Journal article
Developing Student Agency Towards Academic Integrity Through an Educative Approach: Exploring Students’ Experiences and Perspectives
Journal of academic ethics, pp.1-25
19/09/2024
Metrics
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Source: InCites
Abstract
This research investigates whether academic integrity can be strengthened through a holistic educative approach that combines compulsory modules on academic integrity, pedagogy that challenges punitive approaches, and an embedded curriculum. We present quantitative and qualitative data from surveys and interview responses from students to investigate their experiences and perceptions of our approach. Qualitative data suggest students appreciate the educative approach and that it fosters agency in students. Most participants – even those who indicated they had been part of an academic integrity breach process and students who knew someone who had been involved in the process – expressed that the process itself led to a greater understanding of academic integrity generally and students felt they could address the issue for themselves and benefit into the future. Responses indicated students wanted to have a voice in the academic integrity process. This research indicates that a holistic educative approach promotes students’ agency in relation to their academic work and frames academic integrity as a positive and desirable aspect of students’ developing academic identities.
Details
- Title
- Developing Student Agency Towards Academic Integrity Through an Educative Approach: Exploring Students’ Experiences and Perspectives
- Creators
- Michael BrickhillGrant AndrewsJohanna Nieuwoudt
- Publication Details
- Journal of academic ethics, pp.1-25
- Publisher
- Springer Nature
- Number of pages
- 25
- Grant note
- CAUL
- Identifiers
- 991013224407402368
- Copyright
- © The Author(s) 2024. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Journal article