The article offers readers insights and tools to assess existing GIDBEA within their organization. Therefore, unless prioritized and conducted intentionally, GIDBEA work will not achieve its promised bonuses and transformative potential. However, it is necessary to consider that GIDBEA practice can be limited due to the failure of organizations and leaders to frame it as an asset and develop strategic plans to leverage it in the same way they do other critical functional business units. Furthermore, it is argued that GIDBEA expertise is essential for remaining agile, innovative, and providing strategic organizational architecture to prepare and innovate for these disruptions. As a result, disruptions are not considered episodic crises but as recurring, expected, and presenting opportunities. By implementing a design thinking model, GIDBEA proactively engages mistakes while promoting innovation through dissent and disruption. The new different emphasizes organizational transformation through co-creation, sustainability, adaptivity, resilience, and design thinking. The impact and importance of the disruptions that individuals, communities, nations, etc., all have and will face together, is also recognized. The new different acknowledges that the ‘normal’ or the status quo was often challenging for many. By drawing trends across the 2020-2021 COVID-19 pandemic and other previous health and economic crises, it is indicated what is described as the “normality of disruption” and the need to move away from the idea of a ‘new normal’ to a new different. The research developed reaffirms the benefits of GIDBEA strategies in identifying gap areas and navigating crises, by providing insights on how to successfully embed a ‘new different’ GIDBEA strategy into organizational frameworks. The thematic series offers the opportunity for this emerging threat to academic integrity to be explored in-depth, and from multiple perspectives, so that meaningful responses and solutions can be instigated.The article asserts the need for organizations to adopt intentional and transformative Global Inclusion, Diversity, Belonging, Equity, and Access (GIDBEA) practices, to ensure their future readiness. ‘Contract cheating’ is not the same as the less sinister and more widely accepted practice of ‘ghostwriting’ and has ramifications for individuals’ learning outcomes, institutional reputations, educational standards/credibility, professional practice and public safety, particularly if it is somehow normalised as an acceptable way for academic work to be accomplished. The recent explosion in contract cheating has given the international community of academic integrity scholars pause for thought. The rise of contract cheating in higher education: academic fraud beyond plagiarism The diversity of contexts studied here aims at raising questions and showcasing findings from different perspectives. This collection presents original research that sheds light on emerging issues and challenges for academic integrity. It lags behind other OECD nations in terms of research, particularly in the area of educational integrity (Eaton & Edino, 2018)Īcademic integrity: Emerging themes and challenges This collection focusses on Canada and educational integrity. This thematic series will explore the use of automated text processing as an emerging threat to academic integrity. 'Spun' text misleads people into thinking that these tools create a new form of original writing. Paraphrasing tools, translation software and 'article spinners' are text-processing applications easily found via the Internet. ![]() Machine-based plagiarism: The death of originality in the digital age? Emergency situations include pandemics (including COVID-19), natural disasters, extreme geo-political conflict and other extreme conditions that might affect ethics and integrity in educational contexts IJEI welcomes high-quality research on the impact of emergencies on topics related to educational integrity including academic integrity, research integrity, research ethics and publication ethics. Integrity in an Emergency: Pandemics, Natural Disasters and Other Extreme Conditions ![]() Particularly their Sustainable Development Goal 4 talks extensively about quality education that is accessible and inclusive of all. ![]() Acade mic Integrity Across K-12: A Prelude to Higher Education and BeyondĮducation has been described as a fundamental right of all, not a choice for some by UNESCO.
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