Academic integrity poster SLTC 2011
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draft of poster presented to Effective learning in the biosciences conference 30 June 2011, Edinburgh by Jon scott and Jo Badge. http://www.bioscience.heacademy.ac.uk/bioconf/index.aspx
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![Working together to reduce plagiarism Jo Badge, Jon Scott College of Medicine, Biological Sciences and Psychology Honour code systems have been long-established in some American universities, associated with cultures of academic integrity. This study considered the perceptions of students and staff, elicited through focus groups and electronic voting, regarding the potential for implementation of these systems in the UK. Would honour codes work in the UK? 18 staff and 10 students participated in focus groups to discuss the use of an ‘alternative system’ (an honour code approach) to deal with plagiarism. An electronic voting system was used to ascertain participants’ views on the 12 specific statements. “We do see this, by the time you're definitely a third-year … they treat you as an equal, as a peer, rather than them being someone in authority. So definitely, but it's instilled in us from the first year that as you build up through uni you're more of a community, not as a hierarchy anymore.” In an ideal world: To what extent to you agree with the following? In a real world: Do you think that the following would work in a UK University? 1) Community and Behaviour ,[object Object]](https://image.slidesharecdn.com/academicintegrityposter-110630080725-phpapp01/85/Academic-integrity-poster-SLTC-2011-1-320.jpg)
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Critical Thinking Processby Shawnesty MaysSubmission dat.docx
Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
Charact e r count : 187 5
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Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012).
In this digital age, the avenues by which students access written material and information are limitless. No longer are the days of only performing resea.
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The document discusses a proposed "plagiarism reference tariff" which would establish standardized penalties for student plagiarism across higher education institutions. An international evaluation project analyzed 155 plagiarism cases from 8 institutions in multiple countries and found that 54% of the penalties matched the proposed tariff. While the tariff aligned with most first-time offenses, there were some cases where the penalties did not match the tariff. The document asks the reader to consider applying the tariff to a past case and discuss situations where it may not be applicable and whether their own institution would adopt such a standardized approach.
Critical Thinking Processby Shawnesty MaysSubmission dat.docx
Critical Thinking Process
by Shawnesty Mays
Submission dat e : 10- Sep- 2018 01:00AM (UT C- 04 00)
Submission ID: 9993857 11
File name : Critical_T hinking_Pro cess_SM.do cx (15.65K)
Word count : 296
Charact e r count : 187 5
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Exclude quo tes On
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ORIGINALITY REPORT
PRIMARY SOURCES
Critical Thinking Processby Shawnesty MaysCritical Thinking ProcessORIGINALITY REPORTPRIMARY SOURCES
Academic integrity is defined as honesty and responsibility in scholarship. Integrity is loosely defined as an adherence to moral and ethical principles; soundness of moral character and honesty. Together, integrity and academic integrity translates into one’s current and future profession. A student, at any level in scholarship, may experience periods where the feelings of being overwhelmed and stressed are present. Moreover, at the doctorate level, where academic demands are greater for students due to the level of scholarly research and critical thinking involved. While in pursuit of scholarship, it is a fundamental expectation of all students to submit original work and to properly cite or give credit to other’s work.
Anyone who has been stealing must steal no longer, but must work, doing something useful with their own hands, that they may have something to share with those in need (Ephesians 4:28, New International Version).
While in the Doctorate of Strategic Leadership (DSL) program, to achieve and maintain academic integrity it is important for me to keep my career goals in mind: 1) to become a well-respected, contributing member of the academic community 2) to lend my expertise as a consultant in strategic leadership to better organizations. Through keeping my career goals in the forefront, I am able to remind myself that the challenging academic assignments and tests in the DSL program will assist me in gaining knowledge of course content and my grades will show how well the goal of knowledge is fully achieved.
In addition to keeping my personal goals in mind, the awareness of Liberty University’s academic integrity and honor codes will assist with my achievement and maintenance of academic integrity while navigating through the DSL program. Universities and colleges pen the requisite of academic integrity and honor codes into syllabus but rarely engage the student in instruction regarding academic misconduct and how it can be avoided. There appears to be an assumption among public and private schools, colleges and universities that students should have an understanding the meaning of academic integrity but few professors explicitly address what plagiarism means and provide explicit examples of plagiarism (Evering & Moorman, 2012).
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For example let’s say you are asked to determine that the useful lives and salvage values of the computers are reasonable. A possible response would be to inquire about how the useful lives and salvage values of the computers were determined and then compare the estimated useful lives and salvage values of these computers with comparable computers used in other divisions or functional areas of the company.
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Re:Constructing 10 Strategic Points
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Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
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3-Discussion Board AssignmentIn this Discussion Board, creat.docx
3-Discussion Board Assignment
In this Discussion Board, create a post and respond to others using the chapter on Proposals but also your initial research. This is an excellent opportunity to describe to classmates what you are focusing on, what areas of research you are excited about, and what areas of research you are entering into that is new for you.
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First Classmate ‘s Post
My proposal topic revolves around gentrification and what can be done to limit its negative effects. I'm most excited about finding a credible person who is educated on this topic so I can interview them and use them as one of my sources. This way I have a lot more credibility if I were to find that my overall research aligns with my interviewees information. I seek to interview someone as I have noticed that my sources are usually in the form of websites or books. I want to offer more variety in my sources that reflects the amount of time invested in my research.
Writing a formal proposal with various different elements is new to me. I've never written a proposal in which I include visuals. Also, this is one topic in which the solutions are not handed to me in my research. In many occasions, when I research a problem, I also research its solutions and I usually find them quickly. For gentrification, however, there are multiple suggested solutions and not one main solution that stands out. I feel this way I'll be encouraged to further contemplate and research all the solutions. As a result, my research on all of the possible solutions will allow me to weigh each solution against each other and choose main solutions that I truly believe.
Second Classmate’s Post
The research that I will be doing will be focused on big data's effect on democracy and how major tech companies and politicians use psychology/sociology to attain what they want by using massive amounts of data collected from citizen's private lives. I'm interested in how the psychological aspect is used in this context. It's a relatively new concept in tech and how it relates to voting and politics is fascinating - and a little frightening. Although psychology is closely related to sociology, sociology is a pretty new discipline for me to delve into so I'll be spending a lot of time exploring that it and how it's connected to government and technology. I'm hopeful that the topic I chose allows me to write a well-rounded paper since it involves multiple disciplines: matters of the mind, tech, and politics.
Grading Rubric for Reading Quiz
5 pts.
The reader/responder answered each question in complete sentences, answering, specifically, what each question asked for. Students used a main idea for each question and supported their answer with evidence (quotes, summary or paraphrasing) from the reading/media.
3 pts.
The student answered many of the questions but not all of them. Students may have answered each question, but errors in grammar or sentenc ...
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I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
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Science Learning and Teaching conference 2005
Training the teachers: virtual learning – real benefits?
poster P13. conference proceedings page 179
Joanne L. Badge, Jon Scott and Alan J. Cann. University oof Warwick. http://www.materials.ac.uk/events/sciencelt2005.asp
TurnitinUK User Grp Feb 2011
The document discusses a plagiarism reference tariff created to standardize penalties for student plagiarism across higher education institutions. An evaluation involved comparing penalties from 60 plagiarism cases across 11 institutions against the recommendations of the tariff, finding a match in 66% of cases. While the tariff was found to be easy to use, concerns remained around adequately capturing all characteristics of plagiarism cases. The author invites further involvement in evaluating the tariff.
Example of Originality report
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Emerging peer support networks on twitter
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This document discusses several global ethics issues in higher education. It addresses challenges related to digital ethics with the rise of technologies like artificial intelligence. It also discusses how higher education institutions can promote academic integrity on a global scale. Additionally, it examines ethical considerations around recruiting and supporting international students, such as potential exploitation. Finally, it outlines the four pillars of medical ethics and how they are implemented globally in higher education.
5) You are performing an audit of purchases of desktop compute.docx
5) You are performing an audit of purchases of desktop computers. Describe the audit procedure(s) you might use to achieve each of the five audit objectives listed below. Be specific. Use slide 3 in the week 5 lecture for the list of possible audit procedures (you may want to also consult PCAOB 15 paragraphs 15-21 as well as other readings in week 5). You will not get credit for a one word answer.
slide 3 in the week 5 lecture
1) PCAOB 15 Audit Evidence
http://pcaobus.org/Standards/Auditing/Pages/Auditing_Standard_15.aspx
1) All of the computers purchased have been recorded in the accounting records.
2) The computers recorded as being purchased actually exist.
3) Depreciation expense has been calculated correctly
4) Laws and regulations regarding software usage have been followed (e.g., no pirated or illegal software is installed).
5) The computers are properly safeguarded from theft or unauthorized use.
Here is a helpful hint on how to go about responding to question 5.
For example let’s say you are asked to determine that the useful lives and salvage values of the computers are reasonable. A possible response would be to inquire about how the useful lives and salvage values of the computers were determined and then compare the estimated useful lives and salvage values of these computers with comparable computers used in other divisions or functional areas of the company.
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1) Most frauds are detected by internal auditors.
2) Evidence from within the company is considered more reliable than evidence obtained from third parties
3) The internal auditor has no role in fraud prevention or detection
4) Confirmation involves examining trends and relationship among financial and non-financial data
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1 posts
Re:Constructing 10 Strategic Points
Hello Elizabeth-
I am so glad that you worked on this over the weekend and sent it to me in advance. What you have done -- and this happens with a few students every class -- is propose an interesting future study on incivility in higher ed. However, the guidelines for this assignment limit the scope to a replication of the 2007 Clark and Springer study. This means that many of the elements of the 10 Strategic Points (e.g., problem statement, research questions, purpose statement, data colection, data analysis) should be exactly the same as the Week 2 strategic points except with a population of undergraduate psychology students and faculty.
For example, the correct phrasing of the Week 2 problem statement that I provided you was "It is not known what the possible causes and remedies are of incivility in nursing education in a university environment from both student and faculty perspectives." For the Week 5 assignment, you would use the problem statement verbatim but just change "nursing ed.
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1. The document discusses the concept of a "permeable web" in legal education, where boundaries between different representations and spaces overlap. It argues for a focus on experiential and transactional learning.
2. It provides examples of simulations and assessments used in different law programs to incorporate professionalism and ethics learning. Key aspects include developing trust and collaboration between students.
3. New frameworks for Scottish legal education aim to put professionalism at the core through collaborative curriculum development and use of simulations.Ap World History Essay Rubrics 2014
Chromosome aneuploidy testing during pregnancy has benefits but also limitations. Non-invasive prenatal screening (NIPS) using cell-free DNA in maternal blood allows safe and easy aneuploidy detection, but has failure rates of 1-8% resulting in false positives. Causes of false positives include maternal mosaicism, tumors, twin pregnancies, and placental abnormalities. Improved screening methods may help reduce false positives by better identifying abnormal results, though invasive tests are still needed to confirm NIPS results due to the risk of termination based on unconfirmed screenings. Both benefits and limitations must be considered for aneuploidy testing options.
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Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
Academic Dishonesty A Zero Tolerance Professor And Student Registration Choices
This document summarizes previous research on academic dishonesty among college students. It discusses how business students and engineering students have higher rates of cheating compared to other majors. It also reviews how honor codes can help reduce cheating. The study described in this document administered a survey to students to examine their reactions to a professor with a zero tolerance policy for academic dishonesty and to understand student attitudes towards cheating. The findings indicate such a strict policy may deter dishonest students but also discourage many honest students from enrolling in the professor's courses.
3-Discussion Board AssignmentIn this Discussion Board, creat.docx
3-Discussion Board Assignment
In this Discussion Board, create a post and respond to others using the chapter on Proposals but also your initial research. This is an excellent opportunity to describe to classmates what you are focusing on, what areas of research you are excited about, and what areas of research you are entering into that is new for you.
Write respond both of the classmate’s posts.
First Classmate ‘s Post
My proposal topic revolves around gentrification and what can be done to limit its negative effects. I'm most excited about finding a credible person who is educated on this topic so I can interview them and use them as one of my sources. This way I have a lot more credibility if I were to find that my overall research aligns with my interviewees information. I seek to interview someone as I have noticed that my sources are usually in the form of websites or books. I want to offer more variety in my sources that reflects the amount of time invested in my research.
Writing a formal proposal with various different elements is new to me. I've never written a proposal in which I include visuals. Also, this is one topic in which the solutions are not handed to me in my research. In many occasions, when I research a problem, I also research its solutions and I usually find them quickly. For gentrification, however, there are multiple suggested solutions and not one main solution that stands out. I feel this way I'll be encouraged to further contemplate and research all the solutions. As a result, my research on all of the possible solutions will allow me to weigh each solution against each other and choose main solutions that I truly believe.
Second Classmate’s Post
The research that I will be doing will be focused on big data's effect on democracy and how major tech companies and politicians use psychology/sociology to attain what they want by using massive amounts of data collected from citizen's private lives. I'm interested in how the psychological aspect is used in this context. It's a relatively new concept in tech and how it relates to voting and politics is fascinating - and a little frightening. Although psychology is closely related to sociology, sociology is a pretty new discipline for me to delve into so I'll be spending a lot of time exploring that it and how it's connected to government and technology. I'm hopeful that the topic I chose allows me to write a well-rounded paper since it involves multiple disciplines: matters of the mind, tech, and politics.
Grading Rubric for Reading Quiz
5 pts.
The reader/responder answered each question in complete sentences, answering, specifically, what each question asked for. Students used a main idea for each question and supported their answer with evidence (quotes, summary or paraphrasing) from the reading/media.
3 pts.
The student answered many of the questions but not all of them. Students may have answered each question, but errors in grammar or sentenc ...
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Academic Honesty in the Digital Age
Mick Purcell, Principal at the Edubridge International School, Mumbai, delivered this breakaway session, entitled, Academic Honesty in the Digital Age, during our Leadership Conference, 2014.
Academic honesty in the digital age sept 2014
This document summarizes a presentation on promoting academic honesty in international schools. It discusses how schools should focus on prevention over punishment by explicitly teaching students skills like citation. Teachers also need training to avoid common mistakes. While cheating is a significant problem, schools can reduce plagiarism through lessons on topics like bibliographies. The presentation emphasizes starting early by integrating academic honesty into curriculum and involving students, teachers, and parents.
The Personal and Intellectual Development of Students
We think we know some useful things about what happens to students on the way to a college degree. We still have to make some educated guesses as to why it happens, but perhaps research will gain more insight into causal factors in the next years. At this point, however, the sheer volume of information available has encouraged some pragmatically-inclined folks to try to condense and simplify the findings into something that teachers and administrators can and will read and use.
I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
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- 2. Promoting shared values and principles of the academic community as a means of plagiarism prevention;
- 3. Placing a strong campus focus on academic integrity;
- 5. Having an honour pledge that students are required to sign;
- 8. Student involvement in peer education and instruction;
- 9. Panel comprised exclusively of students to consider plagiarism;
- 10. Student participation in a panel with staff to consider plagiarismStudentB8 a b c d Strongly agree/ agree neutral strongly disagree/ disagree Figure 2 Results of voting for real and idea scenarios by staff and students for a) Encouraging all parties to be responsible for maintaining academic integrity b) Promoting shared principles of the academic community to prevent plagiarism c) Having an honour pledge d) Placing a strong campus focus on academic integrity “The other thing that I was thinking about here, which is exactly what the word 'responsibility' refers to here. We still have to have a system for identifying plagiarism, and who is going to do that? And it didn't seem obvious to me that students would necessarily, I'm not sure I trust the students enough to identify plagiarism (laughter).” StaffB5 Figure 1 Radar Diagram showing the combined responses of staff and students to the questions asked comparing the ideal and real scenarios. Aggregated scores were used ranging from 5 (strongly agree) to 1 (strongly disagree) Tentative acceptance? Whilst the main principles of honour codes were broadly welcomed, implementation in the UK HE context was perceived as problematic. Although both staff and students saw educational benefits in increased student involvement in the promotion of academic integrity and good academic practice, there was a tension between staff who would like to increase the responsibilities of students and the reality of the students’ seeming lack of confidence in their ability to discharge those responsibilities. The introduction of students as participants in plagiarism hearing panels and processes was tentatively supported, potentially offering a route to break down the staff-student dichotomy. “They won't be able to judge another student because they don't have the experience of past students and what they've done, so I'd be probably more scared of a student body judging me than I would of an academic body…” StudentB6 Jon Scott js50@le.ac.uk