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Academic Integrity and the Inclusion of East Asian International Students in Canadian Higher Education

Academic Integrity and the Inclusion of East Asian International Students in Canadian Higher Education

Phoebe Eunkyung Kang
Copyright: © 2022 |Pages: 13
ISBN13: 9781799889212|ISBN10: 1799889211|EISBN13: 9781799889236
DOI: 10.4018/978-1-7998-8921-2.ch010
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MLA

Kang, Phoebe Eunkyung. "Academic Integrity and the Inclusion of East Asian International Students in Canadian Higher Education." Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, edited by Clayton Smith and George Zhou, IGI Global, 2022, pp. 188-200. https://doi.org/10.4018/978-1-7998-8921-2.ch010

APA

Kang, P. E. (2022). Academic Integrity and the Inclusion of East Asian International Students in Canadian Higher Education. In C. Smith & G. Zhou (Eds.), Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students (pp. 188-200). IGI Global. https://doi.org/10.4018/978-1-7998-8921-2.ch010

Chicago

Kang, Phoebe Eunkyung. "Academic Integrity and the Inclusion of East Asian International Students in Canadian Higher Education." In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, edited by Clayton Smith and George Zhou, 188-200. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8921-2.ch010

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Abstract

This chapter discusses academic integrity issues affecting East Asian international students in Canadian higher education contexts and further highlights the importance of addressing academic integrity issues to improve the inclusion of East Asian international students. The student body has shifted with the increasing number of international students in Canadian higher education contexts and the number of East Asian international students plays a significant role with the shift. East Asian international students bring in their unique cultural backgrounds to the teaching and learning environments in the Canadian higher education landscape. This chapter draws on the autoethnographic approach to discuss the persistence of the academic integrity issues East Asian international students have been facing. The chapter further makes practical and future research recommendations from a transnational educator's perspective.

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