Academic integrity strategies

Academic integrity strategies: positive, preventative and punitive

Caroline Campbell (School of Languages, Cultures and Societies) & Lorna Waddington (School of History)

Project overview

This project will consider the growing problem of contract cheating. The complex issues surrounding plagiarism continue to challenge Higher Education Institutions worldwide.

While considerable work has been undertaken by the University of Leeds, in our roles as Assessment Lead/Academic Integrity Lead, our initial discussions with colleagues across the University confirm that there is still much to be done.

As Harper et al (2018) state, ‘teaching staff are integral to preventing and managing this emerging form of cheating, yet there has been little evidence-based research to inform changes to their practice’.

A preliminary survey of University of Leeds staff has revealed that there is very little understanding of this problem. Indeed, some colleagues wondered whether or not discussing contract cheating would ‘give students ideas’.

Current research suggests the opposite i.e. universities cannot ignore this problem and staff must discuss it with students. Students also need to be made aware of the many problems involved in contract cheating, including blackmail.

We also need to consider the major factors contributing to this rise in contract cheating.

With that in mind our project would build upon some of the findings contained in the 2016 Quality Assurance Agency Plagiarism in Higher Education report which states that there is a ‘growing threat to UK higher education from custom essay writing services’ and ‘that there is no single solution and that…organisations…need to take action on a number of fronts’.

However, we also want to ensure that we consider ways to positively scaffold students so that they take a sense of pride in completing their own work.

Key findings

Global Strategy Development:

There is a need for global cooperation to develop robust strategies, ensuring the maintenance of academic standards and the reputation of academic awards worldwide.

Institutional Responsibility and Collective Involvement:

Academic integrity is an institutional concern requiring the active participation of all members, including academics and students. We need to foster a culture where everyone is involved in upholding and promoting integrity standards, ensuring comprehensive support and accountability across the institution.

International students:

International students are significantly overrepresented in academic misconduct cases within the HE sector. This underscores the need to create an inclusive, supportive academic environment addressing international students' unique challenges, particularly in understanding academic integrity norms in a UK context.

Implications for practice

Institutions need to design student and staff training on academic integrity, updated annually to reflect emerging trends, and ensure that the training is completed, in order to establish a baseline of knowledge.
There is a clear need for regular updates and activities to deliver policy and good practice in terms of assessment design, to promote academic integrity, to identify academic misconduct, and to work with our students to educate and support in a digital age.
Institutions benefit hugely from working together both in the UK and globally to share approaches and address emerging challenges as we strive to maintain the value of Higher Education in the age of artificial intelligence.

If you want to find out more details about this fellowship or what the next steps were upon completion please read the full snapshot or contact Caroline (c.campbell@leeds.ac.uk) or Lorna (l.l.waddington@leeds.ac.uk)

Resources produced from this project

Blog: The importance of academic and personal integrity for students

Academic skills resource for students (pdf) Think you know about essay mills (pdf)