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The Assault on Academic Integrity 1 Through the Internet and Social Media

The Assault on Academic Integrity

Through the Internet and Social Media

Michael DiDiego

Draft Personal Research Opinion Paper

Wilmington University

May 18, 2017


Table of Contents

List of Tables……………………………………………………………………………………...3

List of Figures……………………………………………………………………………………..4

Prelude…………………………………………………………………………………………….5

Integrity Perspective Basics……………………………………………………………………….6

Vision of Integrity…………………………………………………………………………………8

Academic Integrity Site……………………………………………….........................................10

Integrity Displaced……………………………………………………………………………….11

Ethical Leadership through Cybersecurity……………………………………………………….12

Engagement………………………………………………………………………………………14

Convergence and Strategic Leadership Collaboration…………………………………………...14

Objectives Displaced…………………………………………………………………………….15

Cheat Sites and Social Media……………………………………………………………………15

Student’s Testimonials – Approach on Integrity………………………………………………...18

Easy A’s for a Price……………………………………………………………………………...19

Degree Value → Diminished through Credibility Issue………………………………………...19

Ensuring Institutional Reputation………………………………………………………………..20

Know Academic Strategies………………………………………………………………………21

COBIT……………………………………………………………………………………………22

Social Dissolution………………………………………………………………………………..24

References………………………………………………………………………………………..28

Appendix A: Academic Integrity Policy………………………………………………………30


List of Tables

Table 1: Percentage of Cheating Students………………………………………………………10


List of Figures

Figure 1 The Dewitt-Clinton, One of the Earliest Railroad Carriages……………………………5

Figure 2: Avoid Plagiarism Pitfalls with These Quick Tips……………………………………... 9

Figure 3: Propensity to Cheat……………………………………………………………………12

Figure 4: Individual Deploring Accounting Cheats……………………………………………..17

Figure 5: Enabling A Holistic Approach ……………………………………………………….22

Figure 6 Summary of COBIT 5 Process Capability Modell……………………………………..24

Figure 7: Fixed Data Center Controls …………………………………………………………..26

Figure 8: 2017 Volt, an Access Point…………………………………………………………...27


Prelude

The train has left the station. Do you have your ticket? Are you on board? Do you still

have to buy a ticket and wait for the next train?

Figure 1 The Dewitt-Clinton, One of the Earliest Railroad Carriages (The Dewitt Clinton, 2017)

The computer with the information age has arrived in the station. Whether we like it or

not we may be going down the tracks with it even though our destination may be still unknown.

We are all in the mist of the information age.

Data is traveling fast. Specifically, it can travel at data transfer rates of 1 to 10 gigabytes

per second (gbps). Just think how quickly we can browse the internet to find a question’s

answer. Do you know when such a search by a student is cheating?


Accordingly, this will be a high level presentation examining the use of the Internet and

Social Media that impacts academic integrity. Using four presentation modules (Integrity

Perspective, Ethical Dilemma, The Sites, and Solutions), this discussion highlights the basics

with examples and introduces the threats to institutional integrity. Each presentation segment

contrasts shifting values between the students and academia. In conclusion, solutions will be

proposed to help ensure the institution's reputation.

This paper is a fundamental search for coming to grasps with the modern paradigm of our

connectivity through the internet. The question becomes what are our standards for the modern

connected big data internet? Consequently, this is not a mere matter of cracking down on online

cheating but rather facilitating our accepted standards for learning. Our objectives are:

A. To recognize and be aware of threats to academics from the internet and social media

(collusion),

B. To recognize and be aware of opportunities to help protect academic integrity through

countering the identified threats.

Integrity Perspective Basics

At the most fundamental level an instructor’s grading assessments consist of checking the

information (data) presented by their students. It is their data that is being evaluated. So, this

verification is dependent on the data’s veracity at a basic level.

Whether you are an educator or system professional, you both share a concern for the

integrity of data. An organization endeavoring to help answer data integrity issues is the

Information System and Control Association (ISACA). So, it may be appropriate to look at their

viewpoint regarding data integrity. Let’s consider what one of their authors has to say about the

governance of data to strength its integrity. We can share the author’s and organization’s insight.


Gelbstein (201l) explains a security officer’s perspective in one of ISACA’s journals:

WHAT IS MEANT BY “INEGRITY”

The importance of data integrity can be illustrated simply: A person needs

hospital treatment that includes taking a daily medication dosage of 10

milligrams (mg). By accidental or deliberate intervention, the electronic

record of the treatment is changed to a dosage of 100 mg—with fatal

consequences. In another example what if, as in work of fiction that predates

the Stuxnet attack of 2010, the control system of a nuclear power station are

interfered with to show normal conditions while, in fact, a chain reaction has

been triggered? Are professionals aware of the many definitions of “data

integrity”? According to:

A security officer – “Data integrity” may mean that data cannot be modified

undetectably. From the perspective of data and network security, data

integrity is the assurance that information can be accessed or modified only

by those authorized to do so. An examination of this concept could show that

“integrity” also includes personal integrity (i.e., trust, trustworthiness,

reliability) in addition to system integrity (i.e. antivirus protection, structured

system development life cycles [SDLCs] peer review of source code, extensive

testing). (p. 1-2)

In the mist of this quote, lie the basics of integrity which includes personal integrity:

trust, trustworthiness, and reliability. Accordingly, from an academic perspective alignment is

needed by educators to recognize the trustworthiness of any student assessment. Can we rely on

such assessment that it is a product of their work especially in an online environment? It is one


problem to have the data contaminated by a computer virus and it is another problem to have the

data contaminated by direct student’s indiscretion. However, the result of both incidences is the

same. The educator is confronted with falsely accepting a student’s work as the student’s very

own and perpetuating the incident by approving the results for the prosperity of the student’s

official academic record.

As the educators records the results of the test (assessment), metadata is being recorded.

Metadata is data about data often just providing a marker to more data. So, the grade becomes in

effect metadata. This grade should be in compliance with your expert knowledge of your subject

area. Thus, you are gauging the student’s results with your intended criteria.

Furthermore, Gelbstein uses an online dictionary to make the reader aware of the many

definitions of “data integrity.”

Data integrity is the : Quality of correctness, completeness, wholeness,

soundness and compliance with the intention of the creators of the data. It is

achieved by preventing accidental or deliberate, but unauthorized, insertion,

modification or destruction of data in a database. Data integrity is one of the

six fundamental components of information security. (p2)

If the intention of the creator, the student, is to get an A at any price, then acceptance of such

work without measures restricting cheating may constitute at least a misrepresentation.

Vision of Integrity

Wilmington University has an academic integrity policy intendent to guard against

misrepresentations. “Students of Wilmington University are expected to be honest and

forthright in their academic pursuits. When a student places his or her name on submitted work,


the student certifies the originality of all work not otherwise identified by appropriate

acknowledgement” (Appendix A).

Wilmington University is very specific about the categories that violate their integrity

policy: Plagiarism, Fabrication, Cheating, Grade and Test Tampering, and Falsifying

Documents. The policy explains the meaning of each of these offenses. The policy specifies

violations with two tiers of actions. Ultimately, for continuous infractions of the code the

student may be suspended. (Wilmington University Academic Integrity, 2017)

Figure 2: Avoid Plagiarism Pitfalls with These Quick Tips (Wilmington University Academic Integrity, 2017):

Furthermore, Wilmington University has expressly stated its commitment to integrity in

its vision statement “We are committed to being a university where respect for each other is

paramount, integrity guides all our choices, providing educational opportunity is our primary

purpose, and responsiveness to community needs is key” (Wilmington University Mission,

Vision, & Values, 2017). The university serves the community by adopting practices to maintain

the integrity of test results. Such practices should be designed to prevent and detect actions that

are contrary to the principles of academic integrity


Academic Integrity Site

Also, in pursuit of academic integrity is The International Center for Academic Integrity

(ICAI).

The International Center for Academic Integrity (ICAI) was founded to

combat cheating, plagiarism, and academic dishonesty in higher education.

Its mission has since expanded to include the cultivation of cultures of

integrity in academic communities throughout the world. ICAI offers

assessment services, resources, and consultations to its member institutions,

and facilitates conversations on academic integrity topics each year at its

annual conference. (ICAI, 2016a)

ICAI has conducted extensive research to help combat violations of academic

integrity.

According to research and surveys conducted by Dr. Donald McCabe and the

International Center for Academic Integrity, the number of university

students who admit to cheating in some form is truly eye-opening. The

statistics below are just a snapshot of overall trends uncovered over the past

12 years.

Table 1: Percentage of Cheating Students Graduate Students Undergraduates* Number responding: ~17,000 ~71,300 % who admit cheating on tests: 17% 39% % who admit cheating on written assignments: 40% 62%% total who admit written or test cheating: 43% 68% *Excluding first year students, code schools, and two year schools


This basic dataset was compiled based upon surveys that were conducted

between Fall 2002 and Spring 2015, by Dr. Donald McCabe and the

International Center for Academic Integrity.

Furthermore, McCabe's surveys of over 70,000 high school students at over

24 high schools in the United States demonstrated that 64 percent of students

admitted to cheating on a test, 58 percent admitted to plagiarism and 95

percent said they participated in some form of cheating, whether it was on a

test, plagiarism or copying homework. (ICAI, 2016b)

Integrity Displaced

What rational can contribute to such a degree of cheating including the fact that

they will admit it? Today’s generation is more open as evidenced by the cultural

phenomenon of social media. The culture of such media is open to frankness. Of course,

there are other motivations to cheat as engendered by our modern society.

These other motivations which impinge on integrity include today’s social

pressure to do everything: raise a family, have a good job, obtain a college degree to get

a better job etc. This is often an overwhelming series of events that leave little time to

study. This is especially true of the adult learner who is raising a family. (I know that I

have been told by several of my students that I really don’t have time for this).

So, with time constraints aided by social pressures the tendency to cheat is there.

This includes taking shortcuts in homework assignments and outright cheating on exams.

If the test and homework assignments are online, the students can proliferate cheating by

not being monitored. Unfortunately, the student feels due to time constraints he just has


to get his academic work done despite the consequences. Instant access with availability

is replacing integrity.

Figure 3: Propensity to Cheat

Ethical Leadership through Cybersecurity

How do we deal with the dilemma of compressed time and increasing workloads?

Well, for some students they have found the solution. They just maximize the use of their

internet (cyber) resources. They google the answer and paste the results. No need then to buy or

read the book. This is their shortcut. Not only do they save time but they can get a good grade

too.

Consequently, as educators we must recognize how our students are using their

interconnected world. How, do we know we are getting authentic results and our traditional

assessments actually measure their learning? This would require cybersecurity leadership on the

part of the institution and corresponding implementation by its educators.


We should recognize that cybersecurity is our job as well as information technology

(Hasib, 2015). We should avoid thinking that we can avoid using technological approaches and

tools because the traditional methods are enough. We need to recognize that electronic devices

in our modern classrooms can negate the effectiveness of even traditional proctoring. A

humorous example of electronic cheating in the classroom can be seen on YouTube (Japan Exam

Cheating Technology, 2016).

Whoever said cheaters never prosper forgot to text the message to the current

generation of students. According to a 2010 study conducted by Rutgers

University, 64% of college students have cheated on tests. In 2009, global

research firm, the Benenson Strategy Group, conducted a poll which found

almost one-in-three middle school and high school students have cheated on a

test using their mobile phone; over half said they’ve used the Internet to cheat

in some capacity. What’s more, one-in-four students said they didn’t see

anything wrong with using technology to cheat. Seems times have changed.

This is new version [of] japan [Japanese] cheating technology and video on

how to cheat in 2016 in any exam without getting caught.

While cheat sheets written on sheathes of dead bark are still used to help

students get an upper hand on exams, kids are increasingly turning to more

technological means to get over on their teachers. Recently, schools have

been catching up, getting hip to the many ways students can use their gadgets

to cheat. Is cheating right? No, not really. Is it risky? Yes, very. If you get

caught cheating the consequences are now very severe. Is that going to stop

us from exploring the multitude of high and low-tech ways you can trick your


way to an A? Nope, not in the least. (Japan Exam Cheating Technology,

2016)

Engagement

To control the student’s usage and promote the faculty development, information

technology (IT), needs to be aligned with the goals, objectives and the policy of the institution.

This was accomplished at Indiana University (IU) where a former Chief Information Officer

(CIO) was elevated to President of the University. IU serves about 100,000 students on eight

campuses. “What has followed is an example of how a president, a CIO, and others enterprise

leaders can engage their community and propel it forward through technology powered strategic

collaboration” (Hasib, 2015, p.126).

Convergence and Strategic Leadership Collaboration

Instead of trying to lead in all areas of IT, IU aligned its strategic plan with

the universities priorities and focused on a few key areas where it can excel

and achieve distinction. The strategic plan has four key elements: Faculty

and Scholarship Excellence, Student Success (which focusses on education

and student living), Effective Community (which focuses on communication

and collaboration within IU), and Engagement Beyond (which focuses on

IU’s mission in the state of Indiana and its standing and impact as an

international university). (Hasib, 2015, p.126).


Objectives Displaced

A university’s degree confers on the graduate recognition of their achievement. The

achievement is the body of knowledge that the graduate has demonstrated. So, this degree

represents their obtained knowledge, not merely what they can copy from the internet. The

reputation of the institution is on the line if employers begin to question this “obtained

knowledge.” Unfortunately, some students will beg, steal, and borrow for this degree. Finding

the answer key on the internet is their goal to obtain the degree.

Cheat Sites and Social Media

8 Top Websites that Students Use to Cheat

What websites do students like to use when they want to cheat on writing

assignments?

In an attempt to answer that question, Turnitin, a company dedicated to

uncovering plagiarism, looked at more than 40 million student papers. The

firm concluded that the most popular website for plagiarism is the trusted

source that millions of us Americans turn to learn stuff: Wikipedia.

Interestingly enough, Turnitin said that the websites that are designed to

assist cheaters by, for instance, selling papers represent only 15% of the

potentially plagiarized content that the company detected.

In contrast, one third of the suspicious content that Turnitin uncovered was

traced to social networks such as Facebook and question-and-answer sites

where users contribute and share content.

http://www.facebook.com/

http://www.washingtonpost.com/blogs/college-inc/post/study-8-top-sites-for-potential-plagiarism/2011/05/03/AFA6IcgF_blog.html

http://www.en.wikipedia.org/

http://en.wikipedia.org/wiki/Plagiarism

http://turnitin.com/static/index.php

http://www.usnews.com/education/blogs/high-school-notes/2011/05/05/plagiarists-turn-to-academic-sites-not-paper-mills

http://www.usnews.com/education/blogs/high-school-notes/2011/05/05/plagiarists-turn-to-academic-sites-not-paper-mills


Do Students Know They Are Cheating?

There remains some question about whether cheaters actually know they are

being dishonest. Students, who have grown up with the Internet and social

media, are so used to sharing what they find on the Web that many won't

necessarily understand that term papers and other writing assignments are

supposed to be original work.

8 Top Sites for Plagiarism

Here are the most popular websites for would-be cheaters:

1. Wikipedia Encylopedia

2. Yahoo! Answers Social & content sharing site

3. Answers.com Social & content sharing site

4. Slideshare Social and content sharing site

5. OPPapers.com Cheat site & paper mill

6. Scribd Social & content sharing site

7. Course Hero Homework & academic site

8. MedLibrary.org Homework & academic site (O”Shaughnessy, 2011)

In addition to these sites there are many Web 2.0 forums that provide the answers. Often

these forums are in specific subject area such as accounting. For example, tutoring with the

answers provided can be found at http://www.asaptutor.com/payment.html . These online forums

and sites give the students a means to cheat.

One individual who was feed-up with such sites protested as follows:

http://www.asaptutor.com/payment.html

http://www.medlibrary.org/

http://www.coursehero.com/

http://www.scribd.com/

http://www.oppapers.com/

http://www.slideshare.net/

http://www.answers.com/

http://answers.yahoo.com/

http://en.wikipedia.org/wiki/Main_Page


Figure 4: Individual deploring Accounting Cheats (Intuit Inc/Accountants Community, 2017)


Student’s Testimonials – Approach on Integrity

Now just what do some students think of these cheat sites. According to Newton (2015);

When I was in high school, I cheated pretty regularly. And I mean all the

time. I remember writing chemistry formulas on small bits of paper that I

then sealed to the bottom of my dress shoes with transparent tape. When I

crossed my legs, the information I needed was literally in my lap.

That was before education went online. Cheating, it seems, has gone with it.

Today, entrepreneurs and freelancers openly advertise services designed to

help students cheat their online educations. These digital cheaters for hire

will even assume students’ identities and take entire online classes in their

place. (p.1)

One site, “No Need to Study,” boast that they have a pool of experienced academic tutors

to take classes and complete course work for any student. They even have handy video

references that show satisfied clients plugging the cheat sites results. These clients, students,

brag how easy it was to pay someone else to take their online classes. One student who

previously failed a course stated: but “the quizzes were just way too difficult” so he searched for

a solution. “They got it done, and they did really, really well,” he continues. “They absolutely

killed my final math and app classes with a 90 percent, and I can definitely tell you I never got a

90 percent before on anything” (Newton, 2015, p2).


Easy A’s for a Price

As the proliferation of mobile electronic devices increase, so does the propensity to use a

cheat site. It is big business. If online degrees earn more clout, then the industry would be

poised to increase their revenue.

Online education is already poised to be a $100 billion global industry. But it

could be even bigger if online degrees earn more clout, especially with

employers. If online degrees and certifications achieve the same stature as

traditional, on-campus ones, an online education marketplace could transform

higher education and change the very meaning of going to college. (Newton,

2015, p2)

For some students who are already busy working and raising a family paying a cheat site

to save them time is a deal. The employees of the site, “No Need to Study,” offered to take an

online English Literature class at Columbia University for $1,225.15. For this price not only

could the company get a ringer to take the online class, but also they guarantee a B or better

(Newton, 2015).

Degree Value → Diminished through Credibility Issue

But what is the price to the institution for not inhibiting such identity imposters?

If a goal of online education proponents is to convince the public and

employers that an online education is as official and prestigious as a

traditional one earned in brick-and-mortar and Ivy classrooms, it’s hard to

imagine anything more damaging than identity-fraud schemes in which

students literally pay for grades but do no work whatsoever. At least with a


traditional degree, the assumption is the recipient actually went to class

personally. (Newton, 2015, p2)

Ensuring Institutional Reputation

Just as important as the institution’s reputation is their students’ reputation. Without

measures to recognize the honest student from the dishonest student, all students’ reputations are

tarnished. Thus, the university has a burden to protect itself by protecting its students.

The university and its student body should collaborate through such means as

announcements, training, meetings and prerequisite requirements to implement the goals of the

academic integrity policy. The standards of the university should be made clear and it should be

acknowledge by the students. The university’s mechanism of enforcing this policy should be

explained and clarified through their questioning. In particular Wilmington University expects

the faculty to:

Utilized Safe Assign

Stress the importance of this policy (Academic Integrity Policy) throughout the course

Contact your Program Chair with questions or concerns

Submit any Academic Integrity Policy Violations to your Chair, who will then send it to

the Office of Academic Affairs to be properly processed.

(Wilmington University Academic Integrity, 2017)

Although there is no silver bullet, institution can take other steps to enhance their

institutional reputation for academic integrity. This can be accomplished by: (1) employing

known academic strategies, (2) utilizing the Control Objectives and Related Technologies

(COBIT) quality assurance measures, and (3) preserving institutional integrity through the

curtailment of social media dissolution. Such steps necessitate the alignment through proper


integration of policy with technology by knowledgeable organizational personnel: IT personnel,

high level administrative officials, faculty and students.

For example, a policy can be adopted by the highest levels of the university to help

secure the online testing environment. The policy can encourage the faculty to initiate a special

online tool for summative assessments. A tool exist that can both lock-down the browser and

monitor the student through their webcam. Promoting the use of the tool through promulgated

policy would be a step that demonstrates the university’s commitment to academic integrity.

Know Academic Strategies

Institutions have to be on the guard to what other are saying over social media. A

disgruntled student could initiate a smear campaign to tarnish the institution reputation. Also,

social media could help proliferate academic cheating by providing cheat sites and exploiting

known weakly controlled courses. A risk assessment and a project plan should be developed to

address such issues.

Since enterprise use of social media tools usually requires no additional

technology to implement, an enterprise social media presence does not

always begin with a project plan and risk assessment. To effectively control

social media usage by both the enterprise and employees, a documented

strategy (and associated policies and procedures) should be developed with

the involvement of all relevant stake holders, including business leadership,

risk management professionals , and human resource and legal

representation. This holistic approach to integrating emerging technologies

into the enterprise helps to ensure that risks are being considered in the

context of broader business goals and objectives. (ISACA, 2010)


COBIT

Adopting policy and employing the strategies to control the online activities including the

use of social media, requires a holistic approach. COBIT employs a holistic approach. It is

generic and useful not-for-profit institutions such as a university. It provides a comprehensive

framework and set of enablers that guide organizations in reaching their goals. The guidance

presents activities in a manageable and logical structure (IT Governance Institute, 2012).

Figure 5: Enabling a Holistic Approach, Slide 24 (IT Governance Institute, 2012)

For a multi-cultural institution the ethics and behavior of diverse culture are considered.

These considerations are important for testing purposes and the usage of social media. The goals

for the culture ethics and behavior enabler relate to:

Organizational ethics, determined by the values by which the enterprise

wants to live


Individual ethics, determined by the personal values of each individual in

the enterprise and depending to an important extent on external factors

such as religion, ethnicity, socioeconomic background, geography and

personal experiences

Individual behaviors, which collectively determine the culture of an

enterprise. Many factors, such as the external mentioned above, but also

interpersonal relationships in enterprises, personal objectives and

ambitions, drive behaviors. Some types of behaviors that can be relevant

in this context include:

Behavior towards taking risk – How much risk does the enterprise feel it

can absorb and which risk is it willing to take?

Behavior towards following policy – To what extent will people embrace

and/or comply with policy?

Behavior towards negative outcomes – How does the enterprise deal with

negative outcomes, i.e. loss events or missed opportunities? Will it learn

from them and try to adjust, or will blame be assigned without treating

the root cause? (IT Governance Institute, 2012, p. 79)

How do know if the steps for building and employing strategies to protect integrity in the

interconnected world are effective? The COBIT can also guide you through the measurement

process. In particular, the Capability Maturity Model provides the template for self-grading. “A

maturity model component is used to evaluate an organization’s relative level of achievement of

IT governance” (Bondar & Hopwood, 2013, p. 498). A process model is illustrated as follows:


Figure 6 Summary of COBIT 5 Process Capability Model (IT Governance Institute, 2012 , p.42)

This is an involved process to achieve measurement which requires much iteration, steps, to

reach an optimized solution.

Social Dissolution

In my opinion, the sledge hammers and the crowbars of technical innovations are ripping

us apart. We are all connected but often at the exclusion of traditionally connected values. Our

integrity has gone into the cyberspace- both figuratively and literally. Once we had brick and

mortar to protect our data integrity. That has changed with mobile devices and cloud computing.


The old days gave us a fixed data center with concentric circles of security. This brick

and mortar data center is coming down. We are moving into the outer circles of cloud

computing with their platforms consisting of complete infrastructures. There is more capacity

than ever to support Web apps for any purpose.

Even to Martin (1973) over 4 decades ago, the legal and societal environment is the most

problematic. Accordingly, he wrote and illustrated (see next page):


Figure 7: Fixed Data Center Controls (Martin, 1973, p. 7))


Your new data center can look like this:

Figure 8: 2017 Volt, an Access Point (Chevrolet, 2017)

”Stay seamlessly connected with available built-in 4G LTE Wi-Fi.®† Connect up to seven devices

to easily access apps, stream music or work on the go, on a signal that’s more powerful than your

smartphone” (Chevrolet, 2017). If you choose to connect to a cloud infrastructure platform, you

can have a data center more powerful than what existed in 1973. We are on the move and in

effect our data centers can now move with us. Can you imagine this data center moving next to

your institution receiving information from a pen scanner and then completing the internet search

and sending the answer back to the test taker?

Again, in my opinion we need to restore our foundation with a solid builder. Time is

needed for a new advocate to protect our integrity: The Dean of the Internet and Social Media.


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http://www.wilmu.edu/about/mission.aspx

http://www.wilmu.edu/academics/acadintegrity.aspx

http://pchs-fsm.org/westpointfoundry/galleryartifacts/the_dewitt_clinton.html

http://www.cbsnews.com/news/8-top-websites-that-students-use-to-cheat/

http://www.cbsnews.com/news/8-top-websites-that-students-use-to-cheat/

https://www.youtube.com/watch?v=B6wKKSbgSi8

https://accountants-community.intuit.com/questions/313324-to-cheating-accounting-students-everywhere

https://accountants-community.intuit.com/questions/313324-to-cheating-accounting-students-everywhere


Appendix A