This research aimed to analyse inclusive practice in academic integrity in the teaching, support, policies and procedures involved at one UK HE institution. Data was collected through two sets of stakeholder interviews: three students from disadvantaged groups who had experienced academic conduct investigations; eleven staf with key roles in academic integrity (teaching, student support, library, investigations, senior management, Student Union). A third set of data comprised four institutional academic integrity documents which were analysed in terms of meeting Universal Design for Learning principles for inclusion. The four main fndings emerging from the study are: academic conduct processes create high levels of anxiety among students, particularly related to
perceived judgement; students experience difculty understanding academic integrity documents which lack consistency and do not meet inclusive criteria; students from certain backgrounds including widening participation, students with a disability and international non-native speakers need more institutional support in order to follow academic conduct processes and assimilate expected practice; there is a willingness among staf to try to develop more inclusive practice. The research fndings led to a revised, more inclusive and educative institutional academic conduct procedure. The implication for practice is that attention is urgently needed to improve inclusive
approaches to academic integrity.
Oxford Brookes Business School
Year of publication: 2022Date of RADAR deposit: 2022-06-28