Developing a Model for Enhancing Academic Integrity among Master’s Students at Islamic Azad University in Tehran
Keywords:
Academic Integrity, Master's Students, Islamic Azad UniversityAbstract
Purpose: This study aimed to develop and validate a model for enhancing academic integrity among master’s students at Islamic Azad University in Tehran by identifying and explaining the individual, research-related, interpersonal, and organizational components associated with academic integrity.
Methodology: This applied study employed an exploratory mixed-methods approach. In the qualitative phase, participants consisted of higher-education experts, faculty members, academic-ethics researchers, and educational policymakers affiliated with Islamic Azad University, who were recruited through purposive and snowball sampling. Theoretical saturation was achieved after 14 in-depth semi-structured interviews. Qualitative data were analyzed using Colaizzi’s seven-step method with MAXQDA 12. Coding reliability was assessed using Cohen’s kappa, which yielded a coefficient of 0.79. In the quantitative validation phase, exploratory and confirmatory factor analyses and structural equation modeling were employed. Sampling adequacy and factorability were assessed using the Kaiser–Meyer–Olkin index and Bartlett’s test of sphericity, while model fit was evaluated using χ²/df, RMSEA, CFI, NFI, GFI, and AGFI indices.
Findings: The KMO value was 0.78, and Bartlett’s test of sphericity was statistically significant (χ²=1425.3, df=153, p=0.001), confirming the suitability of the correlation matrix for factor analysis. Structural equation modeling demonstrated satisfactory model fit (χ²/df=1.60, RMSEA=0.03, CFI=0.94, NFI=0.93, GFI=0.98, and AGFI=0.92). Confirmed indicator factor loadings ranged from 0.58 to 0.82, indicating adequate coherence and explanatory strength. The validated structure encompassed ethical commitment and fundamental values, scientific accuracy, research behavior and group interactions, intrinsic motivation and professional conscience, and educational and organizational support.
Conclusion: The validated model indicates that enhancing academic integrity requires an integrated, multilevel approach combining students’ ethical commitment and rigorous research practices with intrinsic motivation, responsible professional interactions, faculty support, and transparent institutional policies and monitoring mechanisms. Accordingly, the proposed model can provide a practical framework for educational planning and university policymaking aimed at institutionalizing academic integrity among graduate students.
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