Recommendations for a balanced approach to supporting academic integrity: perspectives from a survey of students, faculty, and tutors

Cheryl A. Kier, Cindy Ives

Research output: Contribution to journalJournal Articlepeer-review

4 Citations (Scopus)

Abstract

Maintaining academic integrity is a growing concern for higher education, increasingly so due to the pivot to remote learning in 2020 caused by the COVID-19 pandemic. We canvassed students, faculty, and tutors at an online Canadian university about their perspectives on academic integrity and misconduct. The survey asked how the university could improve policies concerning issues of academic integrity, how faculty and tutors handled cases of misconduct, about satisfaction with how academic violations were treated, and about the role of students, faculty, and tutors in encouraging academic integrity. As well, we collected suggestions from respondents for reducing cheating, addressing academic misconduct, and general ideas about academic integrity. The distinction between misconduct and integrity was not always clear in their comments. We received responses from 228 students and 73 faculty and tutors, generating hundreds of comments. In this paper we focus only on the answers to open-ended questions. Using content analysis, we categorized the replies into similar threads. After multiple iterations of analysis, we extracted three general recommendation groupings: Policy and Procedures, Compliance and Commitment, and Resources. Based on respondents’ views, we propose a balanced approach to supporting academic integrity. Although we conducted the study pre-COVID-19, the recommendations apply to current and future academic integrity practices in our context and beyond.

Original languageEnglish
Article number22
JournalInternational Journal for Educational Integrity
Volume18
Issue number1
DOIs
Publication statusPublished - Dec. 2022

Keywords

  • Academic integrity
  • Academic misconduct
  • Canada
  • Higher education
  • Instructor perspectives
  • Recommendations
  • Student perspectives

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