Academic integrity: An educative and equitable approach in enabling pathway programs

Picard, M.ORCID: 0000-0002-3087-7407, Fudge, A., Bilic, S. and Cooper, S. (2018) Academic integrity: An educative and equitable approach in enabling pathway programs. In: 41st HERDSA Annual International Conference, 2 - 5 July 2018, Convention Centre, Adelaide

Abstract

This paper unpacks the key components of an educative approach to academic integrity and applies them to enabling pathway programs. Enabling programs progress high numbers of students from recognised equity groups into undergraduate studies and are recognised for supporting and encouraging students and fostering a sense of belonging (Burke, Bennett, Burgess, Gray, & Southgate, 2016; Hellmundt & Baker, 2017; Lane & Sharp, 2014). University measures to support academic integrity can, on the other hand, be perceived as procedure-based and punitive (Dalal, 2015). In this paper, we provide an integrative review of literature on the common features of an educative approach to academic integrity and enabling programs and introduce exemplars from two universities of enabling pedagogies applied to academic integrity.

Item Type:	Conference Paper
Conference Website:	http://www.herdsa.org.au/publications/conference-p...
Other Information:	Published in: Research and Development in Higher Education: [Re] Valuing Higher Education Vol. 41 July, 2018, 266 pages Published by Dale Wache and Don Houston ISBN: 978-0-908557-96-7
URI:	http://researchrepository.murdoch.edu.au/id/eprint/56430

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