Academic integrity education

Taking an educative approach to matters of academic integrity is critical in maintaining academic quality at the University. The most effective intervention strategies for promoting integrity and preventing misconduct appear early in the student lifecycle and are reinforced frequently at key points throughout their study.

The University has committed to this approach through publishing student facing information and advice and developing initial academic integrity learning modules which students are directed to when they commence their study. In some faculties, additional messaging is built into regular updates to students through the student portal and email campaigns. These efforts support faculty strategies and Deans, who are responsible for ensuring that students understand their obligations and the expectations of the University with regards to academic integrity. These expectations are outlined in the Student Academic Integrity Policy.

How can I promote academic integrity with my students?

Each faculty will have academic integrity strategies in place that incorporate discipline-specific requirements. In addition to these, subject coordinators may wish to consider the following best practice interventions for use in their classes:

• Consistently communicating the benefits of academic integrity for students and the community (rather than only focusing on misconduct and punitive measures)
• Providing links to information and advice from the University in your course materials
• Including discussion of the Cornerstones of Good Scholarship module (Undergraduate students, incorporated within Discovery subjects/experiences) and the Graduate Cornerstones of Good Scholarship (Graduate students) with your students as early as possible in the semester
• Including academic integrity matters in assessment instructions. In particular:
  • Reinforcing why academic integrity matters.
  • Information on how to access support or advice, such as Academic Skills, referencing guides and student wellbeing.
  • Outlining acceptable and unacceptable use of technology such as generative artificial intelligence or translation and editing tools.
  • Where use of generative artificial intelligence is permitted, guidance on appropriate acknowledgement.
  • Providing clear examples of what could be considered misconduct in the context of the assessment.

For further information regarding specific educative approaches in place in your faculty, please refer to your faculty academic integrity contact list Staff login required.