Abstract
This chapter explores an educational approach to support academic integrity and minimize student academic misconduct across a university or college. Building on perspectives and research, a conceptualization of this approach is offered, comprising three areas: academic integrity policy, teaching and assessment, and academic integrity education and academic literacies. Given international concerns about the occurrence of student academic misconduct and the implications of this for academic standards, an institutional approach can be designed to cultivate an ethos of integrity for teaching, learning, and student support, as well as provide an approach for managing academic misconduct with a process that is accessible, consistent, and equitable. It is highlighted how institutional policy can be augmented to reflect an educational approach by enhancing procedure to give an inclusive and developmental process for students. In promoting academic integrity, the importance of teaching practices involving active and experiential learning is considered, and the ways in which assessment might be effectively used in this regard. It is clear that the diversity of student cohorts should be recognized in designing interventions for developing student integrity and academic literacies, which can involve programs on academic writing, as well as offering peer mentoring opportunities. It is vital that institutional structures are designed to support the student holistically, including academic, study, and well-being services. Further, facilitating in-class discussions with students about academic integrity issues is likely to be beneficial as part of an educational approach.
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Morris, E.J. (2024). Integrating Academic Integrity: An Educational Approach. In: Eaton, S.E. (eds) Second Handbook of Academic Integrity. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-54144-5_96
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