Academic integrity in the time of contradictions

Abstract

Academic integrity is a fundamental aspect of education that is often
\nframed in a negative context, while existing in a reality marked by inherent contradictions.
\nThis article reports on how academics perceive academic integrity based
\non a study that adopted a qualitative hermeneutic approach. The study employed
\nlistening posts to interrogate the perceptions of academic integrity amongst academics.
\nThe notes from these facilitated listening post sessions were thematically
\nanalysed. Findings highlight that the understanding of academic integrity is influenced
\nby various contradictions stemming from academics, students, society, and
\ntrends in misconduct. The article argues that academic integrity, in the time of
\ncontradictions, can be reframed as an academic skill aligned to specific values. By
\nimparting knowledge about the significance of academic integrity within
\na university context, academics, university managers and policy makers can play
\na vital role in driving change and preparing future academics, researchers, administrators
\nand graduates to lead the universities of the future. Findings suggest
\ndiverse perspectives on academic integrity, and highlight the necessity of revising
\npolicies to promote academic integrity as a skill. Additionally, findings emphasise
\nthe adoption of a developmental approach that goes beyond merely preventing
\nmisconduct, fostering a comprehensive understanding of academic integrity.