Learn more about our mission to define academic integrity as a commitment in education. Read from articles of the International Journal for Educational Integrity, our program development and stages of institutional development and K-12 / High school academic integrity resources. Also see student made awareness posters and find tutorials and workshops for university and high school levels.
International Journal for Educational Integrity
Tracey Bretag, Editor
Director, Office for Academic Integrity
University of South Australia (Business School)
A Note from the Editor
“The International Journal for Educational Integrity, now in its 11th year as an open access online journal, is well placed to lead the field in responding to emerging threats to academic integrity. In particular, concerns about contract cheating and ghostwriters have made international headlines. Schools and higher education providers need to collaborate with quality assurance, regulatory and funding bodies, to address this global issue. Authors are encouraged to use the IJEI to publish innovative research that identifies the contexts and causes of contract cheating, and provides evidence-based solutions. I look forward to receiving your submissions.”
– Dr. Tracey Bretag, DEd, University of South Australia
A Glance at the Journal
The journal provides a platform for educators across all sectors to research issues in the multi-disciplinary field of educational integrity. In addition, IJEI provides an opportunity for researchers and practitioners to take a leadership role in the relatively new field of educational integrity.
The IJEI is an international refereed journal where research on educational integrity is disseminated in an accessible and cost-effective format. The journal challenges readers to consider the changing nature of education in a globalised environment, and the impact that conceptions of educational integrity have on issues of pedagogy, academic standards, intercultural understanding and equity.
Articles of interest to the IJEI readership may include but are not limited to the following areas as they relate to educational integrity: plagiarism, cheating, academic integrity, honour codes, teaching and learning, institutional integrity and student motivation. Submissions may include original research (including practitioner research), theoretical discussions and review papers.
The descriptive text in this section has been reproduced from the Journal website with the permission of the Editor.
Director of Academic Integrity Office
Stages of Institutional Development
Four stages of institutional development are hypothesized so as to comprehend and distinguish the relative positions of colleges and universities regarding the organization of academic integrity on their campuses:
Stage One: “Primitive”
This stage describes a school with no policy or procedures (or minimalist ones) and where there is great variation in faculty and administrative handling of cheating.
Stage Two: “Radar Screen”
This stage describes a school where cheating issues have risen to public debate because of the perceived weakness of academic integrity policies and fundamental concerns with the consistency and fairness of existing practices. Stage two is characterized by early efforts, usually led by administration, to put a policy and procedures into effect, often for fear of litigation.
Stage Three: “Mature”
This stage characterizes a school where academic integrity policies and procedures are known and widely, but not universally, supported. Continuing efforts occur to socialize new faculty and students to the academic integrity policy, and it is used frequently by faculty, in particular.
Stage Four: “Honor Code”
This stage describes an institution where students take a major responsibility in implementing the integrity policy, and there is wide recognition that the code distinguishes the school while leading to lower cheating and plagiarism rates than most non-code schools.
Stage four is not necessarily the best. Most institutions can get to stage three, and a few can create and sustain stage four. Stage four is heuristic so that institutions may learn what kinds of campus cultures can sustain integrity. Stage three schools, in particular, should strive to emulate the advantages of student empowerment seen in stage four schools. Prudence dictates that “the best is the enemy of the good” so great care in attempting to move to stage four is required. Stage three is a realistic and desirable stage for most institutions.
Institutions should engage in planning that identifies their current stage of development and the obstacles and opportunities in moving to the next stage.
Suggested Resources for High Schools – For Developing a Culture of Integrity
What Are High School Students Like?
There are several resources to help faculty, staff, and administrators at the K-12 level develop or refine their academic integrity programs and policies. Excerpts from a few of these resources can be found on this page, with information on how to access the resources in full.
K-12 Honor Code Development Stages
former Chair of the Theology Department at Saint Andrew’s School
Ph.D., honor council advisor at the Westminster Schools
High School Honor Codes
The School for Ethical Education, led by David Wangaard, Ed.D., hosts a large number of honor code resources for secondary, junior high, and middle schools. Those academic integrity policies can be found on their Integrity Works! site. Click here to view them, or view some samples below!
- Unauthorized Collaboration: What Students Need To Know
- Avoiding Plagiarism: Mastering the Art of Scholarship
Visit their website for a wide collection of publications for both students and faculty!