Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity

Abstract

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.

Integrity levels of Chinese college students: An analysis of influencing factors

“…Studies show that integrity education can have a positive impact on students' knowledge, perspectives, attitudes, and behaviors in terms of reducing breaches of integrity (Simola, 2017;Sefcik et al, 2020;Miron et al, 2021;Fudge et al, 2022). Integrity education is the attempt, usually referring to the educational programs intentionally designed, to facilitate students' moral development (Berkowitz, 2011;Meindl et al, 2018).…”

“…desired conduct, and it is expected that the academic integrity literacies are embedded in the curriculum and pedagogy that is appropriate to the student's level of study (Miron et al, 2021;Fudge et al, 2022). Many other measures are taken in higher education, such as scaffolded authentic assessments culminated with interactive oral examinations, reliance on software checking for plagiarism, and usage of drama as a learning medium, to augment the development of students' integrity (Jagiello-Rusilowski, 2017;Kaktinš, 2019;Sotiriadou et al, 2020).…”

“…The faculties' and students' understanding of integrity requires an institutional level of clarification and support for maintaining the integrity and further the quality of higher education. "Providing clear and transparent guidelines in institutional policy enables stakeholders to understand their responsibilities and remain accountable for embedding a culture of integrity in their daily work" (Fudge et al, 2022). Similarly, avoiding the breaches of integrity that are likely to comprise the credibility requires "collaborative efforts and commitment from all stakeholders in higher education, namely, students, academics, non-academic and society as a whole" (Moyo and Saidi, 2019).…”

“…There is concern and debate about changes in the charter between higher education and society, which require policymakers and educational leaders to address higher education's role in the public good and to demand quality assurance around ethics and moral values (Kezar, 2004;McNay, 2007;Yang, 2015;Prisacariu and Shah, 2016). The demonstration that integrity is a priority within the community and that centralized and consistent processes are important for building a responsible culture of integrity (Hudd et al, 2009;Fudge et al, 2022).…”

“…This can be partly attributed to the increasing number of reported cases, stories, and scandals about corruption, academic misconduct, and other breaches of integrity in colleges and universities worldwide (Kisamore et al, 2007;Macfarlane et al, 2014). Studies suggested that the possible causes of the integrity crisis including but are not limited to the expansion of higher education, the changing value underpinning higher education, the marketization of higher education, and the evolution of the internet and social media (Kezar, 2004;McNay, 2007;Prisacariu and Shah, 2016;Sefcik et al, 2020) Integrity has become a significant concern because it impacts higher education institutions in their reputation and credibility, attainment of educational goals (Macfarlane et al, 2014;Simola, 2017;Moyo and Saidi, 2019;Fudge et al, 2022), and the "charter between higher education and society" (Kezar, 2004).…”