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Abstract
Citation practices are crucial for maintaining academic integrity, as they credit original ideas and integrate new research into the established knowledge framework. However, these practices can compromise scholarly work and misrepresent the impact of research when manipulated. This study investigates ethical concerns associated with excessive self-citation and co-author citations, examining their implications for academic integrity and citation metrics. Through a case study of a published paper—selected for its high frequency of co-author citations from accredited, peer-reviewed journals listed on Google Scholar—this research analyses citation patterns and their potential to inflate perceived scholarly impact. The findings reveal that excessive self-citation and repeated co-author citations can distort academic evaluations and create an imbalanced scholarly landscape. Supported by the literature, the study highlights the need for clear guidelines, transparency in citation practices, and vigilant monitoring by peer reviewers and editors. To preserve the integrity of academic research and ensure fair assessment, the paper recommends developing robust guidelines for citation practices and promoting transparency in citation choices.
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References
- Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. SAGE Open. https://doi.org/10.1177/2158244019829575
- Borg, E. (2000). Citation practices in academic writing. Patterns and perspectives: Insights into EAP writing practice, 26-42
- Bueno, D. C. (2024, January). Promoting academic integrity: Strategies to raise plagiarism awareness and foster originality. Paper presented at the Institutional Multidisciplinary Research and Development Conference. https://doi.org/10.13140/RG.2.2.25732.74880
- Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 100. https://doi.org/10.1186/1471-2288-11-100
- Hyland, K. (2003). Self-citation and self-reference: Credibility and promotion in academic publication. Journal of the American Society for Information Science and Technology, 54(3), 251-259. https://doi.org/10.1002/asi.10204
- Kenny, N., & Eaton, S. E. (2022). Academic integrity through a SoTL lens and 4M framework: An institutional self-study. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic Integrity in Canada: Ethics and integrity in educational contexts (pp. 1-15). Springer. https://doi.org/10.1007/978-3-030-83255-1_30
- Mahabeer, P., & Pirtheepal, T. (2019). Assessment, plagiarism, and its effect on academic integrity: Experiences of academics at a university in South Africa. South African Journal of Science, 115(11-12), 1-8. https://doi.org/10.17159/sajs.2019/6323
- Parish, A. J., Boyack, K. W., & Ioannidis, J. P. A. (2018). Dynamics of co-authorship and productivity across different fields of scientific research. PLoS ONE, 13(1). https://doi.org/10.1371/journal.pone.0189742
- Parnther, C. (2020). Academic misconduct in higher education: A comprehensive review. Journal of Higher Education Policy and Leadership Studies, 1(1), 25-45. https://doi.org/10.29252/johepal.1.1.25
- Priya, A. (2020). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin. https://doi.org/10.1177/0038022920970318
- Szomszor, M., Pendlebury, D. A., & Adams, J. (2020). How much is too much? The difference between research influence and self-citation excess. Scientometrics, 123(3), 1119–1147. https://doi.org/10.1007/s11192-020-03417-5
- Thombs, B. D., Levis, A. W., Razykov, I., Syamchandra, A., Leentjens, A. F., Levenson, J. L., & Lumley, M. A. (2015). Potentially coercive self-citation by peer reviewers: A cross-sectional study. Journal of Psychosomatic Research, 78(1), 1–6. https://doi.org/10.1016/j.jpsychores.2014.09.015
- Tumiran, M. A., & Mohammad, N. (2024). Misbehaviour in managing scholarly publication among academic staff. Asian Journal of Research in Education and Social Sciences, 6(1), 189-201. https://doi.org/10.55057/ajress.2024.6.1.16
- Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: Sage.
References
Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. SAGE Open. https://doi.org/10.1177/2158244019829575
Borg, E. (2000). Citation practices in academic writing. Patterns and perspectives: Insights into EAP writing practice, 26-42
Bueno, D. C. (2024, January). Promoting academic integrity: Strategies to raise plagiarism awareness and foster originality. Paper presented at the Institutional Multidisciplinary Research and Development Conference. https://doi.org/10.13140/RG.2.2.25732.74880
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 100. https://doi.org/10.1186/1471-2288-11-100
Hyland, K. (2003). Self-citation and self-reference: Credibility and promotion in academic publication. Journal of the American Society for Information Science and Technology, 54(3), 251-259. https://doi.org/10.1002/asi.10204
Kenny, N., & Eaton, S. E. (2022). Academic integrity through a SoTL lens and 4M framework: An institutional self-study. In S. E. Eaton & J. Christensen Hughes (Eds.), Academic Integrity in Canada: Ethics and integrity in educational contexts (pp. 1-15). Springer. https://doi.org/10.1007/978-3-030-83255-1_30
Mahabeer, P., & Pirtheepal, T. (2019). Assessment, plagiarism, and its effect on academic integrity: Experiences of academics at a university in South Africa. South African Journal of Science, 115(11-12), 1-8. https://doi.org/10.17159/sajs.2019/6323
Parish, A. J., Boyack, K. W., & Ioannidis, J. P. A. (2018). Dynamics of co-authorship and productivity across different fields of scientific research. PLoS ONE, 13(1). https://doi.org/10.1371/journal.pone.0189742
Parnther, C. (2020). Academic misconduct in higher education: A comprehensive review. Journal of Higher Education Policy and Leadership Studies, 1(1), 25-45. https://doi.org/10.29252/johepal.1.1.25
Priya, A. (2020). Case study methodology of qualitative research: Key attributes and navigating the conundrums in its application. Sociological Bulletin. https://doi.org/10.1177/0038022920970318
Szomszor, M., Pendlebury, D. A., & Adams, J. (2020). How much is too much? The difference between research influence and self-citation excess. Scientometrics, 123(3), 1119–1147. https://doi.org/10.1007/s11192-020-03417-5
Thombs, B. D., Levis, A. W., Razykov, I., Syamchandra, A., Leentjens, A. F., Levenson, J. L., & Lumley, M. A. (2015). Potentially coercive self-citation by peer reviewers: A cross-sectional study. Journal of Psychosomatic Research, 78(1), 1–6. https://doi.org/10.1016/j.jpsychores.2014.09.015
Tumiran, M. A., & Mohammad, N. (2024). Misbehaviour in managing scholarly publication among academic staff. Asian Journal of Research in Education and Social Sciences, 6(1), 189-201. https://doi.org/10.55057/ajress.2024.6.1.16
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: Sage.