ORCID Profile
0000-0002-9671-0554
Current Organisation
University of South Australia
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Publisher: Common Ground Research Networks
Date: 2018
Publisher: Infonomics Society
Date: 12-2012
Publisher: Infonomics Society
Date: 12-2012
Publisher: Springer Science and Business Media LLC
Date: 03-2022
DOI: 10.1007/S40979-021-00099-1
Abstract: Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.
Publisher: Common Ground Research Networks
Date: 2015
Publisher: Informa UK Limited
Date: 07-08-2021
No related grants have been discovered for Tamra Ulpen.