Measuring the scale of the problem types of misconduct, policies, procedures and penalties
Education and going online academic integrity modules, learning activities (with textmatching tools)
But in my discipline educational context, subjectspecific academic integrity issues
Follow the light holistic approach, institutional framework, promoting academic integrity
Uncovering secrets reasons, student understandings and perspectives
2

• Summarising work from last
10 years
• Highlighting key issues
• Case studies: educational approaches
– Institution
– Programme
– Subject
• Sharing good practice across higher education
3

• Reviewing policy to manage unacceptable academic practice in higher education
• Previous research and good practice guidance
• 12 recommendations
• Examples and excerpts from institutional policies
• Illustrative cases
4

Measuring the scale of the problem types of misconduct, policies, procedures and penalties
Education and going online academic integrity modules, learning activities (with textmatching tools)
But in my discipline educational context, subjectspecific academic integrity issues
Follow the light holistic approach, institutional framework, promoting academic integrity
Uncovering secrets reasons, student understandings and perspectives
6

• Importance of AMBeR project
• Methodological issues
– Self reporting (dis)honest behaviour
– Variation in terminology
• Patterns: use of assignments
– Frequency and nature of plagiarism
– Student characteristics
– Walker (2010)
• Promote academic integrity
– East (2009)
7

• Complex skills
– Research, study, academic writing
– Web resources, tutorials, online modules
• Formative assessment
– Students: practise skills
– Text-matching tools
• ‘Avoid’, ‘reduce’ plagiarism
• Evaluation study
– Academic integrity module
– Lack of knowledge: citation
– Belter and du Pre (2009)
University of Aberdeen’s guidance on plagiarism
8

• Generic and subject-specific issues
– Group work and collusion
– Data fabrication
• Context of the subject
– Students acquiring knowledge and skills
• Teaching, learning and assessment practices
– Authentic assessments
9

• Holistic approaches
– Teaching and learning strategies
– Policies and procedures
– Student learning and development
– Staff training and development
East (2009), Macdonald and Carroll (2006),
Park (2004)
• Continuous staff engagement
• Senior management
• Ownership of policies
• Working to
consistency
• Staff development
• Joining up strategies and policies
• Using tools effectively
10

• Varied, interrelated reasons
• Study on use of sources and plagiarism in essays
– Questionnaire, text-analysis, consultations with students
– Electronic sources as different from print
– Lack of note-taking from electronic sources
– Academic writing: not just
‘technical’ matters
– Ellery (2008)
11

• Policy, strategy, practice, implementation
• ‘Alignment’ (East, 2009)
• Language of policies (Bretag et al,
2011)
• Academic integrity standards initiative in Australia (Bretag et al)
• Approaches in USA: academic integrity seminars, peer educator programme (Bertram Gallant, 2010)
12

Student engagement
• Range of understandings and confusions
• Dialogue and discussion
• Collaborative developments and
‘campaigns’
13

erica.morris@heacademy.ac.uk
http://www.heacademy.ac.uk/academic-integrity
Supporting academic integrity: approaches and resources for higher education
Policy works: recommendations for reviewing policy to manage unacceptable academic practice in higher education
14

Belter, R. W. and du Pre, A. (2009) A strategy to reduce plagiarism in an undergraduate course. Teaching of Psychology, 36(4), 257-
261.
Bertram Gallant, T. (2010) UCSD Academic Integrity Annual Report 2008-2009. http://academicaffairs.ucsd.edu/uged/academicintegrity/AI_2008-2009_Report.pdf
[7 June 2011].
Bretag, T. , Mahmud, S., East, J., Green, M., James, C., McGowan, U., Partridge, L., Wallace, M. and Walker, R. (2011) Academic integrity standards: a preliminary analysis of academic integrity policies at Australian universities.
Carroll. J. (2007) A Handbook for Deterring Plagiarism in Higher Education. Second edition. Oxford: Oxford Centre for Staff and
Learning Development.
East, J. (2009) Aligning policy and practice: an approach to integrating academic integrity. Journal of Academic Language &
Learning, 3(1), A38-A51.
Ellery, K. (2008) An investigation into electronic-source plagiarism in a first-year essay assignment. Assessment & Evaluation in
Higher Education, 33(6), 607-617.
Macdonald, R. and Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach. Assessment and
Evaluation in Higher Education, 31(2), 233-245.
Morris, E. with Carroll, J. (2011) Policy works: recommendations for reviewing policy to manage unacceptable academic practice in
higher education. The Academy JISC Academic Integrity Service, The Higher Education Academy. Available from: http://www.heacademy.ac.uk/academic-integrity
Morris, E. et al (2010) Supporting academic integrity: approaches and resources for higher education. The Academy JISC Academic
Integrity Service, The Higher Education Academy. Available from: http://www.heacademy.ac.uk/academic-integrity
Park, C. (2004) Rebels without a clause: towards an institutional framework for dealing with plagiarism by students. Journal of
Further and Higher Education. 28 (3), 291-306.
Plagiarismadvice.org (2010) Plagiarism Reference Tariff. Available from: http://www.plagiarismadvice.org/documents/AMBeR%20Tariffv2.pdf
[1 November 2010].
Tennant, P. and Duggan, F. (2008) Academic Misconduct Benchmarking Research Project: Part 2. The Recorded Incidence of Student
Plagiarism and the Penalties Applied. Available from: http://www.heacademy.ac.uk/ourwork/teachingandlearning/assessment/alldisplay?type=projects&newid=AMBeR&site=yor k [21 July 2010].
Walker, J. (2010) Measuring plagiarism: researching what students do, not what they say they do. Studies in Higher Education,
35(1), 41-59.
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