Universidad de Monterrey - Creating a Culture of Integrity: Commitments, Actions and Results - Plagiarism across Europe and Beyond 2018
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Universidad de Monterrey
Photo UDEM,2016, stock UDEM, Nuevo León, México.
Creating a Culture of Integrity:
Commitments, Actions and Results
4th International Conference
Plagiarism across Europe and Beyond 2018
9th - 11th May 2018
Ephesus, Turkey
Agenda
Context
• About Universidad de Monterrey
• Corruption in Mexico
Case Study
a. UDEM’s efforts
1. Problem recognition
2. Integrity System
3. Center for Integrity
b. SAID benckmarking criteria
c. Lessons learned
Context
Context
About Universidad de Monterrey (UDEM)
• Located in the metropolitan area of Monterrey
• Monterrey is the “industrial capital of México”
• Second city with greatest purchasing power in México
• Ninth in Latin America
Photo from Bestday/Monterrey (2015) Recuperado el 17 de Febrero de
2015 de: http://www.bestday.com.mx/Monterrey/Compras/
About Universidad de Monterrey (UDEM)
• Almost 50 years old
• Catholic inspiration (founded
by five religious congregations)
• 14,000 students
• 109 academic programs
• 46 undergraduate level
• 15 master’s level
• 13 specialty level
• 35 medical specialization
Photo UDEM,2017, stock UDEM, Nuevo León, México.
Corruption in Mexico
2014 2015 2016 2017
Score 35 31 30 29
Rank 103 111 123 135
Transparency International - https://www.transparency.org/news/feature/corruption_perceptions_index_2017
Corruption in Mexican Universities
Perceive Dishonest
Plagiarize1 Acts2
1.UNAM Reporte de percepción de plagio en la UNAM. (2013). Universidad Nacional Autónoma de México. Recuperado de: http://www.eticaacademica.unam.mx/encuestas.pdf
2.UDEM Encuesta aplicada en la UDEM (2015), Instrumento del ICAI desarrollado por McCabe.
Case Study
Case Study
Case Study
Research questions:
A. What has been the approach adopted in
the transformation process toward a
more honest culture?
B. How useful are the SAID benchmarking
criteria to assess the approach?
C. What lessons can be offered to inform
change processes in other educational
institutions?
Photo UDEM,2017, stock UDEM, Nuevo León, México.
A. UDEM’s efforts
2016
2011 3. Center for Integrity
2009 2. Integrity System
1. Problem recognition
1969 UDEM’s foundationA. UDEM’s efforts
2018
495
258
105
0 9 0
2009 2018 2009 2018 2009 2018
Headcount Cases $ k USDA. UDEM’s efforts
2016
2011 3. Center for Integrity
2009 2. Integrity System
1. Problem recognition
1969 UDEM’s foundation1. Problem recognition
• A group of champions led by the university's president to:
review current regulations
carry out a comparative analysis worldwide
ICAI affiliation An “honor pledge” A diagnostic study
Photo taken from: https://academicintegrity.org/ Photo UDEM,2017, stock UDEM, Nuevo León, México.A. UDEM’s efforts
2016
2011 3. Center for Integrity
2009 2. Integrity System
1. Problem recognition
1969 UDEM’s foundation2. Integrity System Image UDEM,2014, stock UDEM, Nuevo Leon, Mexico.
2. Actions to strengthen AI
Honor Code
On-line course for faculty
Image UDEM,2014, stock UDEM, Nuevo Leon, Mexico.2. Actions to strengthen AI
Communication campaigns Web page for academic writing
http://www3.udem.edu.mx/deac/estrategias/html/index.html2. Joining efforts
• Sinergy with other organizations
• Annual Conference
Photos taken from: https://hagamoslobien.org/, https://twitter.com/ccxmexico, http://www.hazcortoconlacorrupcion.com/A. UDEM’s efforts
2016
2011 3. Center for Integrity
2009 2. Integrity System
1. Problem recognition
1969 UDEM’s foundation3. Center for Integrity - Objectives
I. An honest campus.
I. Association of Educational Institutions in Support of Integrity
I. Projects linked to the real necessities of society in terms of
ethics & integrity.
Photo UDEM,2017, stock UDEM, Nuevo León, México.3. Center for Integrity
3.1 Institutional Policies
3.2 Commitment
3.3 Training
3.4 Promotion
3.5 Assessment
Photo UDEM,2016, stock UDEM, Nuevo León, México.3. Center for Integrity
3.1 Institutional Policies
• Honor Code and its Decalogue
• AI breaches management
• Gradualness
• Mitigating & aggravating criteria
• Consequence matchs severity
• Simple process
Photo UDEM,2017, stock UDEM, Nuevo León, México.3. Center for Integrity
For UDEM, enact academic integrity means to:
I. speak the truth;
II. comply with classes and works;
III. carry out activities with each one’s effort searching to
learn;
IV. answer exams only with the material authorized;
V. recognize original works and quote correctly;
VI. collaborate fairly in team projects;
VII. respect diversity of opinions;
The change starts with you!
VIII. avoid contributing in any kind of cheating;
IX. report dishonest actions;
New Honor Code
X. responsibly accept the consequences of actions.3. Center for Integrity
3.2 Commitment (stakeholders involvement)
• Board of Directors • Honor Council
• AI Officers • AI Ambassadors
Photo UDEM,2017, stock UDEM, Nuevo León, México.3. Center for Integrity
3.3 Training
Faculty
• Excel with Integrity
Students
• Induction Course on AI
• AI Seminar
Photo UDEM,2017, stock UDEM, Nuevo León, México.3. Center for Integrity
3.4 Promotion
Photo UDEM,2017, stock UDEM, Nuevo León, México.
Image UDEM,2014, stock UDEM, Nuevo Leon, Mexico.3. Center for Integrity
3.5 Assessment
• AI Dashboard
Photo UDEM,2016, stock UDEM, Nuevo León, México.B. Scorecard for AI Development (SAID)
• A tool to evaluate institutional policies internationally
• 10 categories for benchmarking criteria
• Sources of influence:
ICAI’s AI Assessment Guide,
Morris 2011 Policy Works,
Bretag and Mahmud AI Toolkit,
AIMM (AI Maturity Model) from ICAI
AIRS (AI Rating System) from ENAI
• Researchers:
• Mrs. Irene Glendinning
• Dr. Tricia Bertram Gallant
• Dr. Jennifer Eury
Photos taken from: https://academicintegrity.org/, https://www.coventry.ac.uk/, http://www.psu.edu/B. Scorecard for AI Development (SAID)
Scorecard for Academic Integrity Development (SAID)
I. Institutional governance and strategic commitment to support
AI.
II. Institution-wide policies and procedures for AI.
III. Fair and proportional sanctions applied across the institution
IV. Institution-wide engagement in strategies for deterring academic
misconduct
V. Institutional values encourage deep learning and scholarship
VI. Student leadership supports the institutional strategy for AI
VII. Transparency and effective communications at all levels of the
institution
VIII.On-going evaluation and enhancement to the AI strategy
IX. Engagement with research and development related to AI
X. Institutional understanding about what is acceptable academic
practice, in line with international normsC. Lessons learned
1. A sense of urgency
2. President’s leadership
3. Resources must be deployed
4. Transforming organizational
culture
5. Faculty commitment Photo UDEM,2017, stock UDEM, Nuevo León, México.
6. Student involvement
7. International networking
8. Working locally “From a saying to a reality with actions”
From UDEM’s President as a public Commitment with
IntegrityIf not us, who?
If not now, when?
From Hillel to George W. Romney to Robert F. Kennedy to Ronald Reagan to Barack Obama to Saturday Night Live
Gerardo Villarreal, México, 2017, Concurso de fotografía Centro de Integridad UDEM.
Yes… You can¡Thank you!
Cecilia Quintanilla Salazar
cecilia.quintanilla@udem.edu.mx
Isabella Navarro Grueter
isabella.navarro@udem.edu.mx
Jean Guerrero Dib
jean.guerrero@udem.edu.mx
Photo UDEM,2016, stock UDEM, Nuevo León, México.
Centro de Integridad UDEM
centrode.integridad@udem.edu.mxReferences
• Bertram, T. (2007). The complexity of integrity culture change: A case study of a liberal arts college. Review of
Higher Education, 30(4), 391-411. Retrieved from http://0-
search.proquest.com.millenium.itesm.mx/docview/220856473?accountid=11643
• Bertram, T. (2008). Academic Integrity in the Twenty-First Century, A Teaching and Learning Imperative. (First
edition). San Francisco: Wiley Periodicals Inc.
• Bertram, T. (2016). Systems Approach to Going Forward. In T. Bretag (Ed.), Handbook of Academic Integrity (First
edition, pp. 975–978). Singapore: Springer.
• Bretag, T. & Mahmud, S. (2016). A Conceptual Framework for Implementing Exemplary Academic Integrity
Policy in Australian Higher Education. In T. Bretag (Ed.), Handbook of Academic Integrity (First edition, pp. 463–
480). Singapore: Springer.
• Bretag, T. (2016). Defining Academic Integrity: International Perspectives. In T. Bretag (Ed.), Handbook of
Academic Integrity (First edition, pp. 3–6). Singapore: Springer.
• Carroll, J. (2016). Making Decisions on Management of Plagiarism Cases Where There is a Deliberate Attempt to
Cheat. In T. Bretag (Ed.), Handbook of Academic Integrity (First edition, pp. 199–220). Singapore: Springer.
• Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research design: Choosing Among Five Approaches
(Fourth edition). London: SAGE Publications.
• Davidson College. (2018, 03 15). The Red Book Student Handbook. Retrieved from The Red Book Student
Handbook: https://www.davidson.edu/offices/dean-of-students/student-handbook
• Dick, M., Sheard, J. & Hasen, M. (2008). Prevention is Better than Cure: Addressing Cheating and Plagiarism
Based on the IT Student Perspective. In T. Roberts (Ed.), Student Plagiarism in an Online World, Problems and
Solutions (First edition, pp. 160–182). Hershey: Information Science Reference.
• Fishman, T. (2014). The Fundamental Values of Academic Integrity. Des Plaines, Illinois: Clemson University.
• Fishman, T. (2016). Academic Integrity as an Educational Concept, Concern and Movement in US Institutions of
Higher Education. In T. Bretag (Ed.), Handbook of Academic Integrity (First edition, pp. 7–22). Singapore:
Springer.References
• Glendinning, I. B., Bertram, T. & Eury, J. (2018, 03 15). Benchmarking and evaluating institutional strategies and
programs on academic integrity. Retrieved from Benchmarking and evaluating institutional strategies and
programs on academic integrity: http://erasmuscorp.gr/ICAI2016/Presentations/1009_Glendinning.pdf
• Glendinning, I. B. (2016). Evaluation of policies for academic integrity in higher education: An international
perspective. Retrieved from http://0-
search.proquest.com.millenium.itesm.mx/docview/1916426396?accountid=11643
• IMCO. (2018, 02 10). México: Anatomía de la Corrupción. Retrieved from México: Anatomía de la Corrupción:
https://imco.org.mx/politica_buen_gobierno/mexico-anatomia-de-la-corrupcion/
• Lang, J. M. (2013). Cheating Lessons, Learning from Academic Dishonesty. Cambridge, Massachusetts: Harvard
University Press.
• McCabe, D. (2016). Cheating and Honor: Lessons from a Long-Term Research Project. In T. Bretag (Ed.),
Handbook of Academic Integrity (First edition, pp. 1097). Singapore: Springer.
• Stephens, J. M. (2016). Creating Cultures of Integrity: A Multilevel Intervention Model for Promoting Academic
Honesty. In T. Bretag (Ed.), Handbook of Academic Integrity (First edition, pp. 995–1008). Singapore: Springer.
• Transparency International. (2018, 03 14). Transparency International. Retrieved from Transparency
International: https://www.transparency.org/news/feature/corruption_perceptions_index_2017#table
• UC San Diego. (2018, 03 15). Academic Integrity Seminar. Retrieved from Academic Integrity Seminar:
https://academicintegrity.ucsd.edu/excel-integrity/ai-training/ai-seminar.html
• UDEM. (2014). Sistema de Integridad, Compartiendo la Experiencia UDEM. Monterrey, N.L., México:
Universidad de Monterrey.
• UDEM. (2015). Survey on Academic Integrity Diagnosis. Monterrey, México: Universidad de Monterrey.
• UDEM. (2018, 03 15). Centro de Integridad Académica. Retrieved from Centro de Integridad Académica:
http://www.centrodeintegridadacademica.org.mx/
• UDEM. (2018, 03 15). Universidad de Monterrey - Misión y Visión. Retrieved from Universidad de Monterrey -
Misión y Visión: http://www.udem.edu.mx/Esp/Somos-UDEM/Pages/Mision.aspxReferences
• UNAM. (2018, 02 10). Report on survey on plagiarism perception at UNAM. Retrieved from
http://www.eticaacademica.unam.mx/encuestas.pdf
• University of Auckland. (2018, 03 15). Academic Integrity: Values, Skills, Action. Retrieved from Academic
Integrity: Values, Skills, Action: https://www.futurelearn.com/courses/academic-integrityDiscussion
Scorecard for Academic Integrity Development (SAID)
I. Institutional governance and strategic commitment to support academic
integrity.
Board of Trustees Committee
International Advisory Board for Students Affairs
Board of Directors
Center for Integrity
Endowment
II. Institution-wide policies and procedures for academic integrity.
Honor Code
Procedures for AI breaches management
Policies for AI bodies
Application to report AI breaches
Training and disseminationDiscussion
Scorecard for Academic Integrity Development (SAID)
III. Fair and proportional sanctions applied across the institution
Honor Council
Recorded hearings
Mitigating and aggravating criteria
AI Seminar
Consistent, experienced and transparent management
IV. Institution-wide engagement in strategies for deterring academic
misconduct
Excel with Integrity
Academic Integrity Officers
First Year Programs
Awareness campaigns
Integrity checkpointsDiscussion
Scorecard for Academic Integrity Development (SAID)
V. Institutional values encourage deep learning and scholarship
Institutional values
Decalogue of Honor Code
VI. Student leadership supports the institutional strategy for academic
integrity
Honor Council
Ambassadors of Integrity
Let’s Do it Correctly University NetworkDiscussion
Scorecard for Academic Integrity Development (SAID)
VII. Transparency and effective communications at all levels of the institution
Existing records of AI misconduct accusations, hearings and outcomes
VIII. On-going evaluation and enhancement to the academic integrity
strategy.
Dashboard
McCabe’s instrument
Policies and proceduresDiscussion
Scorecard for Academic Integrity Development (SAID)
IX. Engagement with research and development related to academic
integrity
X. Institutional understanding about what is acceptable academic practice,
in line with international norms.
Sinergy pro-AI
Conferences
Magazines
Online repositories
Spanish official survey
MOOCSome hopeful data
• + hours dedicated to prevention
• 13 times more AI breaches reported
• 16% reported by peers
• 6th Annual Conference
• 4th and 5th issues of AI Magazine
Photo UDEM,2016, stock UDEM, Nuevo León, México.UDEM's approach
A diagnostic study
Improvement
trends
- •
•
•
•
Copy (assignments)
Plagiarism
Collusion
Seriousness of the problem
Some
setbacks
+ Faculty awareness and + Copy (exams)
response
- Sensitivity about
academic
dishonesty
(make up data, let someone
else copy your own work)
Donald McCabe’s Academic Integrity Survey (translated into Spanish and applied to UDEM’s students and faculty in 2010 and 2015.You can also read
