Abstract
Academic integrity has become an increasing preoccupation for UK higher education in recent years. Within the sector, there has been a clear move from the detection of inappropriate practice and punitive responses to more proactive and preventative approaches focussed on the promotion of academic integrity. That change amongst academics, students, and higher education providers (HEPs) has not only benefited widespread academic practice but also contributed to the literature underpinning academic integrity. The competing pressures of widening participation, the awarding of more highly classified (“good”) degrees and internationalization have created a complex environment for this change. The accommodation of different learning needs, diverse academic contexts, and educational cultures has driven development of teaching approaches, learning support, and assessment. This chapter focuses particularly on how HEPs across the UK are embedding a culture of academic integrity into the learning and teaching environment while also working to “design out” areas of potential compromise in assessment design. This chapter will explore the academic opportunities for development and the challenges faced from the perspectives across the UK.
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Thomas, J., Scott, J. (2016). UK Perspectives of Academic Integrity. In: Bretag, T. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-098-8_22
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