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
  1. 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).
  2. 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).

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