Any kind of educational operation should be affiliated with the principles of academic integrity and institutions aim to promote this and prevent academic misconduct by the help of their institutional policies. This enables them to increase the quality of education through creating an atmosphere of trust at the institutional level and to bring honest individuals to society. Although such principles depend on the values of individuals, building them requires extensive collaboration of a wide range of stakeholders. One crucial cornerstone of building integrity at an institution is to develop an academic integrity policy that reflects institutional understanding regarding efforts to establish integrity including reactional approaches to academic misconduct. Therefore, a well-developed policy should be inclusive enough to cover responsibilities of stakeholders, integrity education, investigation protocols of suspected cases, violations, sanctions, restorative justice in addition to pedagogy, assessment design and training and other aspects.
Developing a policy will serve as a roadmap for an institution in building integrity as an initial step of developing institutional culture. Although it is vital to have a well-developed policy as the first step, it should be remembered that policies should be specific to institutions, respond to the contextual dynamics of institutions, and be compatible with the mission and vision of institutions. Considering ongoing changes in academia, institutional policies should be kept up-to-date by means of revisions. Yet, both developing and revising policies are quite difficult due to social, psychological, and legal dimensions of the documents involved. Therefore, expert assistance either in development or revision of policies can be very useful.
In this context, we strive to support institutions to develop their academic integrity policies, help institutions revise existing policies, and provide the know-how to institutions in the establishment of integrity culture at an institutional level.
Members of the group
Salim Razi, Canakkale Onsekiz Mart University, Turkey
Dukagjin Leka, University “Kadri Zeka”, Kosovo
Ece Zehir Topkaya, Canakkale Onsekiz Mart University, Turkey
Irene Glendinning, Coventry University, UK
Lorna Waddington, University of Leeds, UK
Meltem Baysal, Trakya University, Turkey
Mike Reddy, University of South Wales, UK
Olha Bryukhovetska, National University of Kyiv-Mohyla Academy, Ukraine
Özgür Çelik, Balikesir University, Turkey
Sarah Elaine Eaton, University of Calgary, Canada
Shiva Sivasubramaniam, University of Derby, UK
Sonja Bjelobaba, Uppsala University, Sweden
Teddi Fishman, United States
Yevgeniya Kim, Nazarbayev University, Kazakhstan
Zeenath Khan Reza, University of Wollongong in Dubai, Dubai