Skip to content

Ethics and Academic Integrity

Public syllabus for 2025-2026

Back to syllabi

Academic overview

Programme
IE
Period
Year 1, Semester 1
Credits
1
Weeks
14

Curriculum placement

Appears in study plans

IE (2025 - 2028) Year 1, Semester 1 Mandatory subject

Teaching team

Course coordinator
(none)
Seminar coordinators
(none)

Learning time distribution

Total
Curriculum Lecture Practice Total Weekly Lecture Practice
14 14 0 1 1 0
Exam hours
2
Individual Study Bibliography study Field study Homework Tutoring Others
9 4 3 2 0 0
Overall
25

Learning outcomes

Knowledge

  • Define concepts in the field of academic ethics and integrity (values, ethical principles, ethical dilemmas, plagiarism, harassment, discrimination, etc.)
  • Compare concepts in the field of academic ethics and integrity
  • Differentiate between ethical principles
  • Define concepts in the field of ethics and academic integrity (values, ethical principles, ethical dilemmas, plagiarism, harassment, discrimination, etc.)

Skills

  • ● Identify the elements of an ethical dilemma
  • ● Solve problems/dilemmas using ethical principles
  • ● Argue ethically
  • ● Use specialized language that correctly expresses ethical concepts
  • ● Regulate their own learning process
  • • Define concepts in the field of ethics and academic integrity (values, ethical principles, ethical dilemmas, plagiarism, harassment, discrimination, etc.)

Responsibility

  • Expresses a responsible attitude towards knowledge in the field of ethics and academic integrity
  • Critically reflects on ethical behaviors applied in different contexts
  • Applies knowledge and skills responsibly and ethically in performing tasks
  • Demonstrates self-control concerning motivation for learning, in relation to their own professional and personal development goals
  • Define concepts in the field of ethics and academic integrity (values, ethical principles, ethical dilemmas, plagiarism, harassment, discrimination, etc.)

Online platform

kpqrb2l6 with the institutional e-mail address. On the course’s Google classroom the professor will communicate with the students, will upload criteria for the assignments, will provide feedback for various assignments, etc.

Course content

Content Methods Obs
1. Introduction Ethics and integrity Ethical principles & concepts Online interactive lecture: the main ethical concepts will be explored and related to the discipline’s objectives and students’ interests Codul de etică și deontologie universitară al Universității de Vest din Timișoara Ethics Unwrapped – The University of Texas at Austin
2. The importance of values Online interactive lecture: identifying personal values and discussing how they impact individual and collective behavior Various fragments from the reference list will be given as readings for the following meeting Exercise on values
3. Ethical dilemmas Online interactive lecture on addressing ethical dilemmas https://uk.sagepub.com/sites/default/files/upm-binaries/39590_Chapter7.pdf). Dilemma game (University of Rotterdam) Ethical dilemmas
4. Ethics and integrity in the academic environment Online interactive lecture: discussing the main correlates of plagiarism and prevention strategies Codul studenților din UVT Farooq, R. & Sultana, A. (2022) Measuring students’ attitudes toward plagiarism. Ethics & Behavior, 32:3, 210-224, DOI: 10.1080/10508422.2020.1860766 Moss, S., White, B., & Lee, J. (2018). A systematic review into the psychological causes and correlates of plagiarism. Ethics & Behavior, 28:4, 261-283, DOI: 10.1080/10508422.2017.1341837
5. Fraud, bias, negligence, and hype in science Online interactive lecture: discussing counterproductive behaviors in science, case studies Ritchie, S. (2020). Science fictions. Exposing fraud, bias, negligence, and hype in science. UK: Penguin Random House Lancaster, Th., (2020). Academic Discipline Integration by Contract Cheating Services and Essay Mills. Journal of Academic Ethics, Jan. 2020. https://doi.org/10.1007/s10805-019-09357-x https://datacolada.org/; https://retractionwatch.com/; https://www.thestudiesshowpod.com/
6. Ethical behavior and interpersonal relationships Online interactive lecture Imuta, K., Song, S., Henry, J. D., Ruffman, T., Peterson, C., & Slaughter, V. (2022). A meta-analytic review on the social-emotional intelligence correlates of the six bullying roles: bullies, followers, victims, bully-victims, defenders, and outsiders. Psychological Bulletin, 148 (3-4), 199-226. https://psycnet.apa.org/doi/10.1037/bul0000364 Kasturiratna, K.T.A.S., Hartanto, A., Chen, C.H.Y. et al. Umbrella review of meta-analyses on the risk factors, protective factors, consequences and interventions of cyberbullying victimization. Nat Hum Behav 9, 101–132 (2025). https://doi.org/10.1038/s41562-024-02011-6 Kish-Gephart, J. J., Harrison, D. A., & Treviño, L. K. (2010). Bad apples, bad cases, and bad barrels: Meta-analytic evidence about sources of unethical decisions at work. Journal of Applied Psychology, 95(1), 1–31. https://doi.org/10.1037/a0017103
7. Ethics and artificial intelligence Online interactive lecture UVT regulations Addressing equity and ethics in artificial intelligence
Main references: Bos, J. (2020). Research ethics for students in the social sciences. Cham: Springer Ritchie, S. (2020). Science fictions. Exposing fraud, bias, negligence, and hype in science. UK: Penguin Random House Lancaster, Th., (2020). Academic Discipline Integration by Contract Cheating Services and Essay Mills. Journal of Academic Ethics, Jan. 2020. https://doi.org/10.1007/s10805-019-09357-x Singer, P. (2023). Ethics in the real world. 90 essays on things that matter. Princeton University Press.
The content of the discipline is compatible with that of similar European syllabi.
Activity type 9.1 Assessment criteria 9.2 Assessment methods
Course Definition and relevance, writing quality, and critical thinking. Details are presented in the classroom for every assignment. Assessment: Choose one assignment: Make a visual map of values (you can use Canva or another app) to present your top three values (define them and explain why they are in the top three). Indicate how they connect, and for each one, an example of how they have influenced your decisions in the last year. Write a brief commentary (maximum 500 words) with additional explanations beside the map explaining if there are any conflicts between the values, how you see those values in other people, and discuss what values humanity needs at most today. Listen to one podcast (e.g., https://www.thestudiesshowpod.com/) that discusses controversial aspects about research, dilemmas, or ethical problems. Choose one argument that seems plausible to you and find one recent scientific article in a relevant journal that supports that idea. Discuss it in a short essay (about 1000 words). Choose one case study and write a paper answering between 3 and 5 questions of the selected case study (https://ethicsunwrapped.utexas.edu/case-studies).
9.4. Minimum performance standard The same form of evaluation is kept in all examination sessions. Evaluation criteria and details are provided in the classroom. Compensation for attendance below the required threshold for special categories To make up for missed academic activities, only for students who are in one of the situations described in the Student Code, art. 19(4), they will be required, in addition to the tasks mentioned above, whose conditions remain unchanged, to present two articles on the course’s topics. The materials will be uploaded on Classroom. This task will be graded as Pass/Fail. Re-enrollment in the subject and re-examination Students who have not met the minimum standards specified in the course syllabus will re-enroll in the subject and complete the associated activities in the following academic year. Students who do not take or pass the final evaluation in any exam session will be re-examined in the next academic year, without the obligation to redo the activities associated with the subject. Use of Generative Artificial Intelligence (genAI) tools Within this discipline, the use of genAI tools (e.g., ChatGPT, Gemini, Claude, Copilot, etc.) is permitted only under the conditions established by the course/seminar instructor and in compliance with academic integrity rules. Permitted uses: brainstorming ideas, support for writing and structuring, translations, linguistic revisions, generating images, graphics, diagrams, illustrations, video or audio materials, avatars, and other digital objects, exclusively for educational purposes. - Prohibited uses: generating entire works (essays, reports, projects) or presenting content created by genAI as exclusively personal. For any work (essay, portfolio, project, etc.), the student is required to complete a transparency declaration form (available on the course platform). This document must mention: - the tool used and its version, - the type of support provided by genAI, - how the content was verified and integrated. Failure to declare the use of genAI is equivalent to a violation of academic integrity rules and will be treated in accordance with UVT regulations. Students are responsible for: - verifying the accuracy and relevance of the generated content, - respecting confidentiality and copyright, - critically and personally integrating the results obtained with genIA. The details of the application of these terms of use will be presented and discussed during the first course and seminar meeting.

Course bibliography

(none)

Seminar content

Content Methods Obs
Date of approval in the department Head of Department: Monica SANCIRA, Ph.D. Lecturer

Seminar bibliography

(none)

Corroboration

(none)

AI tools guidance

(none)

Evaluation and delivery

Activity Criteria Methods Percentage
(none)

Performance standards

(none)

Additional info

(none)