3.2 Step 2: Take responsibility
The next component of EoC is to take responsibility to ensure students’
needs are met. This process involves determining how to respond to the identified needs and requires a sense of agency (Henry & Oliver, 2022).
Furthermore, developing an academic integrity culture, policy, and academic
misconduct process requires responsible and shared leadership. In
other words, all stakeholders must be involved in the decision-making
process. Each institution must determine the stakeholders and the level of
involvement of each group in the decision-making and culture-shaping
processes of the institution. These stakeholders can include people from
broader society, bodies, and employers the institution is affiliated with, as
well as various internal stakeholders such as councils, faculties, schools,
academic staff, support staff, and students. The benefit of including students
in this process is that if the rest of the student body knows that the
student’s voice played a role in designing this culture, policy, and processes,
students will be more inclined to buy-in and follow.
Research has outlined various responsibilities within the framework of
an EoC. These responsibilities are also applicable to the institution providing
for the needs of students regarding academic integrity, as listed in
Table 1.
Table 1 The application of an ethics of care within an academic integrity context.