Academic Integrity: A Teaching and Learning Approach
In this chapter, the key aspects of a teaching and learning approach for academic integrity in higher educational settings are considered. With such an approach, the focus is on enhancing pedagogy and educational support within a university or college, as well as developing academic integrity policy for staff and students that align with this educational emphasis. The development of a teaching and learning approach has implications for institutional initiatives that will entail promoting academic integrity education, supporting students’ academic writing development, and employing assessment practices that are integral to student learning. This chapter draws on educational and research studies to explore good practice and example interventions in these three areas. It is highlighted how educational resources for academic integrity should be engaging to students and designed so that they can be effectively embedded in curriculum. Approaches to support academic writing development should involve formative opportunities for students to practice, with feedback and guidance from tutors, advisers, and peers. Educational strategies, which can be used by faculty in devising assessments that may minimize opportunities for student academic misconduct, are also considered; these are aligned with assessment for learning principles, in which the use of authentic assessments is significant in developing students’ attributes that will be of value to them beyond formal education. Conclusions point to further work that would advance the field of academic integrity, including investigating students’ study practices (particularly with regard to digital technologies) and evaluating the impact of changing assessment strategies on students’ understanding of good academic practice.
- Baughan, P., & Morris, E. (2014). Synthesising and applying assessment models to higher education practice: The disciplinary and the generic. Paper presented at The European Conference of Educational Research (ECER), 2–5 September 2014, Porto.Google Scholar
- Bertram Gallant, T. (2008). Academic integrity in the twenty-first century: A teaching and learning imperative. ASHE Higher Education Report, 33(5), San Francisco: Jossey-Bass. Google Scholar
- Bloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical guide. Maidenhead, New York: Open University Press/McGraw Hill.Google Scholar
- Bretag, T., Mahmud, S., Wallace, M., Walker, R., McGowan, U., East, J., Green, M., Partridge, L., & James, C. (2013). Teach us how to do it properly!’ An Australian academic integrity student survey. Studies in Higher Education. doi:10.1080/03075079.2013.777406.Google Scholar
- Butcher, C., Davies, C., & Highton, M. (2006). Designing learning: From module outline to effective teaching. London/New York: Routledge.Google Scholar
- Carroll, J. (2007). A handbook for deterring plagiarism in higher education (2nd ed.). Oxford, UK: Oxford Centre for Staff and Learning Development.Google Scholar
- Davis, M., & Carroll, J. (2009). Formative feedback within plagiarism education: Is there a role for text-matching software? International Journal for Educational Integrity, 5(2), 58–70.Google Scholar
- Dee, T. S., & Jacob, B. A. (2011). Rational ignorance in education. A field experiment in student plagiarism. The Journal of Human Resources, 47(2), 397–434.Google Scholar
- Gibbs, G. (2006). How assessment frames learning. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 23–36). London/New York: Routledge.Google Scholar
- Gibbs, G. (n.d.). The assessment of group work: Lessons from the literature. Assessment Standards Knowledge exchange (ASKe). http://www.brookes.ac.uk/aske/Groupwork%20Assessment/. Accessed 3 Nov 2014.
- Glendinning, I. (2013). Impact of policies for plagiarism in higher education across Europe. Plagiarism policies in the United Kingdom. http://ippheae.eu/project-results. Accessed 2 Nov, 2014.
- Gray, L. (2013). Feedback and feed forward. Using technology to support learner longitudinal development. JISC Guide. http://www.jisc.ac.uk/guides/feedback-and-feed-forward. Accessed 3 Mar 2015.
- HEA. (2014). The Higher Education Academy website: http://www.heacademy.ac.uk. Accessed 2 Nov 2014.
- Healey, M., Flint, A., Harrington, K. (2014). Engagement through partnerships: Students as partners in learning and teaching in higher education. https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education. Accessed 3 Mar 2015.
- Henderson, F., & Whitelaw, P. A. (2013). Academic literacy and cultural familiarity: Developing and assessing academic literacy resources for Chinese students. Interdisciplinary Journal of E-Learning and Learning Objects, 9, 13–27.Google Scholar
- Howard, R. M. (2001). Forget about policing plagiarism. Just teach. The Chronicle of Higher Education. Accessed 16 Nov 2001.Google Scholar
- Howard, R. M., & Davies, L. J. (2009). Plagiarism in the internet age. Educational Leadership, 2009, 64–67.Google Scholar
- Hrasky, S., & Kronenberg, D. (2011). Curriculum redesign as a faculty-centred approach to plagiarism reduction. International Journal for Educational Integrity, 7(2), 23–36.Google Scholar
- London Metropolitan University. (2012). University assessment framework. http://www.londonmet.ac.uk/celt/learning-teaching-assessment/university-frameworks.cfm. Accessed 2 Nov 2014.
- McGowan, S., & Lightbody, M. (2008). ‘Another chance to practice’: Repeating plagiarism education for EAL students within a discipline context. International Journal for Educational Integrity, 4(1), 16–30.Google Scholar
- Morris, E. (2011). Graduate impact, student employability and academic integrity: Exploring the links. In R. Atfield & P. Kemp (Eds.), Enhancing graduate impact in business, management, hospitality, leisure, sport and tourism (pp. 1–8). Newbury: Threshold Press.Google Scholar
- Morris, E., Morris, E., Badge, J., Balshaw, J., Baughan, P., Carroll, J., English, J., Ireland, C., Juwah, C., Neville, C., Pickard, J., Pringle, G., Pryor, M., Seckler, J., Walker, D., & Adamson, M. (2010). Supporting academic integrity: Approaches and resources for higher education. Academy JISC Academic Integrity Service, The Higher Education Academy. https://www.heacademy.ac.uk/workstreams-research/themes/assessment-and-feedback/academic-integrity. Accessed 2 Nov 2014.
- Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. London/New York: Routledge.Google Scholar
- Sutherland-Smith, W. (2008). Plagiarism, the internet and student learning: Improving academic integrity. New York/London: Routledge.Google Scholar
- The Open University. (2012). Developing good academic practices. http://www.open.edu/openlearn/education/educational-technology-and-practice/educational-practice/developing-good-academic-practices/content-section-0. Accessed 2 Nov 2014.
- Waycott, J., Gray, K., Clerehan, R., Hamilton, M., Richardson, J., Sheard, J., & Thompson, C.(2010). Implications for academic integrity of using web 2.0 for teaching, learning and assessment in higher education. International Journal for Educational Integrity, 6(2), 8–18.Google Scholar