Academic integrity at the University of Montenegro : pathway to certification

Academic dishonesty is one of the major challenges in higher education. In developed countries, higher education institutions have, for some years now, begun to put in place strategies and mechanisms to combat academic misconduct. In developing countries, such as Montenegro, the formalisation of processes to strengthen academic integrity is a relatively new concern. In this paper, we will analyse the framework for the development of a determined academic integrity strategy, which resulted in the international certification of the University of Montenegro. Based on the literature review on academic integrity and using the case analysis method, we highlight the steps in the certification process. We will show how the holistic approach that has been adopted strengthens the culture of academic integrity

Mnenja študentov in univerzitetnih učiteljev Univerze v Črni gori o plagiatorstvu in njegovem preprečevanju

This research paper aims to identify the opinions of university students and teachers about plagiarism and how to prevent it. We employed qualitative techniques, providing three case studies to participants and asking open-ended questions based on these cases. One hundred and forty-five people participated in this study, including bachelor, master, and doctoral students and university teachers. We performed a thematic analysis of the text received from the participants’ responses. The results show that the participants were serious about plagiarism if academic stakeholders commit it; however, they expressed a lenient attitude toward ghostwriters. They also felt there was a need to provide training in academic writing for them to feel confident about their writing and not copy from others. Some awareness sessions on academic integrity should also be conducted. (DIPF/Orig.

Innovative Strategies for Creating and Assessing Research Quality and Societal Impact in Social Sciences and Humanities

Contemporary academic evaluation regimes, aiming to quantify and rank research quality, scholars and institutions, mostly rely on criteria such as metrics and citation scores. However, researchers started questioning recently whether these are the most appropriate instruments to evaluate academic excellence, especially in social sciences and humanities. Predominant evaluation criteria, such as peer review and citation index reflect only a limited scope of the research quality and relevance, as many dimensions cannot be seized through these traditional indicators, such as societal impact. In response to this criticism, a number of innovative research quality evaluation methods emerged in recent years, aiming to better reflect the complexity of often transdisciplinary research in social sciences and humanities. In this article, we attempt to review some of the most innovative strategies for assessing research quality, especially concerning transdisciplinary research in social sciences and humanities, as well as the societal impact and ‘productive interactions’. We conclude that while other innovative strategies are still in the pioneer phase, requiring more research and practical implementation, measuring societal impact emerged as a reliable, relevant, comprehensive and applicable strategy for evaluating research quality in social sciences and humanities