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As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for cheating on exams is generally considered to be higher in an online environment. One approach to compensate for the absence of a physical proctor is to use a remote proctoring service that electronically monitors the student during the examination period.

We examined the exam grades for 261 students taking two different upper division accounting courses to determine if a computer-based remote proctoring service reduced the likelihood of cheating, measured through lower exam scores, as compared to classroom proctoring and no proctoring. We examined both online and on-campus courses.

In qualitative and quantitative accounting courses, evidence shows that grades were significantly lower for students who were proctored using a remote proctoring service compared to students who were not proctored. In the quantitative course, remote proctoring resulted in significantly lower final exam scores than either classroom or no proctoring. However, in the qualitative course, both remote proctoring online and live proctoring in a classroom resulted in significantly lower final exam scores than no proctoring, and they are not statistically different from each other.

Academics and administrators should find these results helpful. The results suggest that the use of proctoring services in online courses has the potential to enhance the integrity of online courses by reducing the opportunities for academic dishonesty during exams.

To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.

A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.

Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.

This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.

This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.

The objective of this study was to compare three distinct methods of test monitoring in the context of distance education—non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software—to analyze if the method in which tests are monitored influences the obtained grades.

The experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified.

The results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score.

The results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method.

The authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring.

Not exist another paper to compare three distinct methods of test monitoring in the context of distance education.

The purpose of this study is to design and implement an intelligent online proctoring system (IOPS) by using the advantage of artificial intelligence technology in order to monitor the online exam, which is urgently needed in online learning settings worldwide. As a pilot application, the authors used this system in an authentic university online exam and checked the proctoring result.

The IOPS adopts the B/S (Browser/Server) architecture. The server side is implemented with programming language C and Python and stores the identification data of all examinees and their important behavior change status, including facial expression, eye and mouth movement and speech. The browser side collects and analyzes multimodal data of the examinee writing the online test locally and transfers the examinee’s most important behavior status change data to the server. Real-time face recognition and voice detection are implemented with the support of open-source software.

The system was integrated into a Web-based intelligent tutoring system for school mathematics education. As a pilot application, the system was also used for online proctored exam in an undergraduate seminar in Peking University during the epidemic period in 2020. The recorded log data show that all students concentrated themselves on the exam and did not leave the camera and did not speak.

During the epidemic period of the novel coronavirus outbreak, almost all educational institutions in the world use online learning as the best way to maintain the teaching and learning schedule for all students. However, current online instruction platforms lack the function to prevent the learners from cheating in online exams and cannot guarantee the integrity and equality for all examinees as in traditional classroom exams. The literature review shows that the online proctoring system should become an important component of online exams to tackle the growing online cheating problem. Although such proctoring systems have been developed and put on the market, the practical usage of such systems in authentic exams and its effect have not been reported. Those systems are heavyweight and commercial product and cannot be freely used in education. The light-weight IOPS developed by the authors could meet the need for online exam as a stable and practical approach and could contribute to the growing online learning and distance learning.

Upholding assessment ethics are common concerns during annual public examination performance appraisal. Previous studies have focused more on examination stakeholder: testees outside proctors however, assessment ethics cannot be studied excluding proctors variables therefore, the study investigated consistency of a structural equation modelling of security, environment, professionalism, testing and assessment ethics.

Ex-post facto design was adopted. Simple random sampling technique was employed to choose 90 proctors drawn from 45 colleges. Proctors Examination Ethics Questionnaire (reliability = 0.86) was used to collect data for the study. Data collected were analysed using path analysis at 0.05 significant levels.

Out of the six hypothesised paths significantly explaining the consistency of the causal model. Test security, environment and professionalism accounted for both direct and indirect effects on assessment ethics. All model fit indices were established to explain testing and assessment model.

Few proctor variables were studied, therefore assessment ethics may not be explained other than through proctor variables considered in this study.

Assessment ethics may not be violated if test security, testing environment and professionalism are not cared for during test administration as shown in the study.

It added to knowledge base in ethical areas of assessment, a 21st-century proctors in upholding testing and assessment ethics, security, environment and professionalism are to be considered.

There was a positive causal effect of security, environment and professionalism on testing and assessment ethics among proctors in public examinations.

There is growing interest by marketers in historical accounts that paint early female artists as entrepreneurial marketers. The purpose of this paper is to challenge the traditional view of entrepreneurship to incorporate a feminist theory of cultural entrepreneurship by considering the role of two female artists.

Using calls for historical research and new methods of enquiry in marketing, this paper traces early female artists and applies modern entrepreneurial theory to their marketing methods to identify their innovation, adaptability to change and planned marketing approach.

The paper suggests that entrepreneurial marketing is fused with the artists’ persona resulting in their celebrated status being widely recognised. It contributes an important fresh body of knowledge to the wider entrepreneurship debate by offering a new model of cultural entrepreneurial marketing. The three concepts of innovation, adaptability and marketing approach have not previously been applied to link women artists as entrepreneurs, however, this article argues that there is plenty of evidence to do so.

While these artists are Australian (which could be seen to be a limitation), the art market is indeed international. In this respect, these artists join a longer international history as producers and consumers involved in entrepreneurial organisations from early days.

The artists’ significance falls within the context of emerging modernism, feminism and cultural identity during the 1920s and 1930s in Sydney, Australia. It is combined with and explains the actions and the success of two female artists’ unusual marketing approach. It is of value to readers interested in historical context regarding equality in the visual arts.

This article aims to provide insights into issues encountered in maintaining library technologies and technology‐based services on a limited budget and with limited personnel.

The article uses real world experiences to provide commentary on protocols and practices as they relate to providing library services under increasingly tight budget constraints.

The rapid growth in online education has brought about many changes to library services. Librarians must make conscious efforts to not only adapt accordingly, but also to stay true to the mission and core values in the face of this rapidly changing landscape.

The paper uses real‐world examples to provide critical commentary on the librarian service ethic as it relates to staying true to the mission as opposed to overreaching in the name of service for all.

In an educational era focused on expectations related to program accreditation, academic integrity is paramount to program success and credibility. Because Internet-based learning is not limited to geographical or political lines drawn on a map, there is a certain amount of ambiguity regarding the application of regulations and laws governing online learning and how they are enforced. Managing the financial and accreditation needs of institutions with authentic and appropriate methods of teaching, learning, and assessment is a precarious balance – one in which the potential for misbehaving online can quickly tip the scales to the side of questioning the credibility of online learning and misusing power in terms of data privacy. Wendy Kraglund-Gauthier and David Young explore the issue of how online students misbehave when being tested at a distance, what technological challenges emerge when verifying the identity of online students, and issues of privacy. They also include a comparison of methods used to confirm the identity of online students. In light of the inherent challenges that emerge alongside the demand for more technology-based screening tools and devices, Kraglund-Gauthier and Young question whether solutions lie in competence-based assessment for learning, rather than a reliance on surveillance. They argue that in spite of stakeholders' best efforts and best intentions, legislation directed at ensuring online privacy is fraught with potential challenges.

Online testing offers many advantages for classroom management and learning: ease of grading, immediate feedback, robust question types, integration of technology such as graphing utilities or specialized applets, and multimedia integration (e.g., questions based on detailed images or video files). It also offers many opportunities for misbehavior, such as misrepresentation (e.g., taking a test for someone else), sharing information between testing sessions, or inappropriate access of online resources during the test. We consider potential tools available in course management systems that can help, and also mention other available resources. With online testing, it is easier for students to save copies of testing materials, which find their way to social web sites. Fortunately, many course management systems allow the possibility of randomization, either by choosing one of several alternate questions on a given topic, or preparing calculated questions in which a parameter is allowed to vary over a specified range of values.

Proctor & Gamble is having difficulties. In July the 156 year old consumer products giant announced that it would be closing 30 of its 147 manufacturing facilities over the next three years and eliminating 13,000 jobs. One of the reasons for this massive downsizing, as described in the July 26, 1993, issue of Newsweek, is Proctor & Gamble's “proclivity for hanging on to outdated brands.” Coincidentally, in the same issue, Newsweek reported that Apple CEO John Sculley was forced to relinquish his position because the company posted a 1993 third quarter loss of $188 million. The loss and the soft market will force Apple to lay off 16 percent of its 13,000 employees. Some reasons for Apple's problems: soft sales of its primary products and increased competition from Microsoft's Windows. Both Apple and Proctor & Gamble temporarily neglected a traditional factor of marketing: products have life cycles that must be monitored if those products are to produce the required profits and return on investment.