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Culture of integrity – institutional response to integrity during COVID19

Khan, Zeenath Reza, Priya, Joice, Tuffnell, Christopher·2022·International Journal for Educational Integrity
DOI 10.1007/s40979-022-00118-9PMC PMC9702660
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Abstract

COVID19 forced most education institutions to move their education provisions to digital platforms almost overnight to ensure continued learning for students. Variable factors relating to educational technologies, ease of use, accessibility and funding meant the process was more challenging for some than others. However even the most agile and well-prepared educational institutions faced a hurdle during remote learning when it came to integrity in assessing students online. This article tracks the efforts by one western university in a Middle Eastern country, tracing back the systemic changes, evolution of policies and procedures that culminated into a campus-wide response that helped redesign assessments, increased awareness among faculty towards recognising and reporting cases, and the implementation of integrity pledges. It is believed this article presents a well-rounded case study as a good practice guide for other tertiary institutions on the importance of building a culture of integrity prior to any crisis, that can help whether such situations need to arrive in the future.

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Fig. 1 Quality and Continuous improvement at UOWD
Fig. 1 Quality and Continuous improvement at UOWDCC BY · PubMed Central
Fig. 2 On-campus efforts and campaigns to foster culture of integrity (images presented with consent)
Fig. 2 On-campus efforts and campaigns to foster culture of integrity (images presented with consent)CC BY · PubMed Central
Fig. 3 Five principles that govern assessment design at UOWD
Fig. 3 Five principles that govern assessment design at UOWDCC BY · PubMed Central
Fig. 4 Matrix of offerings for professional development at UOWD
Fig. 4 Matrix of offerings for professional development at UOWDCC BY · PubMed Central
Fig. 5 Historical data of cases reported—as summarised and provided by QA unit
Fig. 5 Historical data of cases reported—as summarised and provided by QA unitCC BY · PubMed Central
Fig. 6 Tracking faculty reporting of alleged cases of misconduct
Fig. 6 Tracking faculty reporting of alleged cases of misconductCC BY · PubMed Central

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Citations

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Metadata

Authors
Khan, Z. R., Priya, J., & Tuffnell, C.
ORCID
Khan, Zeenath Reza
Venue
International Journal for Educational Integrity
Publisher
Springer Science and Business Media LLC
Published
2022-11-28
Volume
18
Issue
1
ISSN
1833-2595
DOI
10.1007/s40979-022-00118-9
PMC
PMC9702660
Cited by
12
References
11
Language
en
Licence

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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