Student disciplinary policies at a distance and online university in South Africa

Abstract

Academic integrity is at the core of the academic project and is threatened if universities and the academics and students in them, do not take the quest of achieving academic integrity seriously. If other universities, businesses, and the general public lose trust in a specific university due to a perceived lack of academic integrity in the institution and its qualifications, this creates a threat to the sustainability of the university. In this paper I evaluate the student disciplinary policies and codes of a distance education university against the core elements of an exemplary academic integrity policy (Bretag, Mahmud, Wallace, Walker, James, Green et al., 2011). The five core elements identified by Bretag et al. (2011) are access, approach, responsibility, detail, and support. The university’s policies were evaluated against these elements and rated on whether each one has been achieved or not. This analysis is done at the policy level and also encompasses the policy experiences of this university during COVID-19, by unpacking how these policies played out when a major challenge was applied to them. Apart from the policy analysis, this paper is based on 10 months of fieldwork undertaken during 2021 when 28 people were interviewed; an analysis of policies; and an analysis of five years’ worth of records from student disciplinary procedures. I argue that the five elements for effective student disciplinary policies need to be present for the institutionalisation of academic integrity to occur.