ENGAGING WITH ACADEMIC INTEGRITY: A FOCUS ON THE TEACHER

Research into academic integrity has been approached from a range of perspectives. In many cases a student-centered approach is taken towards investigating academic literacies and the best ways in which to approach plagiarism, whether it be through lack of understanding or purposeful. Few studies focus on the teachers and this study contributes to the body of knowledge in this regard by asking “How are staff being supported to redirect their understanding of academic integrity based on penalties and punishment towards a more supportive and sustainable approach?”

A first step could be to guide teachers to the location of relevant policies and procedures then to raise their awareness of their practicalities. From there, to develop understanding of how good assessment design and pedagogy can provide students with the opportunity to excel in their studies. This paper describes the design, development and implementation of a professional learning online module for staff at one Australian university. The online module enables staff to engage in critical discourse about academic integrity issues in an authentic context and through a community of practice.