Abstract

This opinion piece argues that universities need to take a more holistic institutional approach to academic integrity. It outlines how Leeds Beckett University has attempted to do this through the development of academic integrity policies and practice which aims to ensure fairness and consistency across our University.

Highlights

  • “Ensuring that students do not obtain awards through any form of unacceptable academic practice relating to assessment – including plagiarism, cheating, collusion and impersonation – is fundamental to securing academic standards”. (p. 21)

  • Carroll and Appleton maintain that the most effective way to deal with plagiarism is by taking a holistic, institutional approach

  • In pursuit of a more holistic approach, Academic Integrity Leads were introduced in each faculty

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Summary

Introduction

“Ensuring that students do not obtain awards through any form of unacceptable academic practice relating to assessment – including plagiarism, cheating, collusion and impersonation – is fundamental to securing academic standards”. (p. 21). All universities would claim that they attempt to ensure that students do not obtain awards through unacceptable academic practice, and as Glendinning (2014) argues, “Most higher education institutions would claim to have policies for handling academic misconduct and plagiarism. There are important questions to explore for every institution about how consistently and fairly the policies have been implemented and whether they are effective at discouraging, detecting and penalising cases of plagiarism”.

Results
Conclusion

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