Examining and Improving Inclusive Practice in Institutional Academic Integrity Policies, Procedures, Teaching and Support

Autor/in	Davis, Mary
Titel	Examining and Improving Inclusive Practice in Institutional Academic Integrity Policies, Procedures, Teaching and Support
Quelle	In: International Journal for Educational Integrity, 18 (2022), Artikel 14 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-2595
DOI	10.1007/s40979-022-00108-x
Schlagwörter	Inclusion; Integrity; School Policy; Foreign Countries; College Students; Anxiety; Minority Group Students; United Kingdom + Suchen Sie Ihr Suchwort? Inklusion; Integrität; Schulpolitik; Ausland; Collegestudent; Angst; Großbritannien
Abstract	This research aimed to analyse inclusive practice in academic integrity in the teaching, support, policies and procedures involved at one UK HE institution. Data was collected through two sets of stakeholder interviews: three students from disadvantaged groups who had experienced academic conduct investigations; eleven staff with key roles in academic integrity (teaching, student support, library, investigations, senior management, Student Union). A third set of data comprised four institutional academic integrity documents which were analysed in terms of meeting Universal Design for Learning principles for inclusion. The four main findings emerging from the study are: academic conduct processes create high levels of anxiety among students, particularly related to perceived judgement; students experience difficulty understanding academic integrity documents which lack consistency and do not meet inclusive criteria; students from certain backgrounds including widening participation, students with a disability and international non-native speakers need more institutional support in order to follow academic conduct processes and assimilate expected practice; there is a willingness among staff to try to develop more inclusive practice. The research findings led to a revised, more inclusive and educative institutional academic conduct procedure. The implication for practice is that attention is urgently needed to improve inclusive approaches to academic integrity. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01