Grade Grubbing 4.0: The Generative AI Era

Conference: FAITH - Facing Academic Integrity Threats

Dates: 5-7 August 2024

Abstract:

The issue of tuition fees for higher education has long sparked debate. Proponents argue that fees are justified as an educated workforce benefits the economy and individual investment in higher education offers personal economic advantages. Amid economic challenges and variable job prospects, school leavers are acutely aware of the intense competition for stable employment. This awareness begins early, with secondary school students being conditioned to view excellent school grades as essential for university applications. Some students approach university with a utilitarian mindset, viewing it as a means to secure employment and using grades as a measure of success. Achieving a 2:1 degree is perceived as a crucial step towards securing better job opportunities (Vasagar 2012; Paterson 2023). However, this economic framing influences student behaviour and motivations in navigating the higher education system.

According to Molesworth et al. (2009) students often prioritize obtaining a degree over engaging deeply in learning. In contrast, others are more invested in the learning experience but face significant challenges, such as learning or physical disabilities and/or for international students, language barriers (Davis 2022).

The concept of students as edu-consumers has landed, where the focus shifts from academic engagement to the need for being entertained and satisfied (Delucci 2000). This consumerist attitude is compounded by demands for better resources and teaching amidst budget cuts and increasing administrative pressures (Sarkar 2024).

Further, many students struggle transitioning to self-regulated learning, especially since the COVID-19 pandemic disrupted education globally breaking the traditional face to face contact time that has been replaced with hybrid and asynchronous learning opportunities (Eaton 2022). There has been increasing dependency on structured, 'spoon-fed' education which has led to challenges in developing self-regulated learning skills potentially contributing to disengagement and dropout rates (National Student Clearing House Research Center 2023; Times Higher Education 2023).

In the quest for academic success, typically measured by a 2:1 degree, some students resort to manipulating the system, including cheating, and purportedly engaging with ‘grade grubbing’ whereby "students implore professors for higher grades, with or without legitimate justification" (Hinton 2008).

Further, the launch of ChatGPT in November 2022 and subsequent GenAI and AI tools has intensified concerns about academic integrity, highlighting new dimensions of potential cheating behaviours (Curtis 2024; Draper 2024; Lancaster 2024).

This presentation explores the motivations behind grade grubbing and the ethical implications in the context of generative AI. It raises critical questions about the lengths students will go to achieve desired grades in an era where technology offers new avenues for academic misconduct. Welcome to the world of grade grubbing in the Gen AI era.

References Curtis, G. 2024. Promote, prevent, and prosecute: Tailoring academic integrity for distinct student psychological profiles. [Webinar, Online]. Bournemouth University. Davis, M. 2023., Over-represented student groups in academic conduct problems. [Webinar, Online]. Bournemouth University. Available from: https://brightspace.bournemouth.ac.uk/d2l/le/lessons/241079/topics/1767721 [Accessed 3 March 2023].

Delucchi, M., 2000. Don’t worry, be happy: instructor likability, student perceptions of learning, and teacher ratings in upper-level sociology courses. Teaching Sociology, 28 (3), 220-231.

Draper, M. 2024. Generative AI has been the catalyst for assessment change but what impact has this had on Education Fraud? [Webinar, Online]. Bournemouth University. Eaton, S.E. 2022. Plagiarism in the Disrupted HE Landscape. [Webinar, Online]. Bournemouth University. Available from: https://brightspace.bournemouth.ac.uk/d2l/le/lessons/241079/topics/1762632 [Accessed 5 June 2024].

Hinton, K. 2008. Practice of ‘Grade Grubbing’ looked down upon by professors, students on the Hill. The Tufts Daily [online]. 19 November 2008. Available from https://www.tuftsdaily.com/article/2008/11/practice-of-grade-grubbing-looked-down-upon-by-professors-students-on-the-hill [Accessed 2 February 2024].

Lancaster, T. 2024. Conducting Academic Integrity Research in the Generative AI World. [Webinar, Online]. Bournemouth University. Molesworth, M. Nixon, E. and Scullion, R., 2009. Having, being and higher education: the marketisation of the university and the transformation of the student into consumer. Teaching in Higher Education. 14 (3), 277 – 287.

National Student Clearinghouse Research Center. 2023. Persistence and Retention. Available from: https://nscresearchcenter.org/persistence-retention/ [Accessed 5 June 2024].

Paterson, K. 2023. What to do if you get a 2:2 degree. Available from: https://www.savethestudent.org/student-jobs/did-you-get-the-degree-results-that-you-wanted.html [Accessed4 June 2024].

Sarkar, A.R. 2024. Universities consider firing staff and cutting courses as foreign student enrolments plummet. Available from: https://www.independent.co.uk/news/uk/home-news/universities-foreign-students-financial-crisis-b2513637.html [Accessed 5 June 2024].

Times Higher Education. 2023. More than 40,000 students drop out of UK university courses. Available from:https://www.timeshighereducation.com/news/more-40000-students-drop-out-uk-university-courses [Accessed 4 June 2024].

Vasagar, J., 2012. ‘Most graduate recruiters now looking for at least a 2:1’. The Guardian [online]. Available from: http://www.theguardian.com/money/2012/jul/04/graduate-recruiters-look-for-21-degree [Accessed 24 June 2015].

Source: Manual