[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598712-105":3,"doc-detail-598712-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","institutional-strategies-that-foster-academic-integrity-a-faculty-based-case-study","Institutional Strategies that Foster Academic Integrity - A Faculty-Based Case Study","","Student academic misconduct presents a complex challenge that demands a holistic, institutional response. This case study examines how Brock University’s Faculty of Applied Health Sciences implemented a faculty-wide academic integrity strategic plan in 2006, grounded in four principles: collaboration, education, assessment, and monitoring/detection. The plan proposed 17 initiatives and was evaluated using coded survey data and adjudicated misconduct cases (2005–2012), analyzed with Welch’s t-test.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/institutional-strategies-that-foster-academic-integrity-a-faculty-based-case-study/598712/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/institutional-strategies-that-foster-academic-integrity-a-faculty-based-case-study/598712.png","ImageObject",300,407,{"name":42,"@type":43},"awa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the case study address?","Question",{"text":63,"@type":64},"The case study addresses student academic misconduct as a serious, complex problem requiring a holistic institutional approach.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What were the four principles of Brock University’s academic integrity strategic plan?",{"text":68,"@type":64},"The plan was organized around collaboration, education, assessment, and monitoring and detection.",{"name":70,"@type":61,"acceptedAnswer":71},"How was the intervention strategy evaluated, and what was the overall result?",{"text":72,"@type":64},"The study analyzed coded survey data and misconduct incidences adjudicated between 2005 and 2012, using Welch’s t-test, and found a significant reduction in at-risk behavior frequency and the number of academic misconduct cases.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598712,1792171040,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Institutional Strategies that Foster Academic Integrity:A Faculty-­‐Based Case Study  \nSebastian Prins, Edward Jones; Anna H. Lathrop, Brock University  \nAbstract  \nIn recognition that student academic misconduct is a complex issue that requires a holistic and institutional approach, this case study explores the impact of an intervention strategy adopted by the Faculty of Applied Health Sciences (comprised of approximately 80 faculty and an average of 3,240 undergraduate students) at Brock University, St. Catharines, Ontario. In 2006, spearheaded by the Associate Dean for Undergraduate Studies, a Faculty-wide academic integrity strategic plan was designed and implemented. The plan identified 4 principles (collaboration, education, assessment, and monitoring and detection) and recommended 17 initiatives. This case study examines the impact of theses initiatives through an analysis of survey data and incidences of student misconduct cases adjudicated between 2005 and 2012 (with 2006 as the point of intervention). Data was coded and analyzed using the Welch’s t-test. Results indicated that the intervention strategy led to a significant reduction in the frequency of selfreported at risk behavior and the number of academic misconduct cases. This paper will report on these findings and identify the strategies that helped effect a positive change in the culture of academic integrity.  \nInstitutions of higher learning in the United States and Canada continue to identify student academic misconduct (dishonesty) as a serious problem . Replicating the seminal large-scale study of incidents of student cheating in 99 U.S. colleges and universities by Bowers (1964), McCabe and Treviño (1997) reported, nearly 30 years later, that incidences of academic misconduct [in U.S. post-secondary](in U.S. post-secondary) institutions continued to be “widespread and on the rise”(p. 220) . In their ‘decade of research’ retrospective, McCabe, Treviño and Butterfield further reported that incidences of academic misconduct in higher education were “prevalent,”with some serious forms of cheating having “increased dramatically”(2001, p. 219) . In Canada these trends are disturbingly similar . Christensen Hughes and McCabe surveyed 11 higher education institutions in Canada 1 and reported that academic misconduct is not only “a serious problem on Canadian campuses” (2006a, p. 49)—but that it is recognized as such by over 40% of instructional faculty and Teaching Assistants (TAs) (2006b, p. 18) .  \nThis study reports on the results of an intervention strategy that was designed to create a culture of academic integrity in a Faculty within a medium-sized Canadian University. The strategy was initiated in 2005 within the Faculty of Applied Health Sciences (FAHS), at Brock University, St. Catharines, Ontario—a medium sized university with an undergraduate/graduate population that ranged from 17,409 (2005) to 18,190 (2012) full-time students . The FAHS includes five academic departments that span a cross-section of academic disciplines and assessment styles . These range from the medical professions of nursing and public health, to the disciplines of kinesiology, recreation and leisure studies and sport management. The intervention  \n1 Brock University participated in the Christensen Hughes & McCabe (2006b) academic integrity surveys in 2005 and 2012.  \n2  \nstrategy adopted a number of the recommendations reflected in the academic integrity research literature that included designing effective policies, providing appropriate educational opportunities, employing effective teaching and learning strategies and applying appropriate invigilation and penalty standards (McCabe, Treviño & Butterfield, 2001; Whitley & KeithSpiegel, 2001; Macdonald & Carroll, 2006; Christensen Hughes & McCabe, 2006a) .  \nIn 2005, the Associate Dean of Undergraduate Studies in FAHS struck an Academic Integrity Committee, comprised of one faculty representative from each of the Faculty’s five ","cbCaifQzDsHKJ69j","https://ap.wps.com/l/cbCaifQzDsHKJ69j","pdf",273501,7,"English","# Abstract\n# Academic misconduct context and prior research\n# Study setting and intervention design\n# Academic Integrity Strategic Plan\n## Principle 1: Collaboration\n## Principle 2: Education","[{\"question\":\"What problem does the case study address?\",\"answer\":\"The case study addresses student academic misconduct as a serious, complex problem requiring a holistic institutional approach.\"},{\"question\":\"What were the four principles of Brock University’s academic integrity strategic plan?\",\"answer\":\"The plan was organized around collaboration, education, assessment, and monitoring and detection.\"},{\"question\":\"How was the intervention strategy evaluated, and what was the overall result?\",\"answer\":\"The study analyzed coded survey data and misconduct incidences adjudicated between 2005 and 2012, using Welch’s t-test, and found a significant reduction in at-risk behavior frequency and the number of academic misconduct cases.\"}]","Institutional Strategies that Foster Academic Integrity - A Faculty-Based Case Study | PDF",1792087433,18,{"code":4,"msg":82,"data":99},[100,104,108,112,117,122,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":91,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":113,"slug":144},19,"General","general"]