This interactive workshop will explore the importance of incorporating ethics in every step of the investigative stages of research in different disciplines. It will first explore the subtle differences in the applications of ethics and its principles between STEM and non-STEM subject areas. It will then highlight the roles of investigators, collaborators, supervisors, and the department in ensuring the research is ethically carried out. Examples of published research misconducts resulted from unethical practices will be shown as thought-provoking examples. The workshop will end by summarising the internationally acceptable Ethical Research Conduct Guidance and their expectations.

This workshop aims to raise awareness for academic and research misconduct victims and the importance of developing effective support mechanisms by exploring the work conducted within the Erasmus+ FAITH project (link), particularly within the Victim Support Portal (link). More specifically, participants will first get acquainted with the aims of the FAITH project, the role and impact of the Victim Support Portal in supporting victims of academic and research misconduct, and the need to raise awareness of victims of academic and research malpractice. Then, participants will be invited to validate an online survey designed for the FAITH project to explore participants’ knowledge, attitudes, experiences, and support needs regarding academic integrity, misconduct, and questionable practices. The validation of the survey is a crucial step to developing a large-scale study to collect evidence on the support needs of victims of academic and research misconduct and raise awareness of a topic that has been overlooked in current literature. Participants of this workshop include students, researchers, and academics, who will be presented with a dedicated online survey.

The workshop is a mixture of information, activities to make participants think about the issues and discussions. It also presents results from European-wide surveys about plagiarism. Participants are encouraged to share their personal experience.
We will talk about the understanding of plagiarism, discuss several scenarios and assess their severity. We will also consider reasons leading students to plagiarism, discuss prevention, and also the policies and penalties necessary for prevention. As for prevention, we will share the best practices collected in the European-wide project.
In the end, a brief introduction to the technical aspects of plagiarism detection will be given: What are the plagiarism detection tools able to discover, where are their limits, and how to read similarity reports?

This is a follow-up workshop to one of the most successful educational activities of the European Network for Academic Integrity – the workshop “Where is the borderline of plagiarism”. Interpreting text-matching software similarity reports is a challenging task requiring expertise and experience. Percentages presented by the system usually do not convey much useful information. Each report has to be carefully evaluated by humans. There are three learning outcomes of the workshop: (1) Understand the pros and cons of different institutional approaches to plagiarism cases; (2) Learn more about the advantages and pitfalls of text-matching software tools; (3) Be able to judge a text-matching similarity report objectively. The core activity of the workshop is a judgment of two cases of suspicion of plagiarism. The participants’ task will be to decide whether the given case is plagiarism by interpreting a report from a text-matching software. Both cases are prepared artificially, but they are based on real student assignments. None of them can be decided at first sight, so their aim is to simulate real cases which a teacher might need to deal with when deciding about plagiarism. The reports do not come from any particular text-matching software. They were also created artificially based on features which are common in reports of the wide-spread text-matching tools, so that the activity is independent of software available at institutions of workshop participants.

Since the lockdown following the COVID pandemic, online distance learning and many new digital tools have become much more widespread. Unfortunately, the opportunities for fraud and academic dishonesty have also increased as a result. Digital outsourcing (e.g. contract cheating, ChatGPT) of academic work is a serious breach of academic integrity and threatens learning success and confidence in higher education degrees. Such forms of unauthorised assistance are more difficult to detect than, for example, plagiarism, but we are not powerless. In this workshop we will present selected teaching materials and try them out together. We will also give tips on prevention and detection. We also want to use the workshop for the exchange of personal experiences and intensive discussion.

This session aims to provide tips to the participants relating to the development of academic writing skills. For this purpose, the session will first call attention to the characteristics of academic writing and identify the genre by making reference to the structure of academic papers. The participants will be provided with samples regarding the appropriate use of in-text citation techniques such as quoting, paraphrasing, and summarizing. More importantly, the participants will be provided with examples of inaccurate textual borrowings, such as patchwriting, that cause plagiarism. The session will also provide information about the use of visual materials with regards to copyright issues. The participants will also be informed about the benefits of reference management software in academic writing. Finally, the session will illustrate the principles of the anonymous multi-mediated writing model by following steps such as prewriting, planning, drafting, and revision originating from a balanced distribution of asymmetrical and symmetrical feedback.

This workshop will focus on the process of academic publishing and cover both the positive and negative sides of academic publishing and dissemination. Using real examples, participants will be guided on identifying a reputable publishing source and checking for journals that are poor quality, hijacked, or otherwise inappropriate for academic publishing. The workshop will also provide information about fake academic conferences to help participants avoid wasting research funding or their own money by attending events that have no value to their research. The academic publication process will be explained in detail. Participants will have the opportunity to write a peer review for an abstract written by another participant and respond to feedback provided for their own abstract. At the end of the workshop, participants should have more confidence in selecting a suitable journal or conference, understanding the purpose and value to be gained from the peer review process, and maximising the benefits of feedback a peer reviewer provides.

This workshop is suitable for anyone interested in academic and research integrity, ranging from those responsible for deciding national policies to Ph.D. candidates. It is especially important that early career researchers and Ph.D. students are aware of the need for academic and research integrity, both for the integrity of their own academic and research practice and for when they are required to support teaching activities. Approaches to academic integrity and associated policies and procedures vary greatly between institutions, even in the same country. However, as this workshop will demonstrate, there are certain characteristics that define good practice, which can and should be applied even in institutional settings where the policies are weak. This workshop will explore the scope of these policies, how they are connected to quality assurance and standards, and measures that can be taken to evaluate the efficacy of institutional and national policies.

This session will focus on how to promote academic integrity in open science implementations. For this purpose, the session will first familiarize the participants with “open science” and the relate it with the notion of academic integrity by providing basis for its importance in the academia. Open Science will then be further explained through its fundamental principles and benefits in addition to the challenges in practice. In a similar vein, participants’ attention will be called to academic integrity and consequences of misconduct so that it will be possible to discuss the link between open science and academic integrity in bilateral way by aiming to provide responses to these two questions: “How does open science promote academic integrity?” and “How does academic integrity promote open science?”. Further, the participants will be invited to share their experiences and examples from their institutions to enable discussing various forms of institutional policies and guidelines, education and training programmes, and tools and resources for promoting open science and academic integrity. Finally, we will recap the key points in the discussion session and argue possible future directions to enhance the interconnection between open science and academic integrity.

Developing and implementing academic integrity policies can be considered as a requirement in the institution of a culture of academic integrity. As policies are developed with regards to institutional approaches to academic integrity, not all policies are the same. Within this perspective, this session aims to present “academic integrity policies” themed Project Result 1 (PR1) of the Facing Academic Integrity Threats (FAITH) project. Partners involved in the FAITH project created a policy corpus in PR1 by collecting higher education academic integrity policies in three waves, including the project partners’ countries (Czechia, Germany, Portugal, Slovenia, and Türkiye), ENAI partner countries, and overseas countries such as the USA, Canada, Australia, and New Zealand. Relatively, PR1 provides a HE academic integrity policy corpus for scholars along with a web interface where users can download policies based on certain criteria. The participants of this session, as prospective users of the policy corpus, will be familiarized the web interface so that they can perform policy analysis based on certain criteria.

* This session is based on the following conference presentation.

Razı, S., Zehir Topkaya, E., Çelik, Ö., Santos, R., Sivasubramanian, S. (2023, July 12-14). Building a higher education academic integrity policy corpus [Paper presentation]. European Conference on Ethics and Integrity in Academia, University of Derby, UK.

This workshop would show some insight of how the AI tool Chat GPT formulates answers to the questions highlighting the understanding/justifications of this Chat-bot regarding academic misconducts. Some examples of Chat-GPT’s reliability (or lack thereof) will be given to highlight the user’s responsibility to produce original and well-researched work.This will be followed by interactive discussions on ways to effectively create human-GAI interface to use this technology to minimize academic misconducts.

In summary, this workshop will critically evaluate Chat-GPT, its potential threats, and explore ways to ensure academic integrity through the appropriate use of this GAI bot.

The widespread availability of tools using generative artificial intelligence has made visible and exacerbated many of the issues and problems associated with individual student assignments. Under what circumstances is it okay to use tools like ChatGPT, and when is it not okay? In what ways should learners correctly indicate their use of AI? Can artificial intelligence co-author work? These and similar questions are partly answered by the ENAI Recommendations on Ethical use of AI in Education published by the European Network for Academic Integrity, and by APA or MLA citation recommendations. The lecture briefly introduces the principles of machine learning, large language models and generative AI. It will also present the key points of the ENAI Recommendations in the university context and discuss possible options for the future development of university education involving AI, especially from the perspective of academic integrity. The practical part will present useful AI-based tools that, if used properly, may help students to achieve desired learning outcomes, and help teachers to increase the quality of their teaching materials or make their work more efficient. A significant space of the workshop will be dedicated to sharing of participants’ knowledge and experience.

Recent advances in artificial intelligence, especially in the field of natural language processing, have started affecting the way we use systems of artificial intelligence in our everyday lives. Generative artificial intelligence tools, such as ChatGPT and OpenAssistant.io, that are capable of producing human quality text, can be used to improve productivity and generate whole documents, reports, seminars, assignments and more. As such, they can be misused and can lead to academic misconducts. This lecture will focus on the technical point of view regarding dealing with emergence of large language models and generative artificial intelligence tools that use them. It will present a timeline showing the emergence of these tools and briefly describe their inner workings in simple terms. Furthermore, the responsibility of engineers that are developing these modern tools will be debated. Lastly, a few possible methods of detecting AI generated text will be presented.

The presentation will explore and categorise different types of tools powered by artificial intelligence. It will draw on findings from a working group of staff and students at Coventry University that was established in March 2022, specifically to explore this rapidly developing phenomenon. The working group ran a consultation that operated between January and July 2023, to share their findings to date with staff and students and to capture their views on what policies and guidance would be appropriate for student use of different types of tools with AI. The guidance and policies that emerged from the working group will be presented for discussion.