3.1 Step 1: Define student needs
Student needs regarding academic integrity need to be defined as a first step.
Thereafter, the escalation process linked to breaches of academic integrity must be aligned with the identified needs as far as possible while keeping findings from literature in mind. Literature shows that there may be an
increase in academic misconduct for students who come from different cultural and literacy backgrounds than what is accepted at the current institution (Fatemi & Saito, 2019). Situational factors such as circumstances, workload, and grade motivation can also lead to a reliance on dishonest practices. (Awosoga et al., 2021). Students’ experiences also play a role, and negative experiences such as poorly designed courses and a lack of technical support can add to feelings of frustration and anxiety around a course (Yang & Cornelius, 2004). Thus, an institutional approach needs to take stock of students’ needs for a differentiated approach based on their backgrounds, situational factors, and experiences. Institutions must acknowledge that students’ academic integrity needs are contextually, culturally, and individually bound. Therefore, the next step would be to go through a process of defining students’ needs by involving students. One approach that can be followed is to use student journey mapping.