Academic Integrity Policy and Practice: Introduction

Abstract

In the field of academic integrity, it is established that the design and implementation of academic integrity policy is vital in affecting organizational change. Furthermore, there is consensus that for sustainable change to occur within an institution – including the development of a culture of academic integrity – policy enhancement is one of a number of key elements of an effective institutional academic integrity strategy. In essence, research and case studies have highlighted how institutions can enhance policy and practice through interconnected developments and activities, including engaging both staff and students in academic integrity education. The chapters in this section build on perspectives and investigations in the field to provide conceptual frameworks and evidence-informed recommendations for advancing academic integrity policy and practice, leading to change across an organization. In the chapter, Start them Early and Right, Guofang Wan and Michael Scott look at the issue of academic integrity in elementary schools, stressing an approach that is educative (rather than punitive) and that entails building students’ skills in digital and information literacy. As part of this approach, it is recognized that teachers have a significant part to play as role models, so that teacher education programs should involve a consideration of academic integrity education. In these early years, there are opportunities for teachers to integrate the learning of digital and information literacy in subjects, such as science, and by drawing on a variety of resources, to talk with students about plagiarism and the use of digital sources. David Wangaard, in the chapter, Practices to Support Academic Integrity in Secondary School Students, examines research to identify policies and teaching approaches. With regard to the work of the International Center for Academic Integrity, Wangaard emphasizes how policy should be based on ethical values that are made explicit for staff and students (e.g., honesty, trust, respect). The chapter provides a set of recommendations to promote and develop student academic integrity in school settings, including creating mastery-learning environments and honor codes. In line with these recommendations, a conceptual model is proposed, “Achieving with Integrity,” to indicate areas of focus for a culture in support of academic integrity: community (with regard to shared responsibility), core values (e.g., respect, honesty), commitments (i.e., honor policies or codes), and curriculum (e.g., mastery-oriented teaching and learning). In the chapter, Developing a Sustainable Holistic Institutional Approach, Erica Morris and Jude Carroll are concerned with realities “on the ground,” and the issues that emerge in implementing policy, suggesting solutions to help ensure a holistic approach is sustainable in the long term. Such realities include the varied understandings of academic integrity issues among staff, and how policy and procedures may not be consistently applied across an institution, faculty, or department. Building on established recommendations, it is highlighted how institutional change requires commitment and support from a range of staff roles, particularly senior managers; interconnected strategies designed to enhance understanding of academic integrity issues among staff and students; and regular review of policy. Tracey Bretag and Saadia Mahmud, in the chapter, A Conceptual Framework for Implementing Exemplary Academic Integrity Policy in Australian Higher Education, consolidate research to highlight the core elements of exemplary policy (access, approach, responsibility, support, detail) identified through