The next step is to send students the reflective survey to check in on
their understanding of academic integrity and whether they have had any
challenges or difficulties applying the principles of academic integrity, as
well as to reflect on their own academic integrity abilities. This also serves
as a reminder to students about the importance of academic integrity.
The DML framework is an approach that is easily adoptable in the
blended and online environment with the aim of fostering an online
community, enhance student motivation as students can see how what
they are learning applies to the real world, and internalize the information.
They also develop competence as students reflect, share experiences,
and direct their own learning.
Using the DML framework means that there are multiple practical
tasks for students to apply, search for their own meaning, collaborate,
reflect, and think about how it applies to the real-world. The regular
feedback that is built in is not just from academics but thinking about
activities where students can provide each other with feedback, constantly
as this helps them see where they need to grow.
6 Conclusion
Academic integrity is ingrained in the fiber of the academic project and
therefore should not be considered independently but as part of the bigger
project of reshifting institutional culture to one of learning excellence. This
means we should take a hard look into how we approach curriculum practices,
assessment, and teaching (which should be more focused on learning),
as well as our administration and support that we provide. As many of these
institutional practices have a direct impact on students’ academic integrity
and dishonesty, we should therefore consider how we could build competence
around academic integrity into our organizational culture and actively
work on promoting this culture through multiple avenues.
The driving force behind this should be the EoC as we have a responsibility
to our students to address their needs and to support them through
their learning journey. As part of this care, we need to critically reflect on
our current academic integrity practices, policies, and systems and consider
the RP approach rather than vilify our students as this does more harm to
the student, the institution, society, and future employers. This is because
it does not help them to build values and competence, which they would require to be fully fledged employees and citizens but rather breaks down
confidence and identity. Using the RP approach helps them to rebuild
trust, competencies, and values that they require. It also helps them to
regain confidence and teaches them the value of caring for others, as part
of the hidden curriculum, which transcends into the values that employers
require from their employees. As such, academic integrity should be considered
as a 21st century skill in its own right.
In addition, we need to rethink our teaching of academic integrity
courses and it should not be focused on the violations but focus on building
the competencies and values that are required of students both explicitly
and implicitly. Using a DML approach is valuable here as it allows
students to practice, share, reflect, and internalize what they have learned
rather than just memorizing without applying. So, using context and
changing culture and curriculum (Fig. 2.4) will help HEIs to build an academic
integrity culture, which could enhance learning excellence and
implicitly teach the individual to competencies of academic integrity.
Therefore, using EoC and RP as part of our learning excellence strategy
and our thinking around creating a culture of academic integrity can be a
step in the right direction to reimagine HEIs for a post-COVID-19 “new
normal.” Therefore, we hope that this chapter helps the audience to think
about academic integrity and how EoC and RP can be used in their setting
to change, culture, curriculum, and context.
Endnotes
- In the South African Context, first-generation students usually refer to Black African students
who are mostly non-English speakers, mostly come from rural or township areas
(lower socio-economic background), and whose parents are underemployed or unemployed.
These students also usually come from poorly resourced and equipped schools
(Motsabi et al., 2020).
- The decontextualized learner refers to the view that students enter tertiary education
separated from their historical, cultural, language, literacy, and discoursal backgrounds.
Institutions who view students as decontextualized have a tendency to label students as
deficit and place the onus of poor performance and throughput rates as a fault of the student (Boughey and McKenna, 2016).
References
Africanews. (2022). South Africa: Anger over racism at top university | Africanews. Africanews.
Date of access: 02 Sep. 2022.
Awosoga, O., Varsanyi, S., Nord, C., Barley, R., & Meadows, J. (2021). Motivators for
student academic misconduct at a medium sized university in Alberta, Canada: Faculty
and student perspectives. Canadian Perspectives on Academic Integrity, 4(1), 91109.
Boughey, C., & McKenna, S. (2016). Academic literacy and the decontextualised learner.
Critical Studies in Teaching and Learning (CriSTaL), 4(2), 19. Available from https://
Buchanan, R. A., Forster, D. J., Douglas, S., Nakar, S., Boon, H. J., Heath, T., Heyward,
P., D’Olimpio, L., Ailwood, J., Eacott, S., Smith, S., Peters, M., & Tesar, M. (2021).
Philosophy of Education in a New Key: Exploring new ways of teaching and doing
ethics in education in the 21st century. Educational Philosophy and Theory, 0(0), 120.
Cooke, R., van As, J. Pentz, S. Pather, K., Makanya, S., & Moolla, A. (2022). An evolving
vision of transformation. Department of Family Medicine and Primary Care. https://
12 Jan. 2023.
Corbera, E., Anguelovski, I., Honey-Rosés, J., & Ruiz-Mallén, I. (2020). Academia in the
time of COVID-19: Towards an ethics of care. Planning Theory & Practice, 21(2),
Council on Higher Education. (2016). VitalStats. South African higher education reviewed Two
default/files/publications/CHE_VitalStats_2016%20webversion_0.pdf [Accessed: 12/01/
2023].
Cullen, C. S. (2022). Pivoting from punitive programs to educational experiences:
Knowledge and advice from research. Journal of College and Character, 23(1), 4859.
Czerniewicz, L., Agherdien, N., Badenhorst, J., Belluigi, D., Chambers, T., Chili, M., de
Villiers, M., Felix, A., Gachago, D., Gokhale, C., Ivala, E., Kramm, N., Madiba, M.,
Mistri, G., Mgqwashu, E., Pallitt, N., Prinsloo, P., Solomon, K., Strydom, S., &
Wissing, G. (2020). A wake-up call: Equity, inequality and Covid-19 emergency
remote teaching and learning. Postdigital Science and Education, 2(3), 946967.
Ellis, C. (2016). Compassionate research: Interviewing and storytelling from a relational
ethics of care. In I. Goodson, A. Antikainen, P. Sikes, & M. Andrews (Eds.), The
Routledge International Handbook on narrative and life history (1st ed.). .
eNCA. (2022). Stellenbosch University probes another alleged racist incident | eNCA. eNCA.
Date of access: 02 Sep. 2022.
Fatemi, G., & Saito, E. (2019). Unintentional plagiarism and academic integrity: The challenges
and needs of postgraduate international students in Australia. . Journal of Further and
Feldman, J. (2020). An ethics of care: PGCE students’ experiences of online learning during
covid-19. Critical Studies in Teaching and Learning, 8(2). Available from
https://doi.
org/10.14426/cristal.v8i2.326.
Germaine, R., Richards, J., Koeller, M., & Schubert-Irastorza, C. (2016). Purposeful use
of 21st century skills in higher education. Journal of Research in Innovative Teaching, 9(1),
1929.
Gray, B.C. (2022). Ethics, EdTech, and the rise of contract cheating. In S. E. Eaton & J.
Christensen Hughes (Eds.), Academic integrity in Canada. Ethics and integrity in educational contexts
Grimsrud, T., & Zehr, H. (2002). Rethinking god, justice, and treatment of offenders.
10.1300/J076v35n03_14.
Henry, J. V., & Oliver, M. (2022). Who will watch the watchmen? The ethico-political
arrangements of algorithmic proctoring for academic integrity. Postdigital Science and
Hsih, K. W., Iscoe, M. S., Lupton, J. R., Mains, T. E., Nayar, S. K., Orlando, M. S.,
Parzuchowski, A. S., Sabbagh, M. F., Schulz, J. C., Shenderov, K., Simkin, D. J.,
Vakili, S., Vick, J. B., Xu, T., Yin, O., & Goldberg, H. R. (2015). The Student
Curriculum Review Team: How we catalyze curricular changes through a studentcentered
approach. Medical Teacher, 37(11), 10081012. Available from
https://doi.
org/10.3109/0142159X.2014.990877.
International Center for Academic Integrity. (2021). The fundamental values of academic integrity
Karp, D., & Frank, O. (2015). Restorative justice and student development in higher education:
Expanding offender? Horizons beyond punishment and rehabilitation to community
engagement and personal growth. In T. Gavrielides (Ed.), Offenders no more:
Karp, D.R. (2019). The little book of restorative justice for colleges and universities (2nd ed.).
Good Books.
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching.
Lizeth, M., & Pedreal, B. (2014). Restorative justice programs in higher education. The
Vermont Connection, 35(1), 38-46.
Lombard, P. (2020). Factors that influence transition from high school to higher education:
A case of the Junior Tukkie programme. African Journal of Career Development, 2
Maila, P., & Ross, E. (2018). Perceptions of disadvantaged rural matriculants regarding factors
facilitating and constraining their transition to tertiary education. South African
V38N1A1360.
Maphosa, C., Sikhwari, T. D., Ndebele, C., & Masehela, M. (2017). Interrogating factors
affecting students’ epistemological access in a South African University. Kamla Raj
Motsabi, S., Diale, B. M., & van Zyl, A. (2020). The role of social support in the persistence
of first-year first-generation African students in a higher education institution in
South Africa. South African Journal of Higher Education, 34(4), 189210. Available from
Nguyen, M. T. N., Zavoretti, R., & Tronto, J. (2017). Beyond the global care chain:
Boundaries, institutions and ethics of care. Ethics and Social Welfare, 11(3), 199212.
Noddings, N. (2012). Philosophy of education (3rd ed). Western Press.
NSFAS. (2022). NSFAS funding application South Africa 20222023. NSFAS. https://
Persky, J. (2021). Higher education and the ethic of care: Finding a way forward during a
global pandemic. Cultural Studies - Critical Methodologies, 21(3), 301305. Available
Peterson, H. (2016). AIM Academic Integrity Matters: A restorative justice process | TILT.
Raman, V., & Ramlogan, S. (2020). Academic integrity and the implementation of the
honour code in the clinical training of undergraduate dental students. International
s40979-020-00058-2.
Ramsey, J. (2004). Integrity board case study: Sonia’s plagiarism. In D. Karp, & T. Allena (Eds.),
Restorative justice on the college campus: Promoting student growth and responsibility and reawakening
the spirit of campus community (1st ed., pp. 134141). Charles C Thomas Pub Ltd.
Sopcak, P. (2021). Taking Integrity Seriously The Case of a Restorative Practices
Approach. Wits Academic Integrity Symposium.
com/arts-culture/11-languages-south-africa/
Spaull, N. (2015). Schooling in South Africa: How low-quality education becomes a poverty trap
(12, pp. 3441). South African Child Gauge.
St. Denis, M. (2017). Student Code of Conduct launches with restorative justice practices The
conduct-launches-with-restorative-justice-practices/ Date of access: 01 Sep. 2022.
The Higher Education Act [No. 101 of 1997], Government Gazette 1 (1997).
The Truth and Reconciliation Commission (1998). Truth and Reconciliation
Commission of South Africa Report, 1.
Tronto, J. C. (2013). Caring democracy: Markets, equality, and justice. NYU Press.
Tutu, D. (1999). No future without forgiveness (1st ed.). Doubleday.
University of Kentucky. (2022). Restorative justice | Student Conduct.
https://www.uky.
edu/studentconduct/restorative-justice Date of access: 01 Sep. 2022.
van As, J. (2020). Lecture podcasts in English and Afrikaans: A more inclusive strategy.
in-afrikaans-om-inklusiwiteit-te-bevorder/, Date of access: 12 Jan. 2023..
van As, J., Cooke, R., & Pentz, S. (2023). Towards deep and meaningful learning:
Shaping culture, designing curricula and considering student needs. In D. de Klerk, G.
Krull, T. Maleswena, & F. MacAlister (Eds.), Reimagining South African higher education:
Towards a student-centred learning and teaching future. African Sun Media.
van As, J., Fouché, I., & Immelman, S. (2016). Academic Literacy for Science: A Starting
Point for Recurriculation. Journal for Language Teaching, 50(2), 1135.
van Rooy, B., & Coetzee-Van Rooy, S. (2015). The language issue and academic performance
at a South African University. Southern African Linguistics and Applied Language Studies, 33(1),
van Wyk, A., & Yeld, N. (2013). Academic literacy and language development, 6277.
Wells College. (2022). Restorative Justice Main View | Student Conduct Code |
Conduct_Code.jnz?portlet5Custom_Content_2010-02-08T16-38-04-83 Date of
access: 01 Sep. 2022.
Winter, J., & Cotton, D. (2012). Making the hidden curriculum visible: Sustainability literacy
in higher education. Environmental Education Research, 18(6), 783796. Available
West, T., Ravenscroft, S., & Shrader, C. (2004). Cheating and moral judgment in the college
classroom: A natural experiment. Journal of Business Ethics, 54(2), 173183.
Yang, Y., & Cornelius, L.F. (2004). Students’ perceptions towards the quality of online education:
A qualitative approach, association for educational communications and technology, 2004-2.
Zhao, X., & Sbaffi, L. (2022). Evaluating a pedagogical approach to promoting academic integrity
in higher education: An online induction program. OSF Preprints.