Maintaining academic integrity: Swabbing smudge, blame game, quixotic quest or essential for survival?

When did you last read a report on higher education that made you cringe? Now and then a newspaper column may run along any of the following lines:

Misconduct allegations against Professor ...
Plagiarism scandal at the University of ...
University students cheat on exams ...
Research findings are fudged ...
They stole my idea ...

While the mass media may insinuate that there is serious and extensive rot in the ivory towers, for most academics ethical transgressions are akin to a few rotten apples in a barrel. It is comforting to think that misbehaviour occurs somewhere else and it is someone else's responsibility to deal with. It is possible that we may readily critique many aspects of academic life but not question the behaviour of a colleague or student. It is also possible that staff or student misconduct has increased due to influences and pressures, and may be unintentional.

In his article Dishonesty in the Academy, Hauptman (2002) identifies examples of dishonesty at various levels in the higher education system and lists many reasons for student cheating, including "role models . [who] offer little to stimulate principled action." Others have found that there has been a significant increase in the percentage of students who admitted to cheating and that "many students who cheat blame faculty [academic staff] for their transgressions, especially professors who fail to respond to what students consider obvious incidents of cheating that occur in their courses" (McCabe & Treviño, 2002).

Recognising that integrity is vital to an academic institution's survival, universities have policies, regulations or codes for: academic integrity, academic conduct/misconduct, academic honesty/dishonesty, academic standard, plagiarism, honour, etc. Often the term, be it honour code or misconduct, is defined and explained in detail.

Could the choice of name reflect the emphasis in an institution e.g. prevention or punishment? Whatever their choice, institutions are pragmatic and realise, for instance, that "we cannot deter academic integrity violations exclusively through punishment or through a single course. The best way to confront academic dishonesty is through repeated and widespread discussions, with our students and each other" (DePaul, 2002).

The general view in higher education with regard to academic integrity is that self-regulation is preferable to external examinations. Academic freedom and honour system are privileges that may need to be guarded jealously. Princeton University (2004) claims that "academic freedom can flourish only in a community of scholars which recognizes that intellectual integrity, with its accompanying rights and responsibilities, lies at the heart of its mission." The Australian Vice-Chancellors' Committee has provided "guidelines for maintaining and monitoring academic quality and standards in teaching and learning" (AV-CC, 2002). The guidelines include the responsibilities of universities, staff and students. The Academic Conduct initiative at UWA is outlined in this edition of ITL (see page 2).

What type of culture is promoted and maintained in the work area, and by whom? What should be done? What could be achieved?

• AV-CC (2002). Universities and their Students: Principles for the Provision of Education by Australian Universities. Retrieved May 11 2005, from http://www.avcc.edu.au/documents/publications/Principles_final_Dec02.pdf

• DePaul (2002). A Faculty Guide to Academic Integrity. Retrieved April 15 2005, from http://condor.depaul.edu/~tla/html/documents/AI%20Faculty%20Guide.doc

• Hauptman, R. (2002, December). Dishonesty in the Academy. Academe, 88(6). Retrieved April 27, 2005, from http://www.aaup.org/publications/Academe/2002/02nd/02ndhau.htm

• McCabe, D., & Treviño, L. (2002, January-February). Honesty and honor codes. Academe, 88(1). Retrieved April 27, 2005, from http://www.aaup.org/publications/Academe/2002/02JF/02jfmcc.htm

• Princeton University (2004). Rights, rules, responsibilities. Retrieved April 15, 2005, from http://www.princeton.edu/pr/pub/rrr/04/01.htm#1a