Academic integrity and student development

1. Academic integrity and student development Exploring dimensions for improving practice

2. Academic integrity and student development • The HEA, Professor Jon Scott (University of Leicester), Jane Thomas (Swansea University) • Assessment Standards Knowledge exchange (ASKe) and HEA fifth and sixth event (2011, 2012) • Institutional Policies and Procedures for Managing Student Plagiarism • www.brookes.ac.uk/aske/events/ • Academy JISC Academic Integrity service (2009-11) • www.heacademy.ac.uk/academic-integrity

3. Programme

4. Framing academic integrity for student development Dr Erica Morris (Academic Lead, HEA)

5. Aims of this event • Academic integrity: explore concept and principles • Student learning and development • Unacceptable academic practice • Dimensions of practice • the integral role of teaching, learning and assessment • the implicit and explicit links between academic integrity, student employability and professionalism • the significance of student engagement in improving practice

6. Academic integrity “Academic integrity means acting with the values of honesty, trust, fairness, respect and responsibility in learning, teaching and research. It is important for students, teachers, researchers and all staff to act in an honest way, be responsible for their actions, and show fairness in every part of their work. Staff should be role models to students. Academic integrity is important for an individual’s and a school’s reputation.” (my emphasis, Exemplary Academic Integrity Project, 2013)

7. The concept of academic integrity • Values and principles • The Centre for Academic Integrity in the USA (1999) • Exemplary Academic Integrity Project in Australia (2012-13) • Good academic practice • Understanding, strategies and skills • Unacceptable academic practice • Data falsification, plagiarism, collusion, duplication • Graduate employability and professional integrity • Morris (2011)

8. Strategy, policy and practice • Institutional policy matters • Policy works: recommendations for managing unacceptable practice (Morris and Carroll, 2011) • Framework for enacting exemplary academic integrity policy (Bretag et al, 2013) • Approaches to assessment • Established significance of assessment design • Electronic assessment management (Ellis, 2012) • Student learning and development • Interplay: graduate attributes, disciplinary practices, academic skills

9. UK Quality Code for Higher Education • Indicator 5 –Assessment and feedback practices are informed by reflection, consideration of professional practice, and subject-specific and educational scholarship • Indicator 7 –Students are provided with opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice • Indicator 14 – Higher education providers operate processes for preventing, identifying, investigating and responding to unacceptable academic practice Chapter B6: Assessment of students and the recognition of prior learning (QAA, 2013)

10. Representation and relevance • Student representation in institutional working groups for developing policy and on some panels • Plagiarism policies in the UK • Glendinning (2013) • High proportion of students thought academic integrity had relevance to their life or work experience outside of university • Australian academic integrity student survey • Bretag et al (2013)

11. Support and understanding • Further support in academic integrity and academic writing • Plagiarism policies in the UK • Glendinning (2013) • A variety of approaches to support students’ understanding of academic integrity • Australian academic integrity student survey • Bretag et al (2013)

12. Academic and professional integrity Graduate attributes for the future

13. Panel discussion Professor Jon Scott (Chair)

14. Academic integrity and student development Plenary Jane Thomas