Why do students plagiarise? Informing higher education teaching and learning policy and practice

Beyond ‘Aware and Paralysed’: Governance, Research and Leadership at the Nexus of Academic Development and Corporate Universities

“…Higher education in the anglosphere tends to be largely self-governing and creates large libraries of policy and procedure documentation to support this position (Heller & Heller, 2001;Karmel, 2001;Lisewski, 2021). Frequently policy in higher education institutions is criticised for a broad variety of reasons, from equity and inclusion (Bennett & Lumb, 2019;Brett, 2016;Clancy & Goastellec, 2007) through failings during disruptive change (Amoah & Mok, 2022;Ayton et al, 2021) and in 'some' cases through its disconnect from the practices and experiences of those working/studying in the institution (Bessant, 2002;Kift et al, 2010;Winter, 2009). The role for the academic developer sits somewhere between policy deviser, particularly in the spaces of academic integrity and teaching requirements/performance, and policy critic, constrained by rules they did not develop and had no say in (Di Napoli et al, 2010;East & Donnelly, 2012;Lisewski, 2021).…”