Dr. Irene Glendinning has recently retired from her most recent role as the Academic Integrity Lead for Coventry University Group after a long career over 40 years. Since 2010 she has focused on research into strategies for academic integrity, particularly concerning the design of workable institutional policies that deter misconduct in education and research and encourage a culture of scholarly learning. She continues to be engaged in research and international working groups focusing on improving academic integrity and fighting corruption, as part of the European Network for Academic Integrity.
Dr. Sarah Elaine Eaton is Professor and research chair of Education at the University of Calgary, Canada. Eaton’s research focuses on academic ethics in higher education. Her work can be found in the British Educational Research Journal, the Journal of Academic Ethics, the Journal of Educational Thought and Interchange, among other places. She is the Editor-in-Chief of the International Journal for Educational Integrity (Springer Nature) and co-founder and co-editor of Canadian Perspectives on Academic Integrity.
Dr. Shiva Das Sivasubramaniam is the Deputy Dean for the School of Life and Health Sciences, at University of Roehampton, UK, after 25 years as an academic with extensive research experience in academic integrity focussing on medical ethics. He is the associate editor of Journal of Academic Ethics, and a member of the editorial board of International Journal of Educational Integrity. He is one of the founding members of the European Network for Academic Integrity in which he is leading the ethics and integrity advisory working group responsible for developing guidelines for academic integrity and research ethics.
Dr. Beatriz Antonieta Moya Figueroa has obtained a PhD from the Werklund School of Education at the University of Calgary, Canada, in the Educational Research program, specializing in Leadership, Policy, and Governance. As a current Assistant Professor at the Instituto de Éticas Aplicadas at the Pontificia Universidad Católica de Chile, she aims to explore emerging academic integrity issues and support transformations in higher education institutions committed to emerging academic integrity and social justice across teaching, learning, assessment, and research practices. Building on this motivation, she informs her research with methodologies that explore glocal (i.e., global and local) experiential and situated insights, drawing from the fields of academic integrity, the Scholarship of Teaching and Learning (SoTL), leadership, and generative artificial intelligence (GenAI).