शैक्षिक इमान्दारी 

शैक्षिक इमान्दारी भनेको:

शिक्षकहरु, विद्यार्थीहरु, अनुसन्धानकर्ताहरु र शैक्षिक समुदायका सबै सदस्यहरूले गर्नु पर्ने कार्यको अपेक्षा: इमानदारिता, विश्वास, निष्पक्षता, सम्मान र जिम्मेवारी।’ 

शैक्षिक इमान्दारीको उल्लङ्घन गर्नुलाई 'शैक्षिक दुराचार' वा 'शैक्षिक बेइमानी' पनि भनिन्छ।

सबै अष्ट्रेलियाली उच्च शिक्षाका विद्यार्थीहरूले आफ्नो अध्ययनको क्रममा शैक्षिक इमान्दारी कायम राख्ने अपेक्षा गरिन्छ। यदि तपाईंलाई अध्ययनमा समस्या भइरहेको छ र समाधानका लागि उनीहरूसँग काम गरिरहनुभएको छ भने, तपाईंको शैक्षिक इमान्दारी कायम राख्ने एउटा महत्त्वपूर्ण तरिका भनेको तपाईंको शिक्षकहरू वा तपाईंको विद्यालयलाई सम्पर्क गर्नु हो। 

अध्ययन र सिकाइले तपाईंको कोर्स सकिए पश्चात प्राप्त हुने अपेक्षित ज्ञान प्रदान गर्दछ तर कुनै पनि प्रकारको चोरी गर्नाले तपाईंले आफ्नो भविष्यको करियरमा सफल हुन आवश्यक पर्ने महत्त्वपूर्ण व्यावसायिक ज्ञान र अभ्यासबाट वन्चित हुन सक्नुहुन्छ।

आफ्नो प्रतिष्ठाको सुरक्षा गर्ने

विद्यार्थीहरूले अध्ययन गर्दा उनीहरू सिकाइ समुदायको हिस्सा बन्छन्। तपाईंको कोर्स वा संस्थाको शैक्षिक इमान्दारीलाई कमजोर पार्ने कार्यहरूले भविष्यमा तपाईंको प्रतिष्ठालाई असर पार्न सक्छ। उदाहरणका लागि, यदि तपाईंले आफ्नो अध्ययनको बेला चोरी गरेको भेटिनुभयो भने, पेशागत निकायहरूले तपाईंलाई सम्बन्धित बिषयमा मान्यता दिनबाट अस्वीकार गर्न सक्छन्।

अपराधीहरूलाई रोक्ने 

शैक्षिक इमान्दारी कायम राख्नाले तपाईंलाई अपराधीहरूबाट पनि सुरक्षित राख्छ।

अष्ट्रेलियामा व्यावसायिक चोरी सेवाहरू अवैध छन्।

निबन्ध किन्न, नोट अध्ययन गर्न वा परीक्षामा एकजनाको नाममा अर्कै व्यक्तिलाई सहभागी गराउन गैरकानूनी चोरीका सेवाहरू प्रयोग गर्ने विद्यार्थीहरु, ब्ल्याकमेलको जोखिममा पनि हुन्छन्। गैरकानूनी चोरी सेवाहरूका सञ्चालकहरूले विद्यार्थीले आफूलाई ठूलो रकम भुक्तानी नगर्दासम्म – कहिलेकाहीँ चोरी भएको वर्षौपछि विश्वविद्यालय वा विद्यार्थीको भविष्यका रोजगारदातालाई उनीहरूको चोरीको बारेमा जानकारी दिने धम्की दिन सक्छन्। 

शैक्षिक इमान्दारी समर्थन गर्ने व्यवहारहरू

तपाईं निम्न कुरा गरेर शैक्षिक इमान्दारीलाई समर्थन गर्न सक्नुहुन्छ¹:

• आफूले प्रयोग गर्नुभएको जानकारी कहाँबाट आउँछ भन्ने कुरा बताएर, स्पष्ट रूपमा उद्धृत गरेर वा स्रोतलाई उल्लेख गरेर
• परीक्षाहरूमा आफै सहभागी भएर र आफ्नै कार्य पेश गरेर
• सही तरिकाले अनुसन्धानका खोजहरू रिपोर्ट गरेर र अनुसन्धान नीतिहरूको पालना गरेर
• प्रतिलिपि अधिकार र गोपनीयता कानुनहरू अनुसार, उचित रूपले जानकारी प्रयोग गरेर 
• तपाईंले कठिनाइहरूको सामना गरिरहँदा पनि नैतिकताका साथ कार्य गरेर वा 'सही कुरा' गरेर।

यदि तपाईंलाई आफ्नो शैक्षिक कार्यसम्पादनलाई प्रभाव पार्न सक्ने समस्याहरू भइरहेको छ भने, आफ्नो शिक्षक वा ट्युटर वा कोर्स संयोजकसँग कुरा गर्नु राम्रो हुन्छ।

शैक्षिक इमान्दारीलाई कमजोर बनाउने व्यवहारहरू

विद्यार्थीका विभिन्न व्यवहारहरूलेशैक्षिक इमान्दारीलाई कमजोर पार्न सक्छ। कहिलेकाहीँ, विद्यार्थीहरूले यी व्यवहारहरू सामान्य छन् वा व्यवहार अनुसार परिणामहरू भोग्नु पर्दैन भनी गलत विश्वास गर्न सक्छन्। तर यो गलत हो। शैक्षिक इमान्दारी उल्लङ्घनका लागि पर्याप्त दण्डहरू लागू हुन सक्छन् (थप जानकारीका लागि तल भएको शैक्षिक इमान्दारी उल्लङ्घनका दण्डहरू हेर्नुहोस्)।

शैक्षिक इमान्दारीलाई कमजोर बनाउने वा उल्लङ्घन गर्ने व्यवहारहरूमा निम्न कुरा लगायत पर्दछन्²: 

बौद्धिक चोरी (Plagiarism)

कार्यको मूल स्रोत नबताइ, उद्धृत वा उल्लेख नगरी आफ्नो नभएको कार्य पेश गर्नुलाई बौद्धिक चोरी भिनिन्छ। तपाईंले यो कार्य संयोगवश वा जानाजान गरे पनि, तपाईंले तिनीहरूलाई आफ्नो बनाउनका लागि शब्दहरू हेरफेर वा कपि पेस्ट गरे पनि तपाईलाई बचाउँदैन। तपाईंले अर्को व्यक्तिका सोच र विचारहरु प्रयोग गर्दा, तपाईंले स्रोतका सामग्री उल्लेख गर्नुपर्छ।

कार्य रिसाइकल गर्ने वा पुनः पेश गर्ने

रिसाइकल गर्ने कार्यमा आफ्नो शिक्षकको अनुमतिविना पहिले नै मूल्याङ्कन गरिएको कार्य पेश गर्ने (पुनः पेश गर्ने) पर्दछ। उदाहरणका लागि, तपाईंलाई पहिलो-वर्षको कक्षामा बुझाएर ग्रेड गरिसकेको रिपोर्ट तेस्रो-वर्षको कक्षामा आफ्नो कार्यको रूपमा पेश गर्ने। तपाईं आफ्नो पहिलेको कार्यलाई निरन्तरता दिएर अघि बढ्न चाहनुहुन्छ भने, सर्वप्रथम तपाईंले यसका बारेमा आफ्नो शिक्षकसँग छलफल गर्नुपर्छ।

मनगढन्ते जानकारी

मनगढन्त कथनमा प्रयोगात्मक वा अन्तर्वार्तासम्बन्धी डाटा जस्ता अनुसन्धानमा केन्द्रित मूल्याङ्कनका कार्यहरूका लागि मनगढन्ते जानकारी बनाउने कार्य पर्दछ। यसमा गलत वा विद्यमान नभएका प्रकाशनहरू उल्लेख गरेर डाटा, प्रमाण वा उपायहरूका स्रोतहरू आविष्कार गर्ने कार्य पनि पर्दछ।

गोप्य साँठ-गाँठ

गोप्य साँठ-गाँठमा मूल्याङ्कन कार्य पूरा गर्न एक वा अन्य धेरै विद्यार्थीहरूसँग अवैध सहकार्यमा संलग्न हुने कार्य पर्छ। यो तपाईंको शिक्षकहरूद्वारा सामुहिक असाइनमेन्टहरुमा काम गर्न सेट गरिएको समूहभन्दा फरक हुन्छ। अवैध सहकार्यको उदाहरणहरूमा व्यक्तिगत काम पूरा गर्नुको सट्टा साथी वा साथीहरूका समूहसँग मिलेर निबन्ध वा रिपोर्ट लेख्न कार्य लगायत पर्दछन्। यसमा क्विज वा परीक्षाका प्रश्नहरु र उत्तरहरू साथसाथै प्रतिवेदनहरु र निबन्धहरू जस्ता लिखित असाइनमेन्टहरु अन्य विद्यार्थीहरूसँग शेयर गर्ने गायत पनि पर्न सक्छन्। अवैध सहकार्यले विद्यार्थी वा विद्यार्थीहरूका समूहलाई अरूभन्दा अनुचित रूपमा फाइदा पुर्‍याउन सक्छ। विद्यार्थीहरूले पनि आफ्नो काम अरूसँग शेयर गर्नु हुँदैन किनभने तपाईंले जोसङ्ग शेयर गर्नुहुन्छ उक्त व्यक्तिले यसलाई अवैध व्यावसायिक चोरी सेवामा अपलोड गर्न वा अरूलाई उपलब्ध गराउन सक्ने जोखिम हुन्छ। 

परीक्षामा चोरी गर्ने

परीक्षामा चोरी गर्ने कार्यमा निम्न कुरा लगायत पर्दछन्:

• आफ्नो शरीर वा आफूसँगै परीक्षा कोठाभित्र लैजाने सामग्रीहरूमा ‘चिट नोटहरू’ लेख्ने
• अन्य विद्यार्थीहरूबाट सार्न प्रयास गर्ने
• परीक्षा चलिरहँदा, परीक्षा स्थानभन्दा बाहिरका अन्य विद्यार्थी वा मानिसहरूसँग कुरा गर्ने 
• परीक्षा चलिरहँदा, परीक्षासँग सम्बन्धित जानकारीमा पहुँच गर्नका लागि इलेक्ट्रोनिक यन्त्रहरू प्रयोग गर्ने
• परीक्षाहरूमा अनुमोदित नभएका क्याल्कुलेटर वा पाठ्यपुस्तकहरू जस्ता निषेधित वस्तुहरू ल्याउने

करारीय चोरी र प्रतिरूपण

करारीय चोरी भनेको अवैध व्यावसायिक चोरीको एक प्रकार हो। यसमा अरू कसैलाई आफ्नो कार्यको केही वा सबै पूरा गर्न लगाउने र त्यसपछि तपाईं आफैले कार्य पूरा गरे जस्तैगरी कार्य पेश गर्ने कुरा पर्दछ। यसमा अरू कसैलाई परीक्षामा तपाईंको ठाउँमा बस्न अनुरोध गर्ने वा उनीहरूलाई निबन्ध, रिपोर्ट वा केही अन्य प्रकारका असाइनमेन्ट लेख्न लगाउने कार्य समावेश हुन सक्छ जसलाई कहिलेकाहीँ 'गोस्ट-राइटिङ' रूपमा उल्लेख गरिन्छ । 

अवैध करारीय चोरी सेवाहरूलाई समर्थन गर्ने कार्यहरूलाई पनि शैक्षिक इमान्दारीको उल्लङ्घनभएको मानिन्छ। यसमा विद्यार्थीहरूले 'अध्ययनका नोटहरू' मा अभ्यास परीक्षाहरू, लेक्चरका स्लाइडहरू र असाइनमेन्टसम्बन्धी प्रश्नहरू जस्ता शिक्षण सामग्रीहरू अपलोड गर्ने कार्य पर्दछ।

शैक्षिक इमान्दारी उल्लङ्घन गर्दाको दण्डहरू

विद्यार्थीहरूले शैक्षिक इमान्दारी उल्लङ्घन गरेमा विभिन्न जरिवानाहरू तिर्नुपर्ने हुन सक्छ, जसलाई सामान्यतया 'शैक्षिक दुराचार' वा 'शैक्षिक बेइमानी' भनिन्छ। प्रायः विद्यार्थीहरू विरलै समातिन्छन् भन्ने सोंचिन्छ। तापनि अहिलेसम्मको अनुसन्धानले शिक्षक तथा संस्थाहरूले शैक्षिक इमान्दारीको उल्लङ्घनहरू पत्ता लगाउन सक्छन् भन्ने देखाउँछ र गलत काम गर्ने विद्यार्थीहरू प्रकाउ पर्छन्³। र चोरीलाई प्रकाउ गर्ने तरिका निरन्तर रूपमा सुधार भइरहेको छ।

शैक्षिक इमान्दारी उल्लङ्घन गर्नुका दण्डहरू निम्न कुराहरू लगायत हुन सक्छन्:

• मूल्याङ्कन कार्य वा अध्ययनको एकाइ दोहोर्‍याउने
• मूल्याङ्कन कार्य, अध्ययनको एकाइ वा कोर्समा असफल हुने
• आफ्नो संस्थाबाट निष्कासित हुने, जसले तपाईंको विद्यार्थी भिसामा प्रभाव पार्न सक्छ
• आपराधिक आरोपहरुको सामना गर्नु पर्ने।

शैक्षिक वा आपराधिक दण्डहरूको जोखिमको अतिरिक्त, शैक्षिक इमान्दारीको उलङ्घन गरेको फेला परेमा अन्य विद्यार्थी, परिवार तथा साथीहरूसँग तपाईंको सम्बन्धमा प्रभाव पर्न सक्छ; तपाईंको भविष्य करियरमा प्रभाव पार्छ र तपाईंले आर्थिक नोक्सानको सामना गर्नु पर्नेवा तपाईंको विद्यार्थी भिसा गुमाउनु पर्ने पनि हुनसक्छ। 

मद्दत प्राप्त गर्ने

तपाईंसँग शैक्षिक इमान्दारीको बारेमा प्रश्नहरू छन् वा अध्ययन सीपहरूको सल्लाह र सहायता आवश्यक पर्छ भने, तपाईंले आफ्नो संस्थासँग कुरा गर्नुपर्छ। तपाईंको शिक्षकहरू वा कोर्सको संयोजकबाट कुरा सुरु गर्नका लागि राम्रो हुन्छ। 

तपाईंलाई शैक्षिक इमान्दारी उल्लङ्घन गरेको भनी आरोप लगाइएको छ भने, तपाईंले यो कुरालाई गम्भीरतापूर्वक लिनुपर्छ। तपाईंको संस्थामा विद्यार्थीको अनुशासन, उजुरीहरू र अपीलहरू सम्बन्धी स्पष्ट नीतिहरु तथा कार्यविधिहरू भएको हुनैपर्छ। तपाईंले यी नीतिहरू पढ्नुपर्छ र तपाईंको संस्थामा यदि वकालत र सहायता सेवाहरू छन् भने तपाईंले आफ्नो विद्यार्थी संघबाट त्यस्ता सेवाहरुखोज्न सक्नुहुन्छ।

नोटहरू

1. ला ट्रोब विश्वविद्यालयद्वारा तयार पारिएको सामग्रीबाट रुपान्तरित परिभाषाहरू। (Definitions adapted from material developed by La Trobe University).
2. सिड्नी विश्वविद्यालयद्वारा तयार पारिएको सामग्रीबाट रुपान्तरित परिभाषाहरू। (Definitions adapted from material developed by The University of Sydney).
3. डसन, पी. र सदरल्याण्ड-स्मिथ, डब्ल्यू. (2017)। के मार्करहरूले करारीय चोरी पत्ता लगाउन सक्छन्? पाइलट अध्ययनको नतिजाहरु, उच्च शिक्षामा आकलन र मूल्याङ्कन । ) Dawson, P. & Sutherland-Smith, W. (2017). Can markers detect contract cheating? Results from a pilot study, Assessment and Evaluation in Higher Education.

शैक्षिक इमान्दारी बुझ्नु पर्दा ल्याण्डिङ पृष्ठमा फर्कनुहोस्

Pang-akademikong integridad 

Ang pang-akademikong integridad ay:

‘inaasahan sa mga guro, estudyante, mananaliksik at lahat ng kasapi ng akademikong komunidad na kumilos nang: may katapatan, mapagkakatiwalaan, makatarungan, may paggalang at may pananagutan.’ 

Ang paglabag sa pang-akademikong integridad ay tinatawag ding ‘di-wastong asal sa akademiko’ o ‘akademikong pandaraya’.

Ang lahat ng estudyante sa mataas na edukasyon sa Australia ay inaasahang magtataguyod ng pang-akademikong integridad sa kanilang pag-aaral.  Ang isang mahalagang paraan sa pagtaguyod ng iyong pang-akademikong integridad ay ang makipag-ugnayan sa iyong mga guro o paaralan kung mayroon kang mga problema sa pag-aaral at makipagtulungan sa kanilang maghanap ng mga solusyon.

Ang pag-aaral at pagkatuto ay nagbibigay ng kaalaman na inaasahan sa isang nagtapos sa iyong kurso ngunit ang anumang uri ng pandaraya ay nangangahulugan na maaaring wala ka ng mahalagang propesyonal na kaalaman at kasanayan na kailangan mo upang magtagumpay sa iyong karera sa hinaharap.

Pangangalaga ng iyong reputasyon

Nagiging bahagi ng komunidad ng pagkatuto ang mga estudyante habang sila ay nag-aaral. Ang mga gawaing nakasisira sa pang-akademikong integridad ng iyong kurso o institusyon ay maaaring makaapekto sa iyong reputasyon sa hinaharap. Halimbawa, kapag nahuli kang nandaya sa iyong pag-aaral, maaaring tanggihan kang i-accredit ng mga propesyonal na lupon.

Pag-iwas sa mga kriminal

Ang pagpapanatili ng pang-akademikong integridad ay poproteka rin sa iyo laban sa mga kriminal.

Ang mga pangkalakalang serbisyo sa pandaraya ay ilegal sa Australia.

Ang mga estudyanteng gumagamit ng mga ilegal na serbisyo sa pandaraya, para bumili ng sanaysay, mga study note o magkaroon ng taong magpapanggap na sila sa isang pagsusulit, ay nanganganib ding ma-blackmail. Maaaring magbanta ang mga nagpapatakbo ng mga ilegal na serbisyong pandaraya na magsusumbong sa unibersidad o sa magiging tagapag-empleyo ng estudyante tungkol sa mga pandaraya nito maliban na lang kung magbabayad ang estudyante ng malaking halaga – minsan ay umaabot ng ilang taon pagkatapos mangyari ang pandaraya.

Mga pag-uugaling sumusuporta sa pang-akademikong integridad

Maaari mong suportahan ang pang-akademikong integridad sa pamamagitan ng¹:

• pagkilala kung saan nagmula ang impormasyong ginagamit mo, malinaw na binabanggit o tinutukoy ang pinagmulan
• personal na pagkuha ng mga pagsusulit at pagsumite ng sariling gawain
• wastong pag-report ng mga natuklasan sa pananaliksik at pagsunod sa mga patakaran sa pananaliksik
• angkop na paggamit ng impormasyon, ayon sa mga batas sa copyright at pagka-pribado
• tamang pagkilos o paggawa ng tama, kahit na ikaw ay nahaharap sa mga problema.

Kung ikaw ay mayroong mga problema na maaaring makaapekto sa iyong pang-akademikong performance, makabubuting makipag-usap sa iyong guro o tutor o course coordinator. 

Mga pag-uugaling nakakasira sa pang-akademikong integridad

Maaaring makasira sa pang-akademikong integridad ang ilang pag-uugali ng estudyante. Minsan, akala ng mga estudyante na ang mga pag-uugaling ito ay pangkaraniwan lamang o walang mga kahihinatnan. Mali ito. Maaaring magkaroon ng mga mabigat na parusa sa paglabag sa pang-akademikong integridad (tingnan sa ibaba ang Mga parusa sa paglabag ng pang-akademikong integridad para sa karagdagang impormasyon).

Kabilang sa mga pag-uugaling nakasisira o lumalabag sa pang-akademikong integridad²:

Plagiarism

Ang pagsumite ng gawaing hindi sa iyo nang hindi kinikilala, binabanggit o tinutukoy ang orihinal na pinagmulan ng gawa, ay tinatawag na plagiarism. Hindi mahalaga kung ginawa mo ito nang hindi sinasadya o sadya man, binago mo man ang mga salita para masabing ginawa mo o nag-copy at paste lang. Kapag ginagamit mo ang mga naisip at ideya ng ibang tao, dapat mong banggitin ang pinagmulang materyal.

Pag-recycle o muling pagsumite ng isang gawa

Ang pag-recycle ay ang pagsumite (o muling pagsumite) ng isang gawaing nasuri na, nang walang pahintulot ng iyong guro. Halimbawa, ang isang report para sa first-year class na namarkahan na ay isinumite bilang bahagi ng gawain mo para sa third-year class. Kung nais mong pagbutihin pa ang dating nagawa mo, dapat talakayin muna ito sa iyong guro.

Pag-iimbento ng impormasyon

Ang pag-iimbento (ng impormasyon) ay ang paggawa ng hindi totoong impormasyon para sa mga assessment na gawaing nakatuon sa pananaliksik, tulad ng mga datos mula sa eksperimento o pakikipanayam. Maaari ding kasama rito ang pag-imbento ng mga pinagmulan ng datos, ebidensya o ideya sa pamamagitan ng pagbanggit ng mga hindi wasto o di-umiiral na paglalathala.

Pagsasabuwatan

Ang pagsasabuwatan ay ang hindi lehitimong pakikipagtulungan sa isa o higit pang mga estudyante para matapos ang isang trabahong tatasahin. Iba ito sa paggawa ng pang-grupong takdang-aralin na ibinibigay ng inyong mga guro. Kabilang sa mga halimbawa ng hindi lehitimong pakikipagtulungan ay ang pagtrabaho kasama ng kaibigan o grupo ng mga kaibigan para magsulat ng isang sanaysay o report na dapat gawin ng isang tao lamang. Maaari ding kasama rito ang pagbabahagi ng mga tanong sa pagsusulit o exam at mga sagot sa iba pang mga estudyante, pati na rin ang mga nakasulat na takdang-aralin tulad ng mga report at sanaysay. Ang hindi lehitimong pakikipagtulungan ay hindi makatarungang paglamang ng isang estudyante o grupo ng estudyante sa iba. Hindi rin dapat ibahagi ng mga estudyante ang kanilang mga gawain sa iba dahil may panganib na i-upload ito ng taong pinagbahagian mo sa isang pangkomersyong serbisyo sa ilegal na pandaraya o ikalat ito sa iba.

Pandaraya sa pagsusulit

Kabilang sa pandaraya sa pagsusulit ang:

• pagsusulat ng ‘cheat notes’ sa iyong katawan o materyales na dadalhin mo sa lugar ng pagsusulit
• pagtatangkang mangopya sa ibang estudyante
• pakikipag-usap sa ibang estudyante o mga tao sa labas ng lugar ng pagsusulit habang isinasagawa ito
• paggamit ng mga elektronikong kagamitan para makakuha ng impormasyon kaugnay ng pagsusulit habang isinasagawa ito
• pagdala ng mga ipinagbabawal na bagay, tulad ng mga hindi pinapayagang calculator o akalat-aralin sa mga pagsusulit.

Kinontratang pandaraya at pagpapanggap

Ang kinontratang pandaraya ay isang uri ng ilegal na pangkomersyong pandaraya. Ginagawa ito sa pamamagitan ng pagkuha ng ibang tao para tapusin ang bahagi o lahat ng iyong gawain at isusumite ito na kunwari ay ikaw mismo ang gumawa. Maaaring kabilang dito ang paghiling sa ibang tao na kumuha ng exam para sa iyo o magpagawa sa kanila ng sanaysay, report o iba pang uri ng takdang-aralin, na kung minsan ay tinatawag na ‘ghost-writing’.

Ang mga gawaing sumusuporta sa mga kinontratang serbisyo sa ilegal na pandaraya ay itinuturing ding mga paglabag sa pang-akademikong integridad. Kabilang dito ang pag-upload ng mga estudyante ng mga materyales sa pagtuturo tulad ng mga practice exam, lecture slide, at tanong sa takdang-aralin sa mga ‘study note’.

Mga parusa sa paglabag sa pang-akademikong integridad

Maaaring maharap ang mga estudyante sa ilang parusa sa paglabag sa pang-akademikong integridad, na karaniwang tinatawag na ‘di-wastong gawi sa akademiko’ o ‘akademikong pandaraya’. Madalas na inaakalang bihirang mahuli ang mga estudyante. Subalit ayon sa pananaliksik, nalalaman ng mga guro at institusyon ang mga paglabag sa pang-akademikong integridad, at nahuhuli ang mga estudyanteng gumagawa ng mali³. At patuloy na humuhusay ang mga paraan sa paghuli ng pandaraya. 

Kabilang sa mga parusa sa paglabag sa pang-akademikong integridad ay ang:

• pag-ulit sa assessment na gawain o unit ng pag-aaral
• pagbagsak sa assessment na gawain, unit ng pag-aaral o kurso
• pag-expel mula sa inyong institusyon, na maaaring makaapekto sa iyong student visa
• pagharap sa mga kasong kriminal.

Bilang karagdagan sa panganib ng mga parusang pang-akademiko o kriminal, ang mapatunayang paglabag sa pang-akademikong integridad ay maaaring makaapekto sa relasyon mo sa iba pang mga estudyante, pamilya at mga kaibigan; makaapekto sa iyong karera sa hinaharap at magdulot sa iyo ng kawalang pinansyal o pati na pagbawi sa iyong student visa.

Paghingi ng tulong

Kung mayroon kang mga tanong tungkol sa pang-akademikong integridad, o nangangailangan ng payo at suporta sa mga kasanayan sa pag-aaral, makipag-usap sa inyong institusyon. Magandang simulan ito sa iyong mga guro o course coordinator.

Kung naparatangan kang lumabag sa pang-akademikong integridad, dapat mo itong seryosohin. Dapat ay may malinaw na mga patakaran at pamamaraan ang inyong institusyon tungkol sa pagdisiplina, mga reklamo at apela . Dapat mong basahin ang mga patakarang ito, at maaari ka ring humingi ng mga serbisyo sa pagtataguyod at suporta mula sa inyong student association kung mayroon man sa inyong institusyon.

Mga Tala

1. Mga kahulugang hinango mula sa materyal na binuo ng La Trobe University.
2. Mga kahulugang hinango mula sa materyal na binuo ng  The University of Sydney.
3. Dawson, P. & Sutherland-Smith, W. (2017). Can markers detect contract cheating? Results from a pilot study, Assessment and Evaluation in Higher Education.

Bumalik sa landing page ng Pag-unawa sa Pang-akademikong Integridad

The Fifth Annual TEQSA Conference was held on Thursday 25 November 2021 in a virtual format.

The theme was Hard Lessons, Valuable Learnings, Heightened Expectations.

Conference videos

Videos of the sessions are available on our YouTube channel.

Conference presentation slides

• Professor Peter Coaldrake, TEQSA Chief Commissioner, State of the Sector

Here are some common questions about academic integrity. The answers provide general information, and TEQSA encourages students to speak with their institution for more information relevant to them and their circumstances.

Will I get caught if I cheat? 

Despite what you may have heard, research and experience shows Australian higher education providers are catching students who plagiarise and cheat, including using illegal commercial cheating services. New technology, changes in assessment design and academics trained to actively look for suspect essays, projects or exams mean you’re more likely than ever to get caught.

I’m struggling with my assessment. How can I get help?

If you’re experiencing difficulties with your studies, you should speak as soon as possible to your unit coordinator or lecturer. You may be able to negotiate a solution that better supports you to complete your studies. You should also talk to your provider about any study skills support they offer, such as advice on referencing, essay writing and research. Taking these steps shows that you value your academic integrity and that of your school or university.

I wanted to read some study notes that I found on a website. Before I could access the notes, the website required me to upload an old assignment. Have I breached academic integrity by uploading my old assignment?

Yes, you have likely breached your academic integrity by sharing your assignment. Illegal cheating services often ask students to upload their own work in order to access notes, essays or ‘study support’ and then sell it for a profit to other students. If your provider finds out, you may face a penalty for engaging in contract cheating. You should protect your work and never share it with anyone else or upload it to third-party websites.

Is it ok if I share an assignment I’ve already been graded for with my friend? 

No, sharing your assignment with your friend could be considered a form of collusion, which is a breach of your academic integrity. There is also a risk that your friend could share your work with other students or even upload it to an illegal cheating service. You should protect your work and never share it with anyone else or upload it to third-party websites.

A family member or friend has offered to help with my essay. Is this ok?

My provider alleges that I’ve committed academic misconduct. What should I do?

If you are alleged to have breached academic integrity, you should treat this matter seriously. Your institution must have clear policies and procedures related to student discipline, complaints and appeals. You should read these policies and depending on your institution, you may also be able to seek advocacy and support services offered by a student association. 

I know people in my course are cheating. Who should I report my concerns to?

If you have evidence people in your course are cheating, you should inform your school or university. Depending on the circumstances, you may want to raise your concerns with your unit coordinator or lecturer first or you may wish to make a complaint via more formal channels. Your institution’s learning management system (LMS), student handbook or website is a good place to find information. You can also report suspected illegal cheating websites directly to TEQSA using our online form.

Can cheating impact my future career? 

Yes, any type of cheating can have a large and negative impact on your future career. Many students are studying to learn the information and skills needed to achieve their career goals. Even if you are not caught, by not doing the required work yourself, you may not meet the standards expected by your future employer. And if you are caught cheating, you may be denied registration by a professional body. You also run the risk of blackmail with the illegal cheating service threatening to expose your cheating to your employer unless you pay them more money.

I paid someone else to do my work and now they are demanding I pay them more money or else they will tell my institution. What should I do?

Adapted from information developed by Deakin University Student Association

Back to Understanding Academic Integrity landing page

These resources have information about the COVID-19 pandemic for students, including links to the Department of Education, Smartraveller and the Department of Health and Aged Care.

Resources

TEQSA resources

• Student experience of online learning report during the COVID-19 pandemic (November 2020)

Department of Education

• Coronavirus information

Department of Health and Aged Care

• Coronavirus (COVID-19) information
• Coronavirus (COVID-19) – vaccine information in your language
• Coronavirus (COVID-19) – information in your language

Department of Home Affairs

• Temporary relaxation of working hours for student visa holders

Smartraveller

• Coronavirus (COVID-19)

Scope and intent of the Domain

This Domain (Sections 1.1-1.5) of the Higher Education Standards Framework (Threshold Standards) 2021 (HES Framework) encompasses:

• the basis for admission of students to a course of study, including requirements for adequate academic preparation for the course and formal explicit contractual arrangements between the provider and students
• assessment of credit granted for prior learning is consistent with the credit and recognition of prior learning policy in the Australian Qualifications Framework (AQF) 
• assurance that any credit granted for prior learning does not disadvantage the student concerned or compromise the integrity of the course of study
• orientation to a course of study, support for transition to a course of study, early feedback on student performance, detection and support for students at risk of unsatisfactory progress and monitoring of success rates at cohort level
• equivalence of opportunities for success irrespective of a student’s background or mode of participation
• specification, assessment, achievement and external referencing of expected learning outcomes
• legitimate issuing and certification of qualifications. 

Our commentary

1.1 Admission

TEQSA will need to be satisfied that students who are admitted are equipped to succeed in their chosen course of study (e.g. level of academic preparation, learning skills, proficiency in English) and that ill-prepared students are not knowingly admitted. Factors taken into account in selection (such as prior qualifications or the use of the Australian Tertiary Admission Rank [ATAR]), and all information needed by students before applying for a course must be disclosed transparently (see also Domain 7 – Representation, Information and Information Management). Students must be able to readily access all information needed for them to estimate realistic prospects for admission to each course. 

Prospective students must be made aware of any inherent requirements for undertaking a course, or parts of a course, that may affect those students in special circumstances or with special needs (such as a particular type of practicum), especially where a course of study leads to a qualification that may lead to registration as a professional practitioner by a registering authority. On a related topic, where a course must be accredited by a professional body as a requirement of professional registration of graduates (particularly where registration is required by law), this accreditation must be obtained and sustained, as required by Standard 3.1.5. Information about the current accreditation status must be made available to prospective and current students, as required by Section 7.2.

Where individual students or cohorts are initially at some known risk of not succeeding (e.g. those engaged in an initiative that is targeting an educationally disadvantaged group of students), such risks need to be not only identified but also managed, for example, by targeted support. Relevant evidence at the provider level will include organisational policies and procedures, while at the course level, specific selection criteria should be included in course documentation.

We will also need to be satisfied that the provider’s arrangements with students are based on adequate disclosure and informed choice, particularly on key matters such as fees and charges, specific obligations placed on students, arrangements and implications for withdrawal from enrolment and particular obligations for international students where applicable. Providers seeking help in assessing overseas qualifications may refer to the Australian Government’s Country Education Profiles, available on a subscription basis.

Reference points

• Australian Council of Graduate Research Inc., Australian Graduate Research Good Practice Principles. 
• Australian Government, Country Education Profiles.
• Australian Government, National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2018.

1.2 Credit and Recognition of Prior Learning

TEQSA supports granting of credit for prior learning, and will need to be satisfied that this is guided by institutionally approved policies and evidence-based procedures that are applied transparently and consistently, with explicit (written) outcomes for credit decisions provided to students. The relevant policy framework is required by Section 7.2. We expect providers to take a positive attitude to the award of credit wherever practicable, but we must also be satisfied that the granting of credit will not disadvantage students (e.g. by admitting students who are insufficiently prepared to undertake the level of higher education required) or diminish the integrity of the qualification awarded. This could occur, for example, where the award of credit would result in a disproportionate amount of the program representing levels of education/experience below that of the qualification offered, such as a Masters degree program comprising, in effect, predominantly undergraduate content.

Reference point

• Australian Qualifications Framework Council, Australian Qualifications Framework Pathways Policy.

1.3 Orientation and Progression

TEQSA expects a provider to be able to demonstrate that students are not only assisted in their transition into their course of study but also that the arrangements for transition are sensitive to the needs of particular cohorts of students, including:

• students enrolled in different modes of participation (for example, online-only)
• students with special needs
• international students, where applicable.

Early assessment of progress, early detection of students at risk of poor progress and targeted support programs are given high priority by the Standards for all courses of study (this includes research training where offered).

The Standards also require a registered provider to be able to demonstrate and internally report rates of retention, progression and completion for all cohorts of students over time (as a basis for detailed analysis and improvement, as also required in Domain 5) and we will expect to see reports containing the relevant data and analyses (typically in relation to Domain 5, in the case of registered providers) including analysis of the factors that might be driving any variations. New applicants should be able to demonstrate that they have made provision for such monitoring and reporting.

Reference points

• Australian Council of Graduate Research Inc., Australian Graduate Research Good Practice Principles.
• Australian Government, National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2018.

1.4 Learning Outcomes and Assessment

The Standards in this Section present detailed requirements for the specification and assessment of learning outcomes and include a requirement for credible external referencing of the outcomes against national and international comparators, for example, by comparing the provider’s learning outcomes and methods of assessment with those of comparable programs at a reputable Australian higher education provider and (for learning outcomes) an international higher education provider. TEQSA will need to be satisfied that the processes of course accreditation employed by self-accrediting providers meet these Standards and, in the case of non-self-accrediting providers, the providers will need to demonstrate to our satisfaction that the requirements of the Standards have been met for each course. In practice, learning outcomes and methods of assessment are likely to be considered in conjunction with the overall design of the course of study (see Domain 3 [and Domain 4 if research training is undertaken]).

In particular, we will seek to confirm that the specified learning outcomes are consistent with the Australian Qualifications Framework (AQF) level of the higher education qualification offered and that student achievement of the course learning outcomes is credibly assessed, whether through:

• aggregations of assessments at unit level
• specific assessments of general course learning outcomes such as a capstone unit
• a combination of both.

To demonstrate that the course is designed in a way that these Standards are met will require at a minimum, some form of mapping of where expected course learning outcomes are taught, practised and assessed and how they are aligned with unit learning outcomes and assessment. We may engage external discipline experts to assist in its deliberations about learning outcomes and assessment and may also have regard to an accreditation of the course of study by a professional body where applicable. The expected learning outcomes for research training (1.4.5–1.4.7) only apply where research training is offered through higher degrees by research.

Reference points

• Australian Council of Graduate Research Inc., Australian Graduate Research Good Practice Principles.
• Australian Qualifications Framework Council, Australian Qualifications Framework Second Edition January 2013.
• Learning outcomes statements developed for the field of education or discipline by discipline communities or professional bodies.
• The requirements for professional accreditation of the course of study and registration of graduates where applicable.

1.5 Qualifications and Certification

The Standards in this Section provide detailed specifications for the issuance of qualifications, the way they are certified and secured and the records of attainment that are available to students. The issuance of qualifications links to the corporate responsibility of the provider to issue qualifications legitimately (see Paragraph 6.2.1h). TEQSA has a particular interest in the onus the Standards in this Section place on the provider to ensure that any qualification awarded within the Australian Qualification Framework (AQF) is positioned at a level that corresponds with the level of the AQF it purports to meet.

Once a provider has demonstrated that it is able to manage the issue of qualifications competently and legitimately, we may give less emphasis to the administrative process but will remain concerned that course(s) of study are appropriate to the level of qualification issued (see also 1.4.1). In the case of self-accrediting providers, we will need to be satisfied about the adequacy of internal approval processes to meet this requirement, and may test selected course documentation in a sample of courses.

Providers should take steps to ensure the security of digital records and certification of qualifications.

Reference points

• Australian Government (November 2013), Guidelines for the Presentation of the Australian Higher Education Graduation Statement.

Relevant guidance notes

The following guidance notes can be accessed at our Guidance notes page, or from the links below:

• Course Design, Learning Outcomes and Assessment
• Diversity and Equity
• External Referencing 
• Nested Courses 
• Scholarship
• Technology-Enhanced Learning
• Work-Integrated Learning

You should always check with your provider about support services available to you. We’ve compiled this list to help students access information about other services that can help them. 

TEQSA information for students

• Artificial intelligence
• Complaints or concerns from students
• Student wellbeing
• Understanding academic integrity

Department of Education

• CourseSeeker
• StudyAssist (information about financial assistance)
• Support for students
• Tuition Protection Service
• Unique Student Identifier

Mental health resources

• Embrace: Multicultural mental health
• Head to Health: Digital health resources and links to trusted services

Students with a disability

• ADCET information for students with a disability

Online safety and scams

• Australian Cyber Security Centre
• eSafety Commissioner: Online safety for young people
• Scamwatch

Fair Work Ombudsman

• Young workers and students

Services Australia

• Information for students about payments while you study

Department of Health and Aged Care

• Coronavirus (COVID-19) pandemic

Translation services

• Translating and Interpreting Service (TIS National)

State and territory study centres

• Study Adelaide
• Study Canberra
• Study Melbourne
• Study New South Wales
• Study Northern Territory 
• Study Perth
• Study Queensland
• Study Tasmania

International students

Resources and links in this section are for student visa holders studying in Australia.

Department of Education

• Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS)
• Support for international students

Study in Australia

• Are your work rights at risk?
• Health and wellbeing
• Resources about living and study in Australia

Ombudsman for international students

• Commonwealth Ombudsman
• Australian Capital Territory Ombudsman
• New South Wales Ombudsman
• Northern Territory Ombudsman
• Queensland Ombudsman
• South Australian Skills Commission
• Tasmanian Ombudsman
• Victorian Ombudsman
• Western Australian Ombudsman

Department of Home Affairs

• International students and graduates
• Work restrictions for student visa holders

Fair Work Ombudsman

• International students

Australian Taxation Office

• Studying in Australia