![]() ![]() We conclude by calling for a comprehensive study of academic misconduct by faculty and administrators at Canadian higher education institutions as well as an assessment of how well the changes to Canada’s policies on research misconduct are working, particularly with respect to public disclosure. In particular, we present the results of a query to a data base maintained by Retraction Watch, which found 321 retractions involving academics working at Canadian higher education institutions between 2010–2020, as well as stories of misconduct in the Canadian media. Building on the work of Eaton ( 2020a, b 2021), we then present examples of research misconduct as well as other transgressions by faculty and administrators, highlighting common themes. Next, we review calls made between 20 to strengthen “Canada’s research integrity system” (HAL, 2009, i), as well as the policy changes that followed. Unfortunately, and despite the essentiality of integrity to the academic mission, research suggests that some administrators and faculty do engage in misconduct, including in their scholarly pursuits, as well as administrative practices. We begin with a discussion of the formal definitions of the terms academic integrity and academic misconduct, arguing that such concepts must apply to all members of the academy, and in particular, the behaviour of faculty and administrators who serve as important role models and set the moral tone. ![]() In this chapter, we challenge this notion by providing a broader perspective. ![]() The term “academic misconduct” is often narrowly used in reference to various types of student violations of academic integrity such as plagiarism or exam cheating. Articles in the press are then used to further highlight incidents of academic fraud and plagiarism, as well as questionable practices in student supervision, hiring practices, international student recruitment, and inappropriate interpersonal relationships. A query of Retraction Watch found 321 retractions involving academics working in Canadian higher education institutions during the years 2010–2020. We also present public accounts of academic transgressions by Canadian faculty and administrators, with a primary focus on research misconduct. Here we review policy changes in Canada’s approach to dealing with research misconduct, with the aim of strengthening “Canada’s research integrity system” (HAL in Innov Policy Econ, 2009, i). Unfortunately, research conducted in the UK and the US suggests that faculty and administrators engage in misconduct and unethical practice, in research as well as other domains. In this chapter we provide a broader perspective, presenting formal definitions of the terms academic integrity and academic misconduct, arguing that such concepts should apply to all members of the academy. ![]() When people hear the term “academic misconduct”, student cheating often comes to mind. ![]()
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