The emotional labour of academic integrity: How does it feel?
DOI:
https://doi.org/10.11575/cpai.v4i1.71350Keywords:
academic integrity violations, Canada, emotional labour, faculty, international studentsAbstract
Academic integrity is valued in all Canadian educational systems, yet no real accounting of academic integrity violations (AIVs) exists primarily because faculty under-report them. Numerous disincentives dissuade faculty from reporting AIVs, and voluntarily reporting violations increases emotional labour. Still, some faculty feel duty-bound to do so. This paper explores the neglected emotional experience when reporting AIVs using a phenomenological approach. Interviews with a purposive, homogenous sample of faculty at a small Canadian community college who reported AIVs reveal that reporting AIVs disturbed relationships with students, and that navigating bureaucratic processes, when other faculty choose not to, caused frustration. After reporting, faculty in this study felt alienated from the outcomes of their decisions. Still, they remained committed to reporting AIVs because it was part of their self-definition as educators to defend the innocent and protect the future. This small sample of faculty identify personal experiences and institutional barriers that may discourage faculty from reporting AIVs. Finally, the findings reveal a gap between faculty and international students’ understanding of academic integrity. Bridging this gap is important because of the intensified emotional and relational challenges arising from the more serious consequences of reporting AIVs involving international students. The findings reveal a need for faculty development opportunities that build intercultural competence and handle AIVs in a way that respects diverse worldviews and promotes the values of academic integrity.
References
Adams, C. & Yin, Y. (2014). Undergraduate students’ experiences of time in MOOC: A term of Dino 101. 11th International Conference on Cognition and Exploratory Learning in a Digital Age (CELDA 2014). 225-230.
Barry, B., Olekalns, M., & Rees, L. (2019). An ethical analysis of emotional labor. Journal of Business Ethics, 160(1), 17–34. https://doi.org/10.1007/s10551-018-3906-2
Beck, J. (2018, November 26). The concept creep of ‘emotional labor.’ The Atlantic. Retrieved from https://www.theatlantic.com/family/archive/2018/11/arlie-hochschild-housework-isnt-emotional-labor/576637/
Bertram Gallant, T., & Stephens, J. M. (2020). Punishment is not enough: The moral imperative of responding to cheating with a developmental approach. Journal of College and Character, (21)2, 57-66. https://doi.org/10.1080/2194587X.2020.1741395
Biswas, A. B. (2015). “I second that emotion”: Minding how plagiarism feels. Teaching/Writing: The Journal of Teacher Education, (1)7. Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1118&context=wte
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Dylan, B. (1965). Like a rolling stone. On Highway 61 revisited [Compact disc]. Columbia Records.
Dylan, B., & Shepherd, S. (1986). Brownsville girl. On Bob Dylan’s greatest hits volume 3 [Compact disc]. Columbia Records.
Eaton, S. E. (2020, January 15). Cheating may be under-reported across Canada’s universities and colleges. The Conversation. Retrieved from https://theconversation.com/cheating-may-be-under-reported-across-canadas-universities-and-colleges-129292
Friesen, R. (2012). Faculty member engagement in Canadian university internationalization. Journal of Studies in International Education, 17(3), 209-227. doi:10.1177/1028315312451132
Griffin, A., & May, V. (2012). Narrative analysis and interpretive phenomenological analysis. In C. Seale (Ed.), Researching society and culture (3rd Edition). SAGE.
Gudmannsdottir, G., & Halldorsdottir, S. (2009). Primacy of existential pain and suffering in residents in chronic pain in nursing homes: a phenomenological study. Scandinavian Journal of Caring Sciences, 23(2), 317-327 11p. doi:10.1111/j.1471-6712.2008.00625.x
Gunawardena, C. N. (2014). Globalization, culture, and online distance learning. In O. Zawacki-Richter and T. Anderson (Eds.), Online distance education: Towards a research agenda (pp. 75-108). Edmonton, AB: Athabasca University Press.
Law, M. Z. (2017). Cultivating engaged staff: Better management for better libraries. Libraries Unlimited.
Mundava, M., & Chaudhuri, J. (2007). Understanding plagiarism. College & Research Libraries News, 68, 170-173.
Perry, D. (2014). Faculty refuse to see themselves as workers. Why? The Chronicle of Higher Education. Retrieved from https://community.chronicle.com/news/509-faculty-refuse-to-see-themselves-as-workers-why
Piepenburg, K, (2011). Critical analysis of Hofstede’s model of cultural dimensions.
Prowse, J., & Goddard, J. T. (2010). Teaching across cultures: Canada and Qatar. The Canadian Journal of Higher Education, 40(1), 31-52.
Roberts, T. (2013). Understanding the research methodology of interpretative phenomenological analysis. British Journal of Midwifery, 21(3), 215-218.
Robillard, A. E. (2007). We won’t get fooled again: On the absence of angry responses to plagiarism in composition studies. College English, 70(1), 10-31. Retrieved from https://www.jstor.org/stable/25472248?seq=1#metadata_info_tab_contents
Skallerup Bessette, L. (2020, March 26). Affective labor: The need for, and cost of, workplace equanimity. Transforming Higher Ed [blog], EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2020/3/affective-labor-the-need-for-and-cost-of-workplace-equanimity
Skeat, W. W. An etymological dictionary of the English language (Fourth Edition). Oxford University Press.
Thomas, A., & De Bruin, G. P. (2012). Student academic dishonesty: What do academics think and do, and what are the barriers to action? African Journal of Business Ethics, 6(1), 13-24.
Trilokekar, R., & El Masri, A. (2020). Internationalizing Teachers’ Preparedness: The Missing Link in Ontario’s Strategy for K–12 International Education? Canadian Journal of Education, 43(1), 170-196. Retrieved October 14, 2020.
Tuohy, D., Cooney, A., Dowling, M., Murphy, K., & Sixsmith, J. (2013). An overview of interpretive phenomenology as a research methodology. Nurse Researcher, 20(6), 17-20.
van Manen, M. (1984). Practicing phenomenological writing. Phenomenology and pedagogy. 2(1), 36-69. Retrieved from https://ejournals.library.ualberta.ca/index.php/pandp/issue/view/1044
van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, (1)1, 11-30.
Watters, A., & Prinsloo, P. (2020, July 20). Building anti-surveillance ed-tech! In conversation with Audrey Watters. Contact North. TeachOnline.ca. Retrieved from https://contactnorth.zoom.us/rec/play/6Md8Irqv_To3EtaS4QSDBv98W43pJqOs1SgW-fZZmk3nAXlQMVr0NLMSZep-_8h7rYlfJf12KP6GU2zV
Wideman, M. (2011). Caring or collusion? Academic dishonesty in a school of nursing. The Canadian Journal of Higher Education, 41(2), 28-43.
