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Can online academic integrity instruction affect university students' perceptions of and engagement in academic dishonesty? Results from a natural experiment in New Zealand
(Frontiers Media S.A., 2021) Stephens JM; Watson PWSJ; Alansari M; Lee G; Turnbull SM; Kauffman DF
The problem of academic dishonesty is as old as it is widespread - dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare - stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses or tutorials. Previous research has found this type of instruction to be effective in increasing students' knowledge of academic integrity and reducing their engagement in academic dishonesty. The present study contributes to this literature with a natural experiment on the effects of the Academic Integrity Course (AIC) at The University of Auckland, which became mandatory for all students in 2015. In 2012, a convenience sample of students (n = 780) had been asked to complete a survey on their perceptions of the University's academic integrity polices and their engagement in several forms of academic dishonesty over the past year. In 2017, the same procedures and survey were used to collect data from second sample of students (n = 608). After establishing measurement invariance across the two samples on all latent factors, analysis of variance revealed mixed support for the studies hypotheses. Unexpectedly, students who completed the AIC (i.e., the 2017 sample) reported: (1) significantly lower (not higher) levels of understanding, support, and effectiveness with respect to the University's academic integrity policies; (2) statistically equivalent (not higher) levels of peer disapproval of academic misconduct, and; (3) significantly higher (not lower) levels of peer engagement in academic misconduct. However, results related to participants' personal engagement in academic misconduct offered partial support for hypotheses - those who completed the AIC reported significantly lower rates of engagement on three of the eight behaviors included in the study. The implications and limitations of these findings are discussed as well as possible future directions for research.
Assessment regimes, data, gender haunting, and health education
(Taylor & Francis, 2024-10-02) Simpson AB; Fitzpatrick K; Alansari M
Most secondary (high) schools in a broad range of jurisdictions internationally engage in various forms of high stakes, standardized assessment and related qualifications. In this paper, we interrogate how educational achievement regimes – especially via the reporting of curriculum and assessment ‘data’ – continue to mobilize particular gender norms. Drawing on Derrida’s notion of haunting we explore how such regimes impose and reinscribe stable and binary gendered patterning and create what Barad has named ‘entangled relationalities of inheritance’ [https://doi.org/10.3366/drt.2010.0206,] despite young people (and many schools) moving towards greater recognition of non-binary genders. Drawing on assessment data from Aotearoa New Zealand, we look at both generalized reporting of educational achievement data along the lines of ‘male’ and ‘female’ and on reporting of a single (historically gendered) curriculum subject – health education. We argue that such systems are ‘haunted’ by stable gender categorizations and hierarchies and we ask what this means for the reporting of educational assessment data and the erasure of identities that don’t align with the binary.
Sexual orientation and gender identity change efforts for young people in New Zealand: Demographics, types of suggesters, and associations with mental health
(Springer, 2023-01) Fenaughty J; Tan K; Ker A; Veale J; Saxton P; Alansari M
Sexual orientation and gender identity change efforts (SOGICE) are harmful practices, yet who suggests them to young people and what impacts are associated with these suggestions have received limited attention in the literature. The present study explored whether certain suggesters, and the frequency of categories of suggesters (including religious leaders, family members, and health professionals), were associated with suicidality and non-suicidal self-injury (NSSI). The study also explored whether particular demographics of young people were more likely to report SOGICE experiences. Data were collected through an online survey of New Zealand gender- and sexuality-diverse youth. The sample (n = 3948) had an age range of 14-26 (mean age = 18.96), and approximately half (52.4%) were transgender or gender-diverse. Odds of suicidality and NSSI were highest when religious leaders suggested SOGICE and when more than one type of suggester was reported. SOGICE was more likely to be reported by transgender and gender-diverse youth, statutory care- and homelessness-experienced youth, and young people reporting current material deprivation. Implications for targeted mental health services and education for young people and the community are discussed.
Advancing the Conceptualization of Willingness to Communicate in China’s English Education Landscape: Insights from English Corners
(Lia Center of Research and Education, 2026-04-19) Li M; Huang H; Yu D
English corners, as informal student-led English-speaking spaces, are widely established across Chinese universities as a response to exam-oriented English instruction, offering opportunities for real communication beyond test preparation. Yet empirical research on learners’ willingness to communicate (WTC) in these contexts remains limited. Guided by Self-determination Theory, this qualitative study examines how peer-led English corners shape students’ WTC. Data from 36 undergraduate students were collected through focused essays, asynchronous peer response letters, and semi-structured interviews. Thematic analysis revealed that learners’ WTC was more intrinsically motivated in English corners than in classroom settings, supported by greater autonomy (e.g., topic choice), competence (e.g., rehearsal), and relatedness (e.g., peer encouragement). Learners also pursued intrinsic goals such as enjoyment, self-growth, and connection. The study positions English corners as motivational ecologies that foster sustainable second language engagement and highlights asynchronous peer response as a novel, low-pressure tool for emotional support and reflective strategy sharing. Implications suggest informal peer-led spaces complement formal instruction by enhancing self-determined motivation, contributing theoretically and methodologically to socially oriented language education.
Frayed Rope and Resilient Threads: Fijian Healthcare and the COVID-19 Pandemic
(Wiley, 2026-06-22) Thomas-Maude J; McLennan S; Movono A; Ravono A