Academic Integrity in Selected Western Canadian Colleges and Polytechnics - A Policy Analysis

Oct 15, 2026

Canadian colleges and polytechnics remain underrepresented in academic integrity research, prompting a qualitative policy analysis of 36 documents from 16 publicly funded institutions in Alberta and Manitoba. Policies were examined using five exemplary elements: access, detail, responsibility, approach, and support. Findings highlight frequent principles such as natural justice, procedural fairness, and timeliness, alongside punitive and ethics-based values. Misconduct details centered on plagiarism, cheating, exam integrity breaches, collusion, falsification, fabrication, and intentional misrepresentation, with limited proactive or remedial education. EDIA-DI received little attention, leading to recommendations for policy redesign.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Academic Integrity Policy Background

Prior International Research and Gaps

Prevalence and Implications in Canada

Study Purpose and Framework

Focus on Contract Cheating and EDIA-DI

Academic Integrity in Selected Western Canadian Colleges and Polytechnics: A Policy Analysis Lisa Vogt1, Sarah Elaine Eaton2, Brenda M. Stoesz3 & Josh Seeland4 1Red River College Polytechnic, 2University of Calgary, 3University of Manitoba, 4Assiniboine College Abstract Canadian colleges and polytechnics have been neglected in research on academic integrity, with some exceptions. Therefore, we examined academic integrity policy documents (N = 36) from 16 publicly-funded colleges and polytechnics in Alberta and Manitoba, Canada, replicating a qualitative research design used in previous research. Data were analyzed through the lens of five core elements of exemplary academic integrity policy. Access to policy was straightforward using the search engine present on institutional websites. In terms of approach, the three most frequently identified principles were natural justice/procedural fairness/timeliness, punitive, and ethics/integrity values/standards. The student was identified as the locus of responsibility for upholding academic integrity as a matter of student conduct, with faculty and administrators responsible for investigating and addressing misconduct after cases come to light. Within the documents, detail was extensive with plagiarism, cheating, breaches of exam integrity, collusion, falsification, fabrication, and intentional misrepresentation describing misconduct most commonly. Most documents described supports in the form of procedural steps for reporting academic misconduct, with minimal mention of proactive or remedial education. We also examined whether equity, diversity, inclusion, accessibility, decolonization, and Indigenization (EDIA-DI) were considered within these documents and found little attention was paid to these values. We call for colleges and polytechnics to update approaches to policy design that include a focus on EDIA-DI, connect academic integrity and professional ethics to educate students on institutional expectations and conduct more research to inform the development of strategies that nurture cultures of academic integrity. Keywords: academic dishonesty policy, contract cheating, natural justice, student rights and responsibilities, violations Academic Integrity in Selected Western Canadian Colleges and Polytechnics: A Policy Analysis Academic integrity refers to the adherence and alignment with ethical and professional principles, standards, and practices and a consistent system of values (honesty, trust, fairness, respect, responsibility, and courage; International Center for Academic Integrity [ICAI], 2021) that guides decision-making and action in education, research, and scholarship (ICAI, 2021; Tauginienė et al., 2018). Academic integrity remains a priority in higher education. Researchers in Europe and Asia (Foltýnek & Glendinning, 2015; Glendinning, 2013; Glendinning et al., 2021; Nushi & Firoozkohi, 2017; Razı et al., 2022), Oceania (Bretag et al., 2011a, b; Grigg, 2010; Möller, 2022), and Africa (Butale & Motswagosele, 2019; Orim & Awala-Ale, 2023) have contributed quite extensively to the existing body of knowledge related to academic integrity policies. One limitation of these international studies is that they focused on the review of policies in university contexts. In contrast, there is a dearth of research on academic integrity policy in the 2-year college sector (Bretag & Harper, 2020) and specifically in Canada, although studies where academic integrity policy is central do exist (see Hamilton & Wolsky, 2022; Marcus & Beck, 2011; Shane et al., 2018). Studies reporting the prevalence of academic misconduct within the college and polytechnic sector in Canada are limited, which may be a result of a practical and applied research agenda in these types of Canadian postsecondary institutions (see Polytechnics Canada, n.d.). Ferguson et al. (2023) showed, however, that 13.9% of student survey respondents at Bow Valley College, Alberta, reported engagement in c

FAQs

What was the study’s main goal regarding academic integrity policies?

To examine academic integrity policy documents from western Canadian colleges and polytechnics using five core elements of exemplary policy design, including access, detail, responsibility, approach, and support.

How were contract cheating and EDIA-DI addressed in the policy documents?

The study searched for references and indicators related to contract cheating and for terms attending to EDIA-DI that were incorporated into and supported by academic integrity policies.

What did the analysis find about the balance between misconduct procedures and education?

Most documents provided procedural steps for reporting misconduct, while proactive or remedial education was mentioned only minimally.

Oct 15, 2026

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