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dc.contributor.authorSefcik, Lesley
dc.contributor.authorStriepe, M.
dc.contributor.authorYorke, Jon
dc.date.accessioned2020-02-13T05:20:19Z
dc.date.available2020-02-13T05:20:19Z
dc.date.issued2020
dc.identifier.citationSefcik, L. and Striepe, M. and Yorke, J. 2020. Mapping the landscape of academic integrity education programs: what approaches are effective? Assessment and Evaluation in Higher Education. 45 (1): pp. 30-43.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/77906
dc.identifier.doi10.1080/02602938.2019.1604942
dc.description.abstract

Research has shown that academic integrity education programs can have a positive impact on student attitudes and reduce breaches of academic integrity. Although programs vary across institutions, there is relatively little research on their comparative efficacy. Accordingly, this study examines how higher education institutions in Australia and New Zealand approach academic integrity education in order to identify particular features that are considered to be most effective. Forty-four institutions are represented in this research, with data collected via a survey and semi-structured interviews with selected participants. The findings reveal that, in many cases, current academic integrity education programs appear to lack comprehensive information on values, the potential risks to integrity and the pitfalls of assessment outsourcing. Instead, curricula tended to focus on plagiarism, student responsibilities and referencing. Institutions employ a range of different communication and administration strategies to encourage uptake, and it was found that centrally administered programs that employed sanctions for non-completion appeared to be the most effective method for achieving compliance. Whilst the use of sanctions may support completion, it is argued that future academic integrity programs should also be collaboratively designed, drawing on a timely educational approach for skill development that incorporates learner feedback into the process with a greater emphasis on underpinning values.

dc.languageEnglish
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectAcademic integrity program
dc.subjectvalues
dc.subjectbreaches
dc.subjectsanctions
dc.subjectadministration
dc.subjectPLAGIARISM EDUCATION
dc.subjectREASONS
dc.subjectPOLICY
dc.titleMapping the landscape of academic integrity education programs: what approaches are effective?
dc.typeJournal Article
dcterms.source.volume45
dcterms.source.number1
dcterms.source.startPage30
dcterms.source.endPage43
dcterms.source.issn0260-2938
dcterms.source.titleAssessment and Evaluation in Higher Education
dc.date.updated2020-02-13T05:20:19Z
curtin.departmentOffice of the Academic Registrar
curtin.accessStatusFulltext not available
curtin.facultyOffice of the Academic Registrar
curtin.contributor.orcidSefcik, Lesley [0000-0002-6877-6943]
curtin.contributor.orcidYorke, Jon [0000-0003-4840-7873]
dcterms.source.eissn1469-297X
curtin.contributor.scopusauthoridSefcik, Lesley [57192923946]


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