The ever-present imperative of academic integrity gains precedence as students are increasingly perceived as ‘consumers’ of Higher Education. The University of Bristol is committed to treating students as academic partners rather than consumers, and promoting the positive attitudinal culture of academic integrity is central to strengthening this relationship
- This video, filmed during the ICAI 2008 International Conference, summarises how academics perceive the concept of academic integrity and provides a clear, practical definition of the importance of academic integrity to both the ligitimacy of scholarly research and professional accountability. (Hilary)
- The ICAI Fundamental Values Project collates quotes from academics defining each element of academic integrity: honesty, trust, fairness, respect and responsibility. (Jilly)
- It is interesting to compare these to the student perspective portrayed in this video by Economics and Business students at the University of Sydney, and this one by a student at the University of Waterloo in Canada. Both mention fear of reprisal as a motivating integrity in their academic practice, but also offer more positive motivations relating to the intrinsic value of education and taking pride in their own work. (Jilly)
- This article about a writer who made a living writing academic essays for students highlights some of the attitudinal challenges we face to promoting academic integrity in our ‘consumer’ culture. (Jilly)
- In light of the tendency for discussions of academic integrity to focus upon plagiarism, I was interested to read this article about different forms of academic dishonesty in scientific research. Despite its slightly sensationalist tone the article does highlight the imperative for a more holistic approach to promoting academic integrity, at all levels. (Jilly)
An important strand of the University’s TEL strategy is to support active, collaborative and participatory learning
- Some examples of ways in which this could be done were discussed at The EduWiki conference , including initiatives to encourage content creation from students as part of their learning, such as the Wikipedia Education program (Roger)
In line with Bristol’s approach of promoting TEL practices rather than tools, I was interested to read
- This article by a school teacher about integrating technology into geography teaching. It emphasises the importance of using technology relevant to the task, and of letting students learn for themselves the relative advantages and disadvantages of different technologies. (Jilly)
