Issues in learning and teaching: Academic integrity
As students engage as active learners, and academics engage in teaching and research, we assume that everyone will act with academic integrity. This concept is closely aligned with assessment.
In Step 3.4 we looked at the role of summative assessment in:
- passing judgement on the standard of a student’s learning generally in terms of assigned marks and grades
- credentialing students (for degrees and professional practice).
Some students may consider assessment as a ‘high-stakes’ or risky activity. They want to obtain a pass grade and may engage in academic dishonesty, contract cheating or plagiarism. Students plagiarise for many reasons including poor time-management, inadequate research or underdeveloped writing skills (UNSW, 2014).
What does plagiarism mean to you?
Watch the following video by Jeremy Arimado (3:49) which won an APFEI student video competition 2011 award.
Does the way plagiarism depicted in the video align with your experiences?
What is academic integrity?
In the past decade, the higher education sector has moved away from the punitive and negative concepts of plagiarism, academic dishonesty, violations and misconduct, towards the concepts of conduct and academic integrity. In Australia academic integrity has become a high profile issue with recent increases in cheating, the MyMaster scandal and fake diploma mills (Bretag, 2015) resulting in some universities revoking degrees.
At UNSW (2016) academic integrity is described as
‘the quality of being honest and having strong moral principles. It is necessary for ethical scholarship and is the fundamental belief system within any university community and is highly valued at UNSW.’
More broadly, the International Centre for Academic Integrity (ICAI) has defined academic integrity as
‘a commitment, even in the face of adversity, to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage.’ (Fishman, 2014)
Do the six values of academic integrity (Fishman, 2014) align with your conceptualisation of acting with academic integrity?
Academic integrity is important as it is
‘…a fundamental component of success and growth in the classroom. It prepares students for personal and professional challenges as well as providing a blueprint for future fulfillment and success.’ (ICAI, n.d.)
Working with academic integrity
Most organisations will have codes, policies, procedures and guidelines related to academic integrity. You may discover that there are multiple related policies in your organisation. The example of UNSW illustrates the range of documents that may exist.
UNSW Plagiarism Policy Statement
‘Academic integrity is an educational not a compliance issue’ (Bretag, 2015) and aligned with this stance the UNSW also offers a free online course for their students, which staff can also enrol in. The course is ‘Working with Academic Integrity’. You can enrol in this course to learn more about academic integrity. The key is Staff437.
NOTE: If you are from another organisation you can investigate if an alternative model is available to you.
Bretag, T. (2015). Contract cheating and assessment design: Is there a connection? Higher Education Compliance & Quality Forum 4-5 November 2015, Melbourne.
ICAI (nd). Why integrity. International Center for Academic Integrity.
Fishman, T. (Ed) (2014). The fundamental values of academic integrity. 2nd edition. Clemson University: International Center for Academic Integrity.
UNSW. (2016). ‘Working with Academic Integrity’ online module
UNSW. (2014). How Does Plagiarism Happen?
Want to know more?
If you would like to more about this topic of academic integrity there are additional resources listed in the Want to know more.pdf document for this step.
© UNSW Sydney