This study shares evidence from applying a co-creation approach to assessment case studies in post-graduate project management classes in both public and private higher education settings and their impact on reducing cases of academic integrity. It argues that co-creating certain aspects of assessments with students increased their engagement with the subject matter and introduces a sense of ownership of the assessment, leading to reduced cases of academic misconduct. It is based on 2 years of work with post-graduate classes of various sizes and varying cohort types. The study offers an opportunity to further explore this area for enhanced assessment practice to improve academic integrity outcomes.