LEADER 00991nam0-22003371i-450 001 990006402680403321 005 20210309104832.0 010 $a0-415-19685-X 035 $a000640268 100 $a20000112d1999----km-y0itay50------ba 101 0 $aeng 105 $ay-------001yy 200 1 $aEconomics and utopia$ewhy the learning economy is not the end of history$fGeoffrey M. Hodgson 210 $aLondon$aNew York$cRoutledge$d1999 215 $aXIX, 337 p.$d24 cm 225 1 $aEconomics as social theory 320 $aBibliografia: p.291-326 676 $a330$v20$zit 700 1$aHodgson,$bGeoffrey M.$f<1946- >$0118455 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006402680403321 952 $aXV E2 195$b1070$fDTE 952 $aXV F1 123$b38355*$fFGBC 952 $aXV S 89 (1,2,3)$b37249*$fFGBC 952 $aB/1.0 HOD$b18531$fSES 959 $aDTE 959 $aFGBC 959 $aSES 996 $aEconomics and utopia$9661222 997 $aUNINA LEADER 05288nam 22007455 450 001 9911034958203321 005 20251013130441.0 010 $a3-031-98157-X 024 7 $a10.1007/978-3-031-98157-9 035 $a(MiAaPQ)EBC32345873 035 $a(Au-PeEL)EBL32345873 035 $a(CKB)41640979300041 035 $a(DE-He213)978-3-031-98157-9 035 $a(EXLCZ)9941640979300041 100 $a20251013d2025 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEthics and Integrity in Education (Research) $eDerived from the 9th European Conference on Ethics and Integrity in Academia /$fedited by Irene Glendinning, Sarah Elaine Eaton, Beatriz Antoneita Moya Figueroa, Shiva Das Sivasubramaniam 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (279 pages) 225 1 $aEthics and Integrity in Educational Contexts,$x2731-7803 ;$v9 311 08$a3-031-98156-1 327 $aChapter 1. A Literature Review on AI Detection: Investigating the Potential of Authorship Attribution Methods- Zander Janse van Rensburg -- Chapter 2. Academic Integrity and Staff Perceptions: Perspectives on Students? Understanding of Academic Integrity, and Staff Needs in the Age of Artificial Intelligence - Caroline Campbell -- Chapter 3. An Approach to Evaluate the Impact of Academic Integrity Training for Educators by Analysing Assessment Referrals - Lauren Schrock, Asima Iqbal, Alexa Kirkaldy -- Chapter 4. From Healthcare to Higher Ed: A Five-Level Framework for Fostering Academic Integrity - Jessica Kalra -- Chapter 5. A Detailed Guide to Structural Topic Modelling in Educational Research: Insights from a Study on the Ethical Use of AI in Academia - Michael Weiss, Sabiha Mumtaz, Jamie Carmichael -- Chapter 6. Curriculum Dilemmas: How Can Teachers Foster Pupils? Ability to Collaborate and Compete in the Swedish Education System? - Charlotta Ronn -- Chapter 7. University Policies on Academic Ethics and Integrity in Bulgaria -- Chapter 8. Towards an ethical standard: An analysis of perspectives and experiences in complying with basic ethical requirements -- Chapter 9. The Journey to Explicit Ethics Education for Czech Computer Science Teaching Assistants -- Chapter 10. Countering Education Fraud and Essay Mills through Legal Measures. 330 $aThis book provides insights on approaches for enhancing ethical practice, professionalism and integrity for future development in academia and beyond. It does so by offering a thorough review of the background and processes to enhance academic integrity in the years of artificial intelligence. The book also explores the future of research integrity and ethics by examining lessons from the past. Ideas from research findings on how to incorporate an integrity culture in continuously changing secondary and higher education are addressed. The chapters are written by international authors who have been working in the fields of integrity sciences, focussing on ways to enhance ethics and integrity amongst students, academics and institutions (including schools). They identify approaches to deter and detect misconduct and discuss the ways to educate academic integrity amongst academic communities. The book addresses best practices from international institutions and how these can be transformed and adopted in different subject areas. Embracing and managing the use of generative artificial intelligence (GenAI) tools in education are key themes throughout. Special attention is given to the ethical use of GenAI, exploring the ways to minimise the misuses via policies and guidelines. 410 0$aEthics and Integrity in Educational Contexts,$x2731-7803 ;$v9 606 $aEducational sociology 606 $aArtificial intelligence 606 $aScience$xMoral and ethical aspects 606 $aEducational technology 606 $aEducation$xPhilosophy 606 $aEducational tests and measurements 606 $aSociology of Education 606 $aArtificial Intelligence 606 $aScience Ethics 606 $aDigital Education and Educational Technology 606 $aEducational Philosophy 606 $aAssessment and Testing 615 0$aEducational sociology. 615 0$aArtificial intelligence. 615 0$aScience$xMoral and ethical aspects. 615 0$aEducational technology. 615 0$aEducation$xPhilosophy. 615 0$aEducational tests and measurements. 615 14$aSociology of Education. 615 24$aArtificial Intelligence. 615 24$aScience Ethics. 615 24$aDigital Education and Educational Technology. 615 24$aEducational Philosophy. 615 24$aAssessment and Testing. 676 $a306.43 700 $aGlendinning$b Irene$01853004 701 $aEaton$b Sarah Elaine$01213753 701 $aMoya Figueroa$b Beatriz Antoneita$01853005 701 $aSivasubramaniam$b Shiva Das$01853006 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911034958203321 996 $aEthics and Integrity in Education (Research)$94449010 997 $aUNINA