Book Chapter

Supporting inclusion in academic integrity in the age of GenAI

Abstract

In recent years, there has been growing recognition of the need for inclusive teaching and support in higher education to address academic integrity challenges. Certain student groups, including neurodiverse, widening participation, international, and specific ethnic groups, require additional support to understand and adhere to academic integrity principles. Institutional responses based on warnings and threats are counterproductive, perpetuating fear instead of promoting a desire for learning. As GenAI becomes more prevalent, universities must provide positive guidance to students on its appropriate use and address digital inequity concerns. This chapter, written by a sector leader on issues of ethical academic integrity, outlines an inclusive and compassionate approach to supporting academic integrity at a medium-sized, modern, UK university in a GenAI-enabled world. It argues for the implementation of transparent student declarations and promoting institutional resources to help foster ethical GenAI use and support students’ sense of belonging.

Authors

Davis, Mary

Oxford Brookes departments

Oxford Brookes Business School

Dates

Year of publication: 2024
Date of RADAR deposit: 2024-12-20

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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Related resources

This RADAR resource is the Accepted Manuscript of
This RADAR resource is Part of Using generative AI effectively in higher education sustainable and ethical practices for learning, teaching and assessment [ISBN: 9781032773988] / edited by Sue Beckingham, Jenny Lawrence, Stephen Powell, Peter Hartley (Routledge, 2024).