Academic Integrity: How Faculty Can Foster Students

Honesty and credibility are the fundamental principles of teaching, learning and research. Nowadays, there are an expanding body of literature investigating academic integrity and academic dishonesty problems in universities. Academic integrity can be differently interpreted, the main concern of this research are the behaviours, values and ethics of student’s academic activities that goes in parallel with the subject of our research “plagiarism”.
Defining academic integrity must first start with clarifying the word “integrity”. In English it is commonly used to refer to honesty. Oxford advanced dictionary and having strong moral principles”. Academic integrity and academic honesty may be used interchangeably. The most commonly used definition

In 2002 he conducted a survey as part of ICAI’s assessment project. Almost 50,000 undergraduate students on more than 60 campuses have participated and in 2005 .The results were that 70% of participants admitted some cheating and plagiarism in tests and written assignments during the past one year and a half.
McCabe and Pavela (1997) in their article “Ten (Updated) Principles of Academic Integrity: How Faculty Can Foster Student Honesty” updated in 2004, have provided a significant attribution to academic integrity in which they developed a framework of ten principles of academic integrity that helps universities to promote it. Moreover, these principles may serve as the grounds of discussion between faculty members and students. The principles are:
1. Recognize and affirm academic integrity as a core institutional

McCabe and Pavela (2000) define honor codes as “a written pledge that students are asked to sign attesting to the integrity of their work” (p32). Honor codes help both students and faculty members to develop a sense of responsibility and moral habits and to act honestly in any academic activity and not tolerating dishonesty in the faculty environment. Furthermore, honor codes define what is A.I. and explains why it is important. Moreover, it cites the cases where the A.I is violated and the consequences that the student must assume when breaking the rules of A.I area. Which claim that controlling academic dishonesty is the responsibility of the faculty, honor codes’ systems argue that it’s the student’s responsibility to report and discourage academic misconduct among their peers and teachers (Bowers,