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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

Fudge, A., Ulpen, T., Bilic, S., Picard, M.ORCID: 0000-0002-3087-7407 and Carter, C. (2022) 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. International Journal for Educational Integrity, 18 (1). Art. 5.

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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.

Item Type: Journal Article
Murdoch Affiliation(s): College of Arts, Business, Law and Social Sciences
Publisher: BioMed Central Ltd as part of Springer Nature
Copyright: © 2022 The Authors.
URI: http://researchrepository.murdoch.edu.au/id/eprint/64183
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