Academic integrity in the Muslim world: a conceptual map of challenges of culture
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(2020) 16:16
International Journal for Educational Integrity
ORIGINAL ARTICLE
Open Access
Academic integrity in the Muslim world: a conceptual map of challenges of culture Akbar Akbar*
and Michelle Picard
* Correspondence: akbarakbar@ iainpalopo.ac.id; [email protected] Institut Agama Islam Negeri Palopo, Kota Palopo, Sulawesi Selatan, Indonesia
Abstract The literature suggests that a whole-institution culture of academic integrity is needed in order to prevent academic integrity breaches. It is also suggested that the national cultures and individual backgrounds of academic staff and students can impact on their propensity to breach academic integrity policies and on their uptake of initiatives aimed at enhancing academic culture. Much research has been conducted on academic integrity related to culture in the western world including the behaviours of international students, and some work has been conducted in various Asian contexts. However, little is known about how national culture and religion affect academic integrity in eastern countries with a Muslim majority. This paper presents a synthesis of the literature related to academic integrity and culture in regions where Muslims are the majority. An integrative literature review was carried out. Keywords were used to search and to collect academic integrity related research published from 2010 to 2020. The literature reviewed revealed that academics in countries with a Muslim majority faced challenges related to their local cultures, which included social and religious perceptions and practices. However, they were also able to draw upon some national and religious practices that supported and enhanced academic integrity. This paper concludes with recommendations for incorporating these positive cultural factors into an academic integrity framework for policy and practice appropriate for Muslim contexts. Keywords: Academic integrity, Muslim world, Culture
Introduction Recent studies have shown that the creation of a culture that includes ethical values at all levels of higher education is central to maintaining academic integrity (Bretag & Mahmud, 2016; Gow, 2014; Morris & Carroll, 2016). Scholars such as Morris and Carroll (2016) contend that the greatest impact on student’s behaviour is achieved if a culture of academic integrity is fostered through practical experiences in a supportive learning environment. This is within a learning environment that holistically addresses unethical practices and is relevant to the local context. While some research has explored institutional and national cultures and practices that are detrimental to academic integrity (e.g. Kutieleh & Adiningrum, 2011), these studies have focussed on international students in western contexts. Little to date has © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original auth
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