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.