Introduction Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. Case description This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. Discussion and reflection This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. Conclusions The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.

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Enabling education is an enactment of Australia's attempts to address inequity in higher education (HE), offering free, alternative pathways to students who do not enter through the 'traditional' school-university pathway. Each Australian enabling program is different in terms of size, design, curricula and length, meaning that there is significant national variation. This is particularly the case with the entry requirements for enrolment. While many enabling programs are 'open', where no entry requirements are mandated, other programs implement prerequisite mechanisms, sometimes administered by diagnostic testing instruments. The supports and resources to meet the diverse learning needs of enabling students also vary at each institution according to program design. Access to (or a lack of) appropriate support can significantly impact on students' academic progress. Drawing from the findings of two national audits of Australian enabling programs, this article explores the benefits and challenges associated with the diverse provision and operation of enabling programs. With a particular focus on the varying approaches to entry and available supports, this article examines how specific learning needs of enabling students are identified, and what type of supports are available for them to achieve positive outcomes in their study and, hence, move on to undergraduate programs. In this article, we argue that the diverse nature of enabling program design and provision complicates understandings of what constitutes 'academic readiness' for students with implications for the transferability of their enabling qualification.

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