue in academic publication and it is prudent to avoid over-citing oneself. There are some circumstances in which self-citation is appropriate and this is one of them. When you are deriving work from your thesis, it is appropriate to cite your thesis in the list of references of your publication.

Be careful and attentive when it comes to attribution in publications derived from your thesis. You still need to cite any original works that your thesis drew from. I once saw a manuscript derived from a student thesis and the only work listed in the references was the student thesis! This is disrespectful to the authors of any original works the student thesis was drawn from, so be sure to give credit where it is due. Ensure you give attribution to the authors whose work informed your thesis and any subsequent publications.

This does not mean that you need to replicate the entire bibliography from your thesis in subsequent publications, unless, of course, you are specifically citing every single source in the publication. Instead, be meticulous and mindful to ensure that the specific sources that inform subsequent publications are cited appropriately. Details matter, and if you are going to publish from your thesis, it is worth it to focus on producing the highest quality publication possible.

Finally, assuming that you have a good relationship with your supervisor, I recommend that you keep them informed. In some cases, co-publication with the supervisor may be appropriate, but not in all cases. Co-publishing with one’s supervisor is a topic for another blog post, so I won’t delve deep into those complexities here. Suffice to say that staying in touch with your supervisor about the publication of your work may be beneficial to you, depending on the circumstances.

The bottom line is that concerns about self-plagiarism might be solved with open communication and transparency.

Further reading

I have learned a lot about self-plagiarism from Miguel Roig and if you are interested in the topic, I recommend reading his work. Here are some suggestions:

• Roig, M. (2005). Re-using text from one’s own previously published papers: An exploratory study of potential self-plagiarism. Psychological Reports, 2005(97), 43-49. https://doi.org/10.2466/pr0.97.1.43-49
• Roig, M. (2008). The debate on self-plagiarism: Inquisitional science or high standards of scholarship? Journal of Cognitive & Behavioral Psychotherapies, 8(2), 245-258.
• Roig, M. (2010). Plagiarism and self-plagiarism: What every author should know. Biochemia Medica, 20(3), 295-300. https://www.biochemia-medica.com/en/journal/20/3/10.11613/BM.2010.037
• Roig, M. (2023). On recycling our own work in the digital age. In S. E. Eaton (Ed.), Handbook of Academic Integrity (2nd ed., pp. 1-20). Springer Nature Singapore. https://doi.org/10.1007/978-981-287-079-7_15-2

Related posts

How to Get Your Academic Article Published in a High Quality Journal  https://drsaraheaton.wordpress.com/2024/01/02/how-to-get-your-academic-article-published-in-a-high-quality-journal/

What is the difference between a thesis, a dissertation and a capstone project? https://drsaraheaton.wordpress.com/2018/02/06/what-is-the-difference-between-a-dissertation-a-thesis-and-a-capstone-project/

What’s the difference between a citation and a reference?  https://drsaraheaton.wordpress.com/2013/10/18/whats-the-difference-between-a-citation-and-a-reference/ 

What’s the difference between a manuscript and an article?

What’s the difference between a manuscript and an article?

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This blog has had over 3.6 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

Sarah Elaine Eaton, PhD, Editor-in-Chief, International Journal for Educational Integrity

Plagiarism Witch Hunts Cause Harm

We are at the end of the first week of January 2024 and so far, the media (at least in North America) has made plagiarism a topic of the year. Claudine Gay, the (now former) President of Harvard University resigned on January 2. Her case has been written about extensively in the news and I won’t repeat all the details here. I will highlight one point that is relevant for this post. Writing for the New Yorker, Emma Green highlights that “what ultimately brought Gay down wasn’t the furor over her testimony. It was accusations of plagiarism in her scholarly work, which has focused in part on Black political participation.” I’ve given media commentary on this case here and here.

One of the people who campaigned against Gay on social media was William Ackman, a billionaire hedge fund manager. Next thing we hear in the media is that Ackman’s wife, Neri Oxman, a former M.I.T. professor, has been accused of plagiarism. Ackman counters by saying that he will ensure that all professors at M.I.T., including its president, will have all their work reviewed for plagiarism and he will fund the efforts to do so.

What is Plagiarism?

Before I go any further, let’s back for a moment and talk about what plagiarism actually is. In my book, Plagiarism in Higher Education: Tackling Tough Topic in Higher Education, I explore the historical and contemporary understandings of plagiarism. I’ve also researched academic misconduct and integrity policies. In one study, I conducted an in-depth comparative analysis of the definitions of plagiarism at twenty (20) different universities. From my research, I can say with certainty that there is no singular or universally accepted definition of plagiarism. Some universities say plagiarism is only about copying text without attribution, whereas others might go further including the plagiarism of ideas, computer code, or musical composition.

We all think we are talking about the same thing when we say the word, “plagiarism”, but that isn’t necessarily the case. What most people can agree on is that copy-and-paste without attribution is generally viewed as being unacceptable, regardless if it is intentional or just sloppy scholarship. What we do about plagiarism when we find it is another matter about which there is no consensus.

The Weaponization of Plagiarism

Jonathan Bailey hit the nail on the head earlier this week when he said that plagiarism has been weaponized. Plagiarism investigations post-graduation are less about student success than they are about discrediting and causing harm to the person being investigated. I have yet to see a plagiarism investigation conducted after someone has graduated that is not a search-and-destroy mission. Side note: Phill Dawson has a great chapter on surveillance and the weaponization of academic integrity in his book, Defending Assessment Security in a Digital World. If you haven’t already read Phill’s book, I highly recommend it.

Plagiarism allegations can be shrouded in moral righteousness, but as Ackerman has recently shown, someone with enough resources and motivation can take plagiarism investigations to a whole new level. Scrutinizing the work of the professoriate at scale for plagiarism would be unprecedented. If Ackerman follows through, it could mean that every university president and professor in the United States and beyond could have their academic work from their student days scrutinized like never before.

What’s the Difference Between Student Plagiarism and Professional Plagiarism?

This could no doubt be a topic of great debate, but for me, the answer is pretty straightforward. Students are still learning. It is our job as educators to ensure students have every opportunity to learn. There’s oodles of research to show that first-year university students are more likely to cheat and commit plagiarism than senior students. First-year students need more support to learn writing, citing, and referencing skills to help them be successful as they move through their post-secondary programs.

As students advance through their academic programs we expect them to build their knowledge, skills, and competencies. By the time someone graduates, we, as an academic community and a society, expect that they have the skills and knowledge they need to be able to engage in professional work. That’s the basic idea behind graduation: you have successfully completed your academic program and you are now qualified to work in your chosen field.

As a result, we hold professors and administrators to higher academic and professional standards than students. Presumably, professors have already learned the foundations of their field of study, as well as basic understandings of academic and research integrity. In other words, by the time someone is a professor, they should know better.

Post-Facto Plagiarism Allegations and Investigations 

A retroactive investigation into a person’s academic work while they were a student is often an exercise in discrediting someone in their current professional role. Pointing fingers after the fact is rarely helpful. Addressing allegations of student academic misconduct is the responsibility of the educational institution. Failing to do so reflects poorly on the institution, as much as on the student (or alum) who allegedly engaged in misconduct. There have been cases in which universities have rescinded degrees after graduation upon a finding of academic misconduct proven long after convocation. I recall one such case from my own university some years ago. In other words, there is a lot at stake.

I am not suggesting that post-graduation cases of plagiarism or other forms of academic misconduct should be ignored or swept under the rug. I am saying that if an allegation of misconduct is not brought forward or investigated until after graduation, the opportunity for student learning has been lost, and the consequences can be devastating for the individual whose work comes under scrutiny. 

Where Are all the Graduate Supervisors?

In the cases of Claudine Gay and Neri Oxman, the allegations of plagiarism focused, at least in part, on their graduate theses. As a plagiarism scholar who is also a professor and a graduate supervisor, I cannot help but ask myself: What about the academic advisors who supervised these dissertations? Why is no one talking to them?

PhD dissertations do not just get posted in an online public archive without scrutiny. There are multiple levels of reviews and revisions, as well as a rigorous examination at the end. At any respectable university, the thesis is examined, in writing, by oral defence, or both, by academics who have expertise related to the thesis. The graduate supervisor, and often others, sign off on the work. Sometimes, there is a signature page that becomes part of the front matter of a thesis before it is archived in the public record. The signatures from supervisors and examiners serve as a public attestation of quality of the approved thesis.

If you ask me, every person who signs off on a graduate student thesis bears some responsibility for its quality. This is not to say that we should absolve students of their responsibility to act with integrity, but I am saying that student plagiarism is as much a collective responsibility of the academic community as it is an individual one. Why are journalists not asking the graduate supervisors or professors for commentary about their former students? Surely, any graduate supervisor who believes in their former student’s work and its worth would be willing to stand up and defend not only the student, but their own competence as PhD supervisors — especially after they have supported the doctoral studies and signed off on the work?

Human Rights, Anyone?

In North America we have been obsessed with witch hunts for centuries. So far, 2024 is shaping up to be the year when plagiarism becomes the weapon of the right/righteous to prosecute and punish. The accused are publicly shamed and humiliated as investigations become the latest scandal for the media to cover.

In the Universal Declaration of Human Rights, the United Nations states that even in criminal matters, “Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.” (See Article 10). Yet, when it comes to public intellectuals and high-profile academics, members of the public and media act as judge and jury, and the right to a fair and impartial investigation gets thrown out the window in favour of a witch hunt.

Article 11 of the Universal Declaration of Human Rights, goes on to say, “Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.” Somehow, public allegations of academic misconduct rarely allow for the presumption of innocence. Individuals who are publicly accused of plagiarism are presumed to be guilty and are forced to prove their own innocence. (Also sounds a bit like a witch hunt, right?) In other words, intellectuals subjected to public allegations of plagiarism are sometimes treated worse than common criminals.

And let’s not forget the first and most important part of the Universal Declaration of Human Rights, “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.” (Article 1). 

Those of us who regularly serve on academic and research misconduct panels know that following due process is an essential aspect of the work. Even when there are findings of misconduct and individuals are held responsible, we focus on the behaviour and not the person. Academic and research misconduct investigations and hearings, when done ethically, are often complex and difficult undertakings. Misconduct hearing members have a responsibility to proceed with care and caution, weighing multiple and sometimes conflicting details. We distinguish between a person’s actions and their value as a human being. Even when there is a finding of misconduct, we do not judge a person as being good or evil; we do our best to uphold human rights, which includes the right to dignity.

In public scandals about academic misconduct and plagiarism, individuals under scrutiny can be quickly stripped of their dignity, their reputation, and their livelihood. I am not suggesting that misconduct should not be investigated and addressed, but I am suggesting that when we, as a society, fail to uphold basic human rights when investigating plagiarism and other forms of academic misconduct, we have lost our humanity. Upholding human rights should be a fundamental aspect of all misconduct investigations.

References

CBC News. (2018, September 19). Alberta judge upholds university’s right to rescind master’s degree over plagiarism. https://www.cbc.ca/news/canada/calgary/alberta-judge-university-plagiarism-masters-degree-1.4830594

Bill Ackman to check all MIT faculty members for plagiarism after wife Neri Oxman accused of copying parts of thesis. (2024, January 6). South China Morning Post. https://www.scmp.com/news/world/united-states-canada/article/3247498/bill-ackman-check-all-mit-faculty-members-plagiarism-after-wife-neri-oxman-accused-copying-parts

Dawson, P. (2021). Defending assessment security in a digital world: Preventing e-cheating and supporting academic integrity in higher education. Routledge. 

Green, E. (2024, January 5). Why some academics are reluctant to call Claudine Gay a plagiairst. New Yorker. https://www.newyorker.com/news/q-and-a/why-some-academics-are-reluctant-to-call-claudine-gay-a-plagiarist

Haidar, E. H., & Kettles, C. E. (2024, January 3). Harvard President Claudine Gay Resigns, Shortest Tenure in University History. Harvard Crimson. https://www.thecrimson.com/article/2024/1/3/claudine-gay-resign-harvard/

Hartocollis, A., & Betts, A. (2024, January 5). Wife of Investor Who Pushed for Harvard President’s Exit Is Accused of Plagiarism. New York Times. https://www.nytimes.com/2024/01/05/us/plagiarism-bill-ackman-neri-oxman-claudine-gay-harvard.html

Mazer, J. P., & Hunt, S. K. (2012). Tracking plagiarism electronically: First-year students’ perceptions of academic dishonesty and reports of cheating behaviour in the basic communication course. International Journal for Educational Integrity, 8(2), 57-68. https://ojs.unisa.edu.au/index.php/IJEI/article/view/810/ 

McMutrie, B. (2024, January 4). A Brief Guide to How Colleges Adjudicate Plagiarism Cases. Chronicle of Higher Education. https://www.chronicle.com/article/a-brief-guide-to-how-colleges-adjudicate-plagiarism-cases

Romo, V. (2024, January 3). Claudine Gay’s resignation highlights the trouble with regulating academic writing. NPR. https://www.npr.org/2024/01/03/1222588885/harvard-president-claudine-gay-resigns-plagiarism

United Nations. (n.d.). Universal Declaration of Human Rights. https://www.un.org/en/about-us/universal-declaration-of-human-rights 

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

Sarah Elaine Eaton, PhD, Editor-in-Chief, International Journal for Educational Integrity

Unveiling the Handbook of Academic Integrity (2nd ed.) in Dubai

The 1st Asia -Middle East – Africa Conference on Academic and Research Integrity (ACARI) 2023, 17-19 December at Middlesex University Dubai. It was against this backdrop that the highly anticipated Handbook of Academic Integrity (2nd ed.), published by Springer, was unveiled at a dazzling soft launch, marking a milestone in the book’s journey and the evolution of academic integrity knowledge-sharing and community-building.

The handbook is now in its final stages of production, and the standalone second edition will be released in hard copy in January, 2024. To celebrate, Dr. Zeenath Reza Khan, who serves as one of the handbook’s section editors and contributors, and was a co-chair of the 1st Asia -Middle East – Africa Conference on Academic and Research Integrity (ACARI) 2023, 17-19 December led the organization of the soft launch for the handbook during the conference.

The launch was held during the closing ceremony of the conference on the final day in an auditorium at the prestigious Middlesex University Dubai, was both festive and scholarly, as it brought together educators, researchers, and advocates for academic integrity. In addition to conference delegates, a number of esteemed dignitaries attended including, His Excellency, Jamal Hossain, Consul General of Bangladesh to UAE; Dr. Mohammad Ali Reza Khan, Award-winning Expert Wildlife Specialist, Dubai Municipality, along with Professor Cedwyn Fernandes, Pro Vice Chancellor of Middlesex University and Director of Middlesex University Dubai. Special thanks to Ms. Rania Sheir, Senior Specialist, Entrepreneurship and Innovation, Ministry of Education, UAE, who not only attended the launch, but also posted about it on LinkedIn.

The Handbook, meticulously curated by leading experts in the field, is a compendium of insights, strategies, and best practices aimed at upholding the ethical practices in academia and research. It covers a diverse range of topics, from plagiarism to artificial intelligence, to the promotion of ethical behaviour in academic research, and much more. The multidimensional approach of the Handbook of Academic Integrity  ensures that it caters to the needs of educators, administrators, and students alike.

A number of contributing authors were in attendance, including:

• Zeenath Reza Khan, Prakash Vel, Evira Asylguzhina and Veena Mulani – “Understanding Contract Cheating and Essay Mills Through a Social Lens in the Era of Web 3.0”
• Salim Razı – “Streamlined Collaboration to Face Academic Integrity Threats”
• Shiva Sivasubramaniam – “Academic Integrity in South Asia: Focus on India, Pakistan, and Sri Lanka” 
• Yvonne Kavanagh – “Enhancing Cultures of Academic Integrity in Irish Higher Education” (co-authored with Sue Hackett, William Kelly, and Iain MacLaren)
• Anna Abalkina – “Quality and Policies for Academic Integrity: Challenges Faced by Russian Universities” 
• Sonja Bjelobaba – “Building a Multinational Transdisciplinary Integrity Project: Insights From the BRIDGE Project”
• Thomas Lancaster – “Contract Cheating: Practical Considerations”
• Ann Rogerson – “Student Peer-to-Peer File Sharing as an Academic Integrity Issue”

Dr. Zeenath generously gifted two colleagues and me with authentic saris that we wore during the closing ceremony and the launch. As you can see from the photo below, I was given one in dark green and I just love it! I had an opportunity to say a few words about the book and its importance in the field, and to thank the organizers and authors. Each contributor was gifted a symbolic souvenir cut-out of the front cover of the handbook and following the formalities, we signed the back of one another’s covers.

The book launch culminated in a celebratory atmosphere, with attendees leaving inspired. The Handbook of Academic Integrity (2nd ed.), now poised to be a cornerstone in the field, builds on the first edition and stands as a testament to the collective commitment to nurturing a culture of integrity throughout every level of education and research.

Photo gallery:

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education at the University of Calgary, Canada. Opinions are my own and do not represent those of my employer.

New Role: Academic Director, Equity, Diversity, and Inclusion (EDI), Education, and Academic Integrity

On July 1, 2023 I started a new role at the University of Calgary as the Academic Director, Equity, Diversity, and Inclusion (EDI), Education, and Academic Integrity. I have the privilege of working with Dr. Malinda Smith, Vice-Provost, EDI, and an entire team of academic and professional staff whose primary focus is on equity, diversity, inclusion, and accessibility.

In this role, I will:

• Continue to build awareness of equity, diversity, inclusion, and accessibility as they relate to academic ethics across the university.
• Advise and contribute to the development of resources and supports on academic ethics needed for leaders, academic staff, managers, support staff, students and other university stakeholders.
• Develop local, regional, and national partnerships that connect initiatives related to academic ethics as they pertain to equity, diversity, inclusion, and accessibility.
• Facilitate campus conversations related to academic ethics through existing networks, committees, and other informal and formal groups.
• Develop action-oriented recommendations related to academic ethics from the perspective of equity, diversity, inclusion, and accessibility.
• Focus on equity-deserving groups that include, but are not limited to, international students, visiting students, post-doctoral fellows, and early career researchers. 

For a few years now, my research and advocacy work as included a more intense focus on social justice, advocacy, and equity. Here is some work I’ve done in the past few years that led to this role that might be helpful if you’re looking for resources on this topic:

• Adams, J. D., Turner, K. L., & Eaton, S. E. (2021, March 24). Diversity and equity considerations in academic integrity Association of American Colleges & Universities (AAC&U) 2021 Diversity, Equity, and Student Success Conference,  http://hdl.handle.net/1880/113175 
• Eaton, S. E. (2020). Academic Integrity: Combating Systemic Racism. http://hdl.handle.net/1880/112156 
• Eaton, S. E. (2020). Race-Based Data in Student Conduct: A Call to Action. http://hdl.handle.net/1880/112157
• Eaton, S. E. (2020, July 10). Strategies for Equitable Student Treatment during COVID-19 and Beyond. Learning, Teaching and Leadership. https://drsaraheaton.wordpress.com/2020/07/10/strategies-for-equitable-student-treatment-during-covid-19-and-beyond/ 
• Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity. https://doi.org/10.1007/s40979-022-00105-0 
• Eaton, S. E., Stoesz, B. M., Godfrey Anderson, J. R., & LeBlanc-Haley, J. (2022, April 25). Academic integrity through an equity lens: Policy analysis of universities in Atlantic Canada American Educational Research Association (AERA) [online], San Diego, USA. http://hdl.handle.net/1880/114574 
• Eaton, S. E., Vogt, L., Seeland, J., & Stoesz, B. M. (2023, June 1-2). Academic integrity policy analysis of Alberta and Manitoba colleges Canadian Symposium on Academic Integrity (CSAI), University of Manitoba, Winnipeg, MB, Canada. https://hdl.handle.net/1880/116575
• Pagaling, R., Eaton, S. E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. http://hdl.handle.net/1880/114519 
• Parnther, C., & Eaton, S. E. (2021). Equity, Diversity, Inclusion, and Academic Integrity: Supporting Student Advocacy. http://hdl.handle.net/1880/113143 
• Parnther, C., & Eaton, S. E. (2021, June 23). Academic integrity and anti-Black aspects of educational surveillance and e-proctoring. Teachers College Record. https://www.tcrecord.org/Content.asp?ContentID=23752  

The forthcoming Handbook of Academic Integrity (2^nd ed.) has a brand new section on Equity, Diversity, and Inclusion in Academic Integrity. Dr. Ceceilia Parnther serves as the Section Editor. Bringing this topic to light in the handbook will help to centre important conversations about discrimination and advocacy for student success and the student experience.

I am excited to take on this work and look forward to the ways in which we can make progress on these important matters.

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks! Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.

Academic Integrity and Artificial Intelligence: Research Project Update

Our team has been busy since we launched our research in April, 2022. I haven’t done an update in a while, so I wanted to let you know what we’ve been up to. Check out our project website (https://osf.io/4cnvp/) for links to our peer-reviewed publications and other information about our work.

We are still collecting data for our survey and you’re welcome to participate! To take the survey, click here.

Expansion of our research

In April 2022, we received funding from the Social Science and Humanities Research Council of Canada (SSHRC) in the form of a Connection Grant to host a public research forum. We included partners from the University of Saskatchewan, Brock University, Toronto Metropolitan University, and Deakin University (Australia). We hosted our research symposium on June 7-8, 2023 at the University of Calgary.

In case you missed this SSHRC-funded research symposium on the impact of artificial intelligence on higher education and academic integrity, you can catch up with the slides here:

sshrc-2023-lightning-talksDownload

Eaton, S. E., Dawson, P., McDermott, B., Brennan, R., Wiens, J., Moya, B., Dahal, B., Hamilton, M., Kumar, R., Mindzak, M., Miller, A., & Milne, N. (2023). Understanding the Impact  of Artificial Intelligence on Higher Education. Calgary, Canada. https://hdl.handle.net/1880/116624

Also, you can catch Phill Dawson’s keynote from the event which is now archived on YouTube:

Phill Dawson’s keynote: Don’t Fear the Robot, University of Calgary, June 8, 2023

We are excited about next steps for this work and I’m happy to answer any questions you have about academic integrity and artificial intelligence.

Acknowledgements

We are grateful to the sponsors of this research:

• Social Sciences and Humanities Research Council (SSHRC)
• University of Calgary Teaching and Learning Grant
• University of Calgary International Research Partnership Workshop Grant
• Werklund School of Education, University of Calgary
• Brock University
• Deakin University
• Toronto Metropolitan Univeristy
• University of Saskatchewan

Related posts:

Invitation to Participate: Research Study on Artificial Intelligence and Academic Integrity: The Ethics of Teaching and Learning with Algorithmic Writing Technologies – https://wp.me/pNAh3-2U3

Exploring the Contemporary Intersections of Artificial Intelligence and Academic Integrity https://drsaraheaton.wordpress.com/2022/05/17/exploring-the-contemporary-intersections-of-artificial-intelligence-and-academic-integrity/

New project: Artificial Intelligence and Academic Integrity: The Ethics of Teaching and Learning with Algorithmic Writing Technologies – https://drsaraheaton.wordpress.com/2022/04/19/new-project-artificial-intelligence-and-academic-integrity-the-ethics-of-teaching-and-learning-with-algorithmic-writing-technologies/

The Use of AI-Detection Tools in the Assessment of Student Work – https://drsaraheaton.wordpress.com/2023/05/06/the-use-of-ai-detection-tools-in-the-assessment-of-student-work/

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This blog has had over 3 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks! Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.