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ABSTRACT
Academic integrity lies ‘at the core of the reputation of Australia’s world class higher education sector’ (Tertiary Education Quality and Standards Agency (TEQSA), 2020). This pilot study analyses the dominant approach (punitive or educative) of academic integrity policies by selected institutions within the Australian state of Victoria who offer a Foundation Studies Programme (FSP). This pilot study indicates a punitive approach is most commonly adopted. There is a scarcity of research within this field. An increasing prevalence of academic integrity breaches has been reported in the Australian and global education sector. It is therefore of paramount importance that we focus on supporting learners to understand and act with academic integrity. A literature review of qualitative data enabled patterns, or ‘themes’, to be identified. A deductive thematic analysis was conducted at the semantic (explicit) level to compare the approach taken at different institutions.
Acknowledgments
Thank you to three remarkable people who supported me while undertaking this research: Tracey Bretag, Mike Prosser and Greg Cooper.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Supplementary material
Supplemental data for this article can be accessed online at https://doi.org/10.1080/1360080X.2022.2112272