Home/ Majors directory/Applied Mechanics/Academic Integrity and Education Quality
Academic Integrity and Education Quality
Major: Applied Mechanics
Code of subject: 8.131.00.M.012
Credits: 3.00
Department: Department of Pedagogics and Innovative Education
Lecturer: Professor, Sc,D. (Education) Mukan N.V.
Associate Professor, PhD (History) Helesh A.V.
Semester: 3 семестр
Mode of study: денна
Завдання: The study of the course involves the formation of competencies of post-graduate students:
integral competence: the ability to produce innovative scientific ideas, to master the methodology of the scientific and pedagogical activity, to solve complex problems in the process of innovative research and professional activity, to conduct original scientific research in the professional field at the international and national level;
general competence: the ability to carry out one's own professional-pedagogical and research activities in the field in compliance with academic integrity, the ability to organize the process of professional training of post-graduate students in accordance with the European standards and recommendations for quality assurance of higher education, national specifics and the system of internal quality assurance of education of Lviv Polytechnic National University.
Learning outcomes: As a result of studying the academic discipline "Academic integrity and quality of education", the student must be able to demonstrate programmatic learning outcomes that are correlated with the competencies of the educational and scientific program for training a doctor of philosophy:
Knowledge (KN): knowledge of the theoretical foundations of academic integrity and its importance in the system of quality assurance of higher education; practices of forming a culture of academic integrity as a component of the corporate culture of the academic community of a higher education institution; ensuring the quality of higher education at the European, national and higher education institution levels; specifics of the accreditation process and the role of stakeholders in ensuring the quality of higher education.
Ability (UM): to organize one's own professional and pedagogical activities in compliance with academic integrity; to implement research activities based on the culture of academic integrity; use the rights and obligations of the student of education as a stakeholder in the process of accreditation of educational programs implemented at the Lviv Polytechnic; participate in the selection of independent (external) experts of the National Agency for Quality Assurance of Higher Education.
Communication (COM): free communication on issues related to the field of scientific and expert knowledge with colleagues, the wider scientific community, and society as a whole; use of academic Ukrainian and foreign languages in professional activity and research; application of modern information and communication tools and technologies to ensure effective scientific and professional communications.
Autonomy and responsibility (AiV): demonstration of significant authority, innovativeness, a high degree of independence, academic and professional integrity, constant commitment to the development of new ideas or processes in advanced contexts of professional and scientific activity; the ability for continuous self-development and self-improvement.
Required prior and related subjects: Prerequisites:
Philosophy and Methodology of Science
Co-requisites:
Pedagogical praxes
Methodology of scientific publications processing
Summary of the subject: In the process of subject learning the issues of
professional pedagogy fundamentals, as well as the peculiarities of educational process organization and the process of future specialist professional training, are considered; regular connections underlying the development, upbringing and training at higher education institutions, as well as the development on this basis of methodical, theoretical and methodological problems of a highly qualified specialist development; basic didactic approaches to skills and abilities formation and development as well as an assurance of high-quality educational process at a higher education institution in accordance with modern educational standards and current legislation in the field of professional education.
In the process of studying the discipline "Academic integrity and quality of education", the issues of the theory and practice of academic integrity are considered: basic concepts and categories; regulatory framework; peculiarities of the culture of academic integrity in foreign and domestic experience; the role and significance of academic integrity in ensuring the quality of higher education. The problem of academic integrity in the educational dimension is investigated: the main forms of violation of academic integrity in the educational process; development and implementation of modern teaching methods, practices of revision and adaptation of work programs of educational disciplines, which will ensure compliance with academic integrity in the system of higher education of Ukraine. The problem of academic integrity in scientific activity is considered, which involves familiarizing students with the Code of Corporate Culture of the Lviv Polytechnic National University; the main forms of violation of academic integrity in scientific activity, the concept of "Copyright"; features of the use of intellectual property objects. The connection between academic integrity and ensuring the quality of education is substantiated, in particular through the analysis of European and national standards and recommendations for quality assurance in higher education, in particular, their goals and principles; standards and recommendations for internal and external quality assurance; structures for developing the content of education; types of educational programs. The issue of accreditation of educational programs as a tool for external assurance of the quality of education and its organization is considered. by the National Agency for Quality Assurance of Higher Education in accordance with the defined powers and tasks, as well as the participation of stakeholders in the accreditation procedure.
Опис: Topic 1. Academic integrity: theoretical and applied aspects.
Topic 2. Academic integrity: educational dimension.
Topic 3. Academic integrity: scientific dimension.
Topic 4. European and national standards and recommendations for quality assurance in higher education.
Topic 5. The internal system of ensuring the quality of education of the Lviv Polytechnic National University.
Topic 6. Accreditation of educational programs as a tool for external assurance of the quality of education.
Assessment methods and criteria: The current control at practical classes is carried out in order to identify the readiness of post-graruate students of of Doctor of Philosophy level in the following forms:
? Selective oral questioning at the beginning of the lesson;
? Frontal standardized questioning according to cards, tests for 5-10 minutes;
? Individual control of practical work;
? Assessment of post-graduate students’ activity during classes, their suggestions, original solutions, clarifications and definitions, additions to previous answers, etc.
Control questions are divided into:
? Test tasks - choose the correct answers;
? Problem-solving tasks - creating situations of a problematic nature;
? Replica questions - identify cause-and-effect relationships;
? Situational tasks - to determine the answer according to a certain situation;
? Issues of a reproductive nature - determining the practical significance;
? Interactive quiz and game tasks.
Final control is carried out based on the results of current control and control work.
Training tests for the lecture 1 - 5 points
Training tests for the lecture 2 - 5 points
Training tests for the lecture 3 - 5 points
Training tests for the lecture 4 - 5 points
Training tests for the lecture 5 - 5 points
Training tests for the lecture 6 - 5 points
Training tests for the lecture 7 - 5 points
Practical work 1 - 5 points
Practical work 2 - 5 points
Practical work 3 - 5 points
Practical work 4 - 5 points
Practical work 5 - 5 points
Practical work 6 - 5 points
Practical work 7 - 5 points
Individual research task - 30 points
Total - 100 points
Критерії оцінювання результатів навчання: Credit (differentiated credit) is a form of final control, which consists of assessing of a post-graduate student's mastering of educational material in the course in total for all types of activities provided by the working program of the course:
1. Accomplishment of training tests for each lecture. The accomplishment of every test is assessed at 5 points automatically in the VLE. The deadline for test accomplishment is determined at two weeks after the lecture. A total of points for 7 tests – 35 points.
2. Accomplishment of practical work for each topic. The accomplishment of each practical work is assessed at 5 points. The deadline for practical work on every topic is determined as two weeks after the practical class. A total of points for 7 practical works – 35 points. Practical works are carried out by the post-graduate student according to methodical recommendations and are assessed by the teacher on the following criteria:
- the presence of a post-graduate student in a practical class and participation in discussion of theoretical issues – 1 point;
- argumentation of the prepared practical work during its defence – 3 points;
- registration of the performed practical work according to the established requirements and deadlines in VLE – 1 point.
3. Accomplishment of an individual research assignment involves the development of a mini-project "Promising directions for improving the internal system of quality assurance of higher education at the Lviv Polytechnic National University". The accomplishment of an individual research assignment is attached to the VLE and is assessed by a teacher at 30 points according to the following criteria:
- justification for the chosen research direction – 2 points;
- argumentation of the presentation and formulation of the triune goal, research objectives and methods for the goal achievement – 5 points;
- the logic of construction, the establishment of causal relations, innovation and quality of the mini-didactic project design – 15 points;
- formulation of conclusions – 3 points;
- work defence – 5 points.
Порядок та критерії виставляння балів та оцінок: 100-88 points. Graded with mark “excellent”. High level: the student demonstrates a profound knowledge of the conceptual and categorical apparatus of the discipline, skills and abilities of practical application. The acquired knowledge, skills and abilities provide an opportunity to independently formulate goals and organize educational activities, search, and find solutions in non-standard, atypical educational and professional situations. The student demonstrates the ability to make generalizations based on critical analysis of factual material, ideas, theories and concepts, and formulate conclusions based on them.
87-71 points. Graded with mark “good”. Sufficient level: involves mastery of the conceptual and categorical apparatus of the discipline at an advanced level, conscious use of knowledge, skills, and abilities to reveal the essence of the issue. Possession of a partially structured set of knowledge provides the possibility of applying it in familiar situations of educational and professional nature. Being aware of the specifics of problems and learning situations, the student demonstrates the ability to search and choose their solution according to the given model, to argue the use of a particular method of solving the problem.
70-50 points. Graded with mark “satisfactory”. Satisfactory level: outlines the mastery of the conceptual and categorical apparatus of the discipline at the secondary level, partial awareness of educational and professional tasks, tasks and situations, and knowledge of ways to solve typical problems and tasks. The student demonstrates an average level of skills and abilities to apply knowledge in practice, while solving problems requires help, based on examples. T
49-26 points. Failed. Unsatisfactory level: indicates a basic mastery of the conceptual and categorical apparatus of the discipline, a general idea of the content of educational material, and partial use of knowledge, skills, and abilities.
Recommended books: 1. Електронний навчально-методичний комплекс з дисципліни «Академічна доброчесність і якість освіти» для здобувачів вищої освіти третього (освітньо-наукового) рівня доктора філософії для усіх спеціальностей. Укладачі: Мукан Н. В., Гелеш А. В., розміщений у віртуальному навчальному середовищі НУ «Львівська політехніка» (https://vns.lpnu.ua/course/view.php?id=12639)
2. Алькема, В. Г., Артюхов, А. Є., Бутенко, А. П., Винницький, М., Євстифеєв, М. І., Єременко, О. В., Золотарьова, І. О., Квіт, С. М., Медведєв, В. К., Моркляник, Б. В., Олексів, І. Б., Стукало, Н. В. (2020). Рекомендації щодо застосування критеріїв оцінювання якості освітньої програми. Бутенко, А. П., Єременко, О. В., Квіт, С. М. (ред.). Київ, Україна: ТОВ «Український освітянський видавничий центр «Оріон»».
3. Гелеш, А. В. (2020). Державна система забезпечення якості вищої освіти: навчальний посібник. Львів, Україна: Видавництво Львівської політехніки.
4. Закон України «Про авторське право і суміжні права». (2020). Взято з: https://zakon.rada.gov.ua/laws/show/3792-12#Text
5. Закон України «Про вищу освіту». (2014). Взято з: https://zakon.rada.gov.ua/laws/show/1556-18#Text
6. Закон України «Про освіту». (2017). Взято з: https://zakon.rada.gov.ua/laws/show/2145-19#Text
7. Методичні рекомендації для експертів Національного агентства щодо застосування Критеріїв оцінювання якості освітньої програми, затверджені рішенням Національним агентством із забезпечення якості вищої освіти протокол від 29 серпня 2019 р. № 9. (2019). Взято з: https://naqa.gov.ua/wp-content/uploads/2019/09/Методичні-рекомендаціі?_для-експертів.pdf
8. МОН України. (2016). Рекомендації щодо забезпечення принципів академічної доброчесності. Підкомісія 303 «Академічна доброчесність» Науково-методичної комісії 15 з організаційно-методичного забезпечення вищої освіти. Київ, Україна: Міністерство освіти і науки України.
9. МОН України. (2018). Рекомендації щодо запобігання академічному плагіату та його виявлення в наукових роботах (авторефератах, дисертаціях, монографіях, наукових доповідях, статтях тощо): Лист Міністерства освіти і науки України від 15.08.2018 р. № 111-8681.
10. МОН України. (2018). Щодо рекомендацій з академічної доброчесності для закладів вищої освіти: Лист Міністерства освіти і науки України від 23.10.2018 р. № 1/9-650.
11. Положення «Про акредитацію освітніх програм, за якими здійснюється підготовка здобувачів вищої освіти» від 11.07.2019 р. № 977. (2019). Взято з: https://zakon.rada.gov.ua/laws/show/z0880-19#Text
12. Положення про Кодекс корпоративної культури Національного університету «Львівська політехніка», затверджений наказом ректора Національного університету «Львівська політехніка» від 19.03.2020 р. № 149-1-10. (2020). Взято з: https://lpnu.ua/sites/default/files/attach/2020/15234/lpnu-kodeks.pdf
13. Порядок відбору та ведення реєстру експертів Національного агентства із забезпечення якості вищої освіти для проведення акредитацій освітніх програм Затверджене Національним агентство із забезпечення якості вищої освіти протокол від 27 листопада 2019 р. № 16. (2019). Взято з: https://naqa.gov.ua/wp-content/uploads/2020/10/20201013-Порядок-відбору-експертів-1.pdf
14. Рекомендації для експертів Національного агентства стосовно акредитації освітніх програм третього рівня вищої освіти (додаток до «Методичних рекомендацій для експертів Національного агентства щодо застосування Критеріїв оцінювання якості освітньої програми», затверджених рішенням Національним агентством із забезпечення якості вищої освіти протокол від 29 серпня 2019 р. № 9. (2019). Взято з: https://naqa.gov.ua/wp-content/uploads/2020/02/Рекомендаціі?-стосовно-акредитаціі?-PhD-програм.pdf
15. Рекомендації для закладів вищої освіти щодо розробки та впровадження університетської системи забезпечення академічної доброчесності: затверджено рішенням НАЗЯВО від 29.10.2019 р., протокол № 11. (2019). Взято з: https://naqa.gov.ua/wp-content/uploads/2019.pdf.
16. Семеног, О., & Фаст, О. (2015). Академічне письмо: лінгвокультуролоічний підхід. Суми, Україна: СумДПУ імені А. С. Макаренка.
17. Стандарт забезпечення якості освітньої діяльності та вищої освіти «Регламент перевірки на академічний плагіат кваліфікаційних робіт студентів, рукописів дисертацій та монографій, рукописів статей, поданих до публікування у періодичних наукових виданнях». (2018). https://lpnu.ua/sites/default/files/attach/2018/9938/svo_03.14_reglament_perevirky_na_akademichnyy_plagiat.pdf
18. Стандарти і рекомендації щодо забезпечення якості в Європейському просторі вищої освіти (ESG). (2015). Київ, Україна: ТОВ «ЦС». Взято з: https://www.britishcouncil.org.ua/sites/default/files/standards-and-guidelines_for_qa_in_the_ehea_2015.pdf
19. Центр академічної доброчесності. Десять принципів академічної доброчесності для викладачів. Взято з: https://drive.google.com/file/d/0ByePGdGpHh6Wb3Qzc2F3ODBuZWM/view
20. Segumpan, R. C., & McAlaney, J. (2021). Higher education in the Gulf: Quality drivers. Routledge.
21. Dawson, A. G. (2023). Artificial intelligence and academic integrity. Aspen Publishing.
22. Kumar, S., & Gupta, T. (2022). Quality indicators in higher education institutions. Kinlee.
23. Mukan, N., Shyika O., & Shuika Ju. (2020). Quality assurance system of the university education in Austria. Гірська школа Українських Карпат, 23, 26–31.
24. Rettinger, D. A., & Gallant, T. B. (). Cheating academic integrity: lessons from 30 years of research. Jossey-Bass.
25. Shah, M., Richardsom, J. T., & et al. (2021). Assessing ans Enhancing students experience in higher education. Palgrave Macmillan.
Уніфікований додаток: Lviv Polytechnic National University ensures the realization of the right of persons with special educational needs to obtain higher education. Inclusive educational services are provided by the Access to Access Opportunities Service “Without Restrictions”, the purpose of which is to provide constant individual support in the educational process of students with disabilities and chronic diseases. An important tool for the implementation of inclusive education policy at the University is the Program of CPD for research and teaching staff and teaching and support staff in the field of social inclusion and inclusive education.
Contact:
2/4, Karpinskyi, street, Academic building 1, room. 112
E-mail: nolimits@lpnu.ua
Websites: https://lpnu.ua/nolimits https://lpnu.ua/integration
Академічна доброчесність: The policy on academic integrity of the students is formed on the basis of adherence to the principles of academic integrity, taking into account the provisions of the Regulations on Academic Integrity at Lviv Polytechnic National University (approved by the Academic Council of 20.06.2017, Minutes № 35).