Recognizing that academic integrity policies (ACIN) vary significantly between institutions and regions, a primary objective was to establish a benchmark for minimum standards for these policies in Europe and beyond. To address the inconsistencies and provide clear standards, we developed comprehensive, evidence-based academic integrity policy guidelines using a rigorous approach. We also planned to create an ACIN policy corpus to serve as a resource for researchers and facilitate future policy analysis studies. Also, to tackle the identified gap in accessible educational resources, we provided evidence-based guidance and developed training materials focused on detecting and deterring academic misconduct. These materials were intended for institutions and individuals to use in fostering a stronger culture of academic integrity, including resources on academic writing and examples of good practice. Lastly, addressing the lack of adequate support for those affected by academic misconduct was a crucial objective in establishing a support network and providing an advisory service through an interactive web portal. This aimed to offer guidance, share experiences, and provide direct support to victims of unethical academic practices.
The project application stemmed from the recognition that academic integrity is fundamental to the quality and trustworthiness of HE and academia itself. There was growing concern about academic misconduct in online settings, particularly heightened by the rapid digital transformation and shift to emergency remote teaching due to pandemic. Existing institutional policies and procedures for managing academic misconduct were found to vary significantly in effectiveness across institutions and countries. The project addressed several key needs. First, there was a need to establish clear benchmarks defining what makes effective institutional policies in HE, drawing upon global best practices, especially those relevant to digital and remote learning environments. Second, it aimed to specifically address the widespread and growing problems of plagiarism and contract cheating. There was a need for comprehensive, evidence-based guidance and training materials for both staff and students on how to deter and detect these forms of misconduct. Third, a significant gap was identified in the support available for teachers, students, and researchers affected by unethical academic conduct or those needing advice on reporting such practices.