Academic integrity standards: Recommendations for good practice. Julianne East email@example.com Ursula McGowan firstname.lastname@example.org. Academic Integrity S tandards Project : Aligning policy and practice in Australian universities . http ://www.aisp.apfei.edu.au / - PowerPoint PPT Presentation
Developing academic integrity
Academic integrity standards: Recommendations for good practice
Julianne East email@example.comUrsula McGowan firstname.lastname@example.org
Academic Integrity Standards Project: Aligning policy and practice in Australian universities
Project leader: Tracey Bretag (University of South Australia) Julianne East (La Trobe University), Margaret Green (University of Wollongong), Colin James (The University of Newcastle), Saadia Mahmud (University of South Australia), Ursula McGowan (The University of Adelaide), Lee Partridge (The University of Western Australia), Ruth Walker and Margaret Wallace (University of Wollongong)
purpose statementThe following is a compilation of information and recommendations for good practice for achieving and maintaining academic integrity standards in learning and teaching practices.
The recommendations are grounded in current literature and based on analysis of Academic Integrity policies of 39 Australian universities; and staff and student comments from data gathered within the 6 Academic Integrity Standards Project (AISP) partner universities.overview
Introduction: AISP research questions and data Current approaches literature and websitesProject data and recommendations Core elements of exemplary academic integrity policyStudents comments Staff comments Summary recommendations for good practice Good practice resources4introductionAISP research questions
1. What are Australian universities policies and procedures for academic integrity breaches?2. What responses to breaches of academic integrity are actually implemented in practice?3. What is good practice in aligning academic integrity policy with teaching and learning strategies?4. How could a culture of academic integrity be more effectively fostered in the current Australian higher education context?
introductionAISP research question
Focus: research question 3
What is good practice in aligning academic integrity policy with teaching and learning strategies?
This presentation focuses on the responsibility of the university to make an institutional commitment to academic integrity through good teaching and learning practices.
introductionAISP project data
Current approaches: literature and websitesAnalysis of the 39 Australian academic integrity policiesOnline survey of 15,304 students at six Australian universities28 Focus groups with students and staffInterviews with 28 senior staff (28 staff: 21 senior decision makers, 6 course coordinators & academic integrity officers, and 1 teaching & learning developer)
current approachesacademic integrityAcademic integrity understood as: an institutional approach institution upholding standards honesty, trust, fairness, respect, responsibility (ICAI)policy and practices are aligned consistent practices
scholarly practice students learning in academic cultureresearch skills (e.g. University of Tasmania 2008, McGowan 2010)academic literacies (Lea & Street 2006, Wingate 2010)
an ethical attribute valued within and beyond the universityethical, professional behaviour listed in University Graduate Attributes statementsFairly and transparently deterring detecting and dealing with plagiarism (JISC 2005)http://www.jisc.ac.uk/publications/briefingpapers/2005/pub_plagiarism.aspx
International Center for Academic Integrity (ICAI) www.academicintegrity.org
Four stages of institutional development:no policy and procedurescheating issues: concerns with consistency & fairness of existing practices academic integrity policies and procedures are known but not universally, supportedstudents take responsibilityhttp://www.academicintegrity.org/icai/resources-4.phpcurrent approachesinstitutionalcurrent approacheseducative
The practices of acknowledgement and referencing can be unfamiliar for students entering university concepts of plagiarism are embedded in Australian academic culture, which explains why university lecturers as members of this academic culture can know what plagiarism is, while new students by contrast can be concerned and confused (East, 2006, p.16)
The Higher Education Academy JISC Academic Integrity Service http://www.heacademy.ac.uk/academic-integrity
Plagiarism advice http://www.plagiarismadvice.org/
current approachesacademic literaciesStudents require acculturation into disciplinary and subject-based discourses and genres to become academically literate (Lea & Street, 2006, p. 369).
Student learning is more effective if academic staff promote students academic literacy within their regular teaching (Wingate, 2006, p. 467)
The AUQA (2009, p. 2) Good Practice Principles note that: Different disciplines have different discourses of academic inquiryDevelopment of academic language and learning is more likely to occur when it is linked to need (e.g. academic activities, assessment tasks)
Apprenticeship into scholarly writing By treating undergraduate education as a research apprenticeship: The problems of students whose plagiarism is unintentional would be handled proactively as part of the education process, rather than as a remedial issue after a breach of integrity is identified (McGowan, 2010, P8) current approachesan aligned approach
an holistic institutional approach (Macdonald & Carroll 2006)aligning policy and practice (East 2009) Bertram Gallant (2011)Diagram from Bretag et al. (2011b)project data & recommendations
The following slides provide excerpts from the AISP project data from
39 Australian University policiesStudent and staff comments
with recommendations for good practice which are summarised at the end of this presentation
policiesAcademic integrity in policies of 39 Australian universities a moral issue values to be upheld; punitive for misconduct: as deterrent
scholarly practice educational: information, referencing guides, quizzes, learning modules, curriculum embedded: for the development of competence
an attribute as one of the outcomes of university educationpoliciesacademic integrity statement
Academic integrity is about mastering the art of scholarship. Scholarship involves researching, understanding and building upon the work of others and requires that you give credit where it is due and acknowledge the contributions of others to your own intellectual efforts. At its core, academic integrity requires honesty. This involves being responsible for ethical scholarship and for knowing what academic dishonesty is and how to avoid it.
(University of Tasmania: Academic Integrity, 2008)
Core elements of exemplary academic integrity policy
Access easy to locate, read, concise, comprehensible
Approach statement of purpose includes educative focus; institutional commitment to academic integrity
Responsibility outlines responsibilities for all stakeholders.
Detail description of breaches, outcomes and processes
Support systems to enable implementation of the policyCore elements of exemplary academic integrity policyBretag et al. 2011b
more opportunities to practicemore than generic informationdiscipline-specific targeted supportto be engaged and they notice inconsistencies
student commentsstudent survey comment
Providing more support to students, rather than telling us all the consequences of breaching the academic integrity policy, teach us how to do it properly! This means doing it more than once (Bretag et al. 2013 forthcoming)
Teachers provide opportunities for students to practise and learn through engaging activities and assessments
student survey comment
A number of lecturers accept/expect different things and I think they need to all be on the one playing field in order for academic integrity to be maintained (Bretag et al. 2013 forthcoming)
Teachers induct students into discipline specific writing and referencing practices
student survey comment
I have heard of a case of a breach of academic integrity being swept under the carpet, so the university avoids embarrassment. Needless to say, policies are useless when the university would itself lie to avoid a scandal (Bretag et al. 2013 forthcoming)
Universities demonstrate that academic integrity standards are enacted
student focus group comment
In attaining knowledge, I think it is good as a student to distance yourself from what you  are putting forward. It reinforces knowledge if you can make clear distinctions between one idea to another idea to another idea the notion of genealogy of knowledge is more interesting. Ive become much more interested in referencing having come to this perspective, whereas before it was just a task (University E: FG4)
Academics present academic integrity as building on knowledge of others
introducing students to academic integrity developing academic integrity the value of integrity as an academic attributemodelling good practice by staff taking a systematic approach to dealing with academic misconducttaking an educative approach to student errors in academic integrity scholarship balancing penalties for academic misconduct, with: embedding the teaching of academic acknowledgment and broader academic practices within subjects and coursesstaff recommendationsUnderpinning the enactment of these recommendations for good teaching and learning practice is the need for staff professional development and other support
It is not sufficient for the institution to merely