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Abstract This research investigates whether academic integrity can be strengthened through a holistic educative approach that combines compulsory modules on academic integrity, pedagogy that challenges punitive approaches, and an embedded curriculum. We present quantitative and qualitative data from surveys and interview responses from students to investigate their experiences and perceptions of our approach. Qualitative data suggest students appreciate the educative approach and that it fosters agency in students. Most participants – even those who indicated they had been part of an academic integrity breach process and students who knew someone who had been involved in the process – expressed that the process itself led to a greater understanding of academic integrity generally and students felt they could address the issue for themselves and benefit into the future. Responses indicated students wanted to have a voice in the academic integrity process. This research indicates that a holistic educative approach promotes students’ agency in relation to their academic work and frames academic integrity as a positive and desirable aspect of students’ developing academic identities.
Brickhill et al. (Thu,) studied this question.