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Relationship between Knowledge Management and Academic Integrity in a Middle Eastern University

Relationship between Knowledge Management and Academic Integrity in a Middle Eastern University

Judith Mavodza
Copyright: © 2016 |Pages: 24
ISBN13: 9781466696075|ISBN10: 1466696079|EISBN13: 9781466696082
DOI: 10.4018/978-1-4666-9607-5.ch011
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MLA

Mavodza, Judith. "Relationship between Knowledge Management and Academic Integrity in a Middle Eastern University." Product Innovation through Knowledge Management and Social Media Strategies, edited by Alok Kumar Goel and Puja Singhal, IGI Global, 2016, pp. 241-264. https://doi.org/10.4018/978-1-4666-9607-5.ch011

APA

Mavodza, J. (2016). Relationship between Knowledge Management and Academic Integrity in a Middle Eastern University. In A. Goel & P. Singhal (Eds.), Product Innovation through Knowledge Management and Social Media Strategies (pp. 241-264). IGI Global. https://doi.org/10.4018/978-1-4666-9607-5.ch011

Chicago

Mavodza, Judith. "Relationship between Knowledge Management and Academic Integrity in a Middle Eastern University." In Product Innovation through Knowledge Management and Social Media Strategies, edited by Alok Kumar Goel and Puja Singhal, 241-264. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9607-5.ch011

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Abstract

The difference between knowledge sharing as enabled in a knowledge management (KM) environment, and academic honesty continuously needs clarification and reinforcement in academic institutions. Teaching includes getting students to realize that knowledge is an asset that can be ethically used for creativity and innovation, resulting in the enhancement of the corporate image and effectiveness of a university. Studies have confirmed that academic dishonesty is an ethical challenge facing many academic institutions of higher learning. In the Middle East, the use of English as a second language is often cited as a contributing factor to students' plagiarizing, but the problem extends to the use of Arabic language sources too. Conflicts in approach may arise because KM works well in an environment of sharing, and yet acknowledging academic productivity of others may not always happen spontaneously. This is a challenge faced in MOOCs and by institutions of higher learning the world over.

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