Sandy Noakes, Lynn Berry, Elen Seymour, Joan Lynch, Fidelis Mashiri, Zhao Zou
Western Sydney University

This poster presents preliminary findings from an applied research project designed to build staff and institutional capacity through recommendations, strategies and good practice examples of detection and reporting of academic misconduct. Findings are based on qualitative comments from an online survey of academic misconduct reporting practices in different text and non-text-based disciplines, in different schools within an Australian University. Findings are being examined with reference to a desktop audit of academic misconduct reporting processes, forms and staff resources; benchmarking against public information on processes and resources from other universities; and descriptions of activity in higher education standards and awards.
Survey participants included academic and professional staff involved in detecting, reporting and managing academic misconduct. Based on preliminary analysis, a framework has been developed to show the multi-layered and interdependent nature of influences on detecting and reporting activity to be considered when building individual and institutional capacity. Project outcomes will inform misconduct detection and reporting processes and procedures, to help close the loop on policy and practice. Outcomes will also inform the design and development of staff resources, alternative assessment tasks and student resources that support institutional compliance with TEQSA guidance and the Higher Education Standards Framework (Threshold Standards) 2021.