I adopt a macro view of integrity in a discipline that works primarily with written digitised text. The literature informing criminology has changed little since the adoption of Turnitin. During this time, I have seen an inevitable increase in average Turnitin scores that are the by-product of students submitting variations of the same disciplinary knowledge. Generative AI will amplify this level of duplication, unless we critically rethink our roles as ‘knowledge brokers’ in our disciplines. Therefore, in the Arts and Humanities, we need to carefully frame integrity in light of the broader epistemological question: ‘what is the knowledge for?’
This poster argues that integrity must emphasise values in text heavy disciplines. This requires viewing integrity in ways that move beyond duplicated work or correct referencing. Values promote ideas of individuality and authenticity in student learning that transcend specific assessment requirements, which requires holistic thinking on the key purposes of assessment. This means educators in the Arts and Humanities need to reframe our teaching to ensure students learn integrity as a civic value that operates alongside their discipline-based, and extends into their professional lives. This poster explains why this objective is much harder to achieve in large Arts and Humanities disciplines.