Does an Educative Approach Work? A Reflective Case Study of How Two Australian Higher Education Enabling Programs Support Students and Staff Uphold a Responsible Culture of Academic Integrity

Autor/inn/en	Fudge, Anthea; Ulpen, Tamra; Bilic, Snjezana; Picard, Michelle; Carter, Carol
Titel	Does an Educative Approach Work? A Reflective Case Study of How Two Australian Higher Education Enabling Programs Support Students and Staff Uphold a Responsible Culture of Academic Integrity
Quelle	In: International Journal for Educational Integrity, 18 (2022), Artikel 5 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fudge, Anthea) ORCID (Ulpen, Tamra) ORCID (Bilic, Snjezana) ORCID (Picard, Michelle) ORCID (Carter, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-2595
DOI	10.1007/s40979-021-00099-1
Schlagwörter	Foreign Countries; Case Studies; College Preparation; Integrity; Educational Environment; Responsibility; College Programs; Australia + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Integrität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Verantwortungsübernahme; Zuständigkeit; Studienprogramm; Australien
Abstract	Introduction: Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. Case description: This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. Discussion and reflection: This case study reflects upon an approach which makes specific reference to the key elements of 'support', 'approach' and 'responsibility' as highlighted in Bretag and Mahmud's seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students' understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. Conclusions: The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students' level of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01