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Developing a Culture of Academic Integrity

At ECU, academic integrity is part of our strengths-based educational teaching environment.  It aligns with our Values and the strategic Vision of being recognised for world ready graduates who are ethically and socially aware, and capable of applying the skills and knowledge they have developed at University to all aspects of their lives.

The following principles underpin ECU’s Academic Integrity Policy (Section 4):

  1. Academic integrity is promoted through holistic and multi-stakeholder engagement and comprehensive education.
  2. An evidence-based co-ordinated approach to detecting and responding to instances of academic misconduct.
  3. Robust reporting and ongoing review of institutional data for quality improvement and developing a culture of academic integrity.
  4. Clearly defined stakeholder roles and responsibilities.

Everyone has a role to play in developing a culture of academic integrity.  As a member of staff at ECU you have a particular role and responsibility to:

  • support a consistent, holistic approach; and
  • be aware of, and follow the University Rules: Academic Misconduct Rules (Students) and the Academic Misconduct Procedures.

In practice this looks like (but not limited to):

  • Providing opportunities to discuss with students the importance of acting with academic integrity.
  • Assessment literacy coupled with quality assessment design
  • Ensuring students understand the requirements and expectations of assessment tasks.
  • Providing meaningful assessment feedback to support student learning.
  • Being approachable when students seek your help or reassurance.
  • Being a role model for academic integrity e.g. in-text and end-text reference your lecture and tutorial material.

The Staff Academic Integrity Module has more detail on what these roles and responsibilities look like.  Completing the Module forms part of the PDC111 Introduction to Learning and Teaching at ECU course.

Ultimately academic misconduct undermines the integrity of the university’s academic awards and assessment processes, damages the university’s reputation, and reduces the effectiveness of a student’s time at the University.

In addition to raising awareness of the expectation of acting with academic integrity, involving students in discussions about academic integrity also helps creating advocacy and influence amongst their peers.  Below are suggested slides that can form the backdrop to a tutorial discussion.  This can be a longer session for ‘New to ECU’ students within a commencing unit or a 10 minute refresher discussion with ‘Experienced’ students or just before an assessment task is due.

The Senior Learning Advisers and Learning Designers can support you develop a culture of academic integrity with your students:

Senior Learning Advisers can support you in the promotion and teaching of academic integrity as part of embedded communication skills in the commencing course units.

If you would like to find out who your School Learning Adviser is, click here: Senior Learning Advisers

More information on the embedding of communication skills in your unit can be sourced from the Course Learning Outcomes tab in the Learning Intranet.

Academic Developers and Learning Designers can assist you with teaching quality.  For more information go to the Teaching Quality webpage in the Staff Intranet under Professional Services

If you would like to find out who your School Learning Designer is, click here: Learning Designers

Academic Integrity Rules, Policy and Procedures:


Raise any School specific queries on academic integrity with your ADTL or if you have a question on the Rules, Policy or Procedures e-mail

Quick Reads

Bretag, T., & Harper, R. (2017, May12).  Assessment design won’t stop cheating, but our relationships with students might.  The Conversation.  Retrieved from

Bart, M. (2009).  Building a culture of academic integrity.  Retrieved from

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