For learning excellence, we need to innovate and reimagine our processes
and procedures around the three dimensions that impact the student
learning journey such as learning, support, and administration (Fig. 3).
Academic integrity should be central to all three dimensions as it considerably
impacts the students’ experience, the quality of the degree, the competencies
of the student, and the development of values integral to
integrity such as honesty, trustworthiness, fairness, respect, responsibility,
and courage (International Center for Academic Integrity, 2021), which
are important for their future careers as well. Therefore, academic integrity
is part and parcel of learning excellence, and therefore thinking about how we can establish an institutional culture for academic integrity should
be a major consideration for any university’s learning excellence strategy.
At the center of this reimagining of culture toward learning, excellence
should be the driving force of EoC and RJ.
- As both EoC and RJ are people centered, the application of these approaches can help institutions reimagine their culture, moving away
from viewing students as decontextualized and the implementation of
harsh punitive measures for transgressions toward gaining a better understanding
of the discourses, repertoires, and literacy uses that students
enter the institution with and developing a more supportive environment
at the institution. One way of reshaping this culture of care is to use RP as
a mechanism to educate students after a breach of integrity and then to also reintegrate them back into the academic community. What possible
role can institutions play in students resorting to dishonest practices?
- How can learning excellence help institutions establish a culture of academic
integrity?
- What administration, learning, and support structures does an institution need to consider for academic integrity at the course and program level
- What systems, processes, and policies are in place to support students?
- How can EoC and RP be driving forces for institutional culture?