Central Roles, Complex Realities: Academic Integrity Practitioners in Canadian Higher Education
Year: 2026
Type: dissertation
Abstract: Academic integrity is central to higher education, yet it is increasingly challenged by a range of complex and evolving factors. To examine the related challenges for institutions, and explore opportunities for improvement, this study drew on the perspectives of 18 academic integrity practitioners who hold centralized roles. This is a group that, despite its influence, has not been previously studied in the Canadian context. Grounded in constructivism, the data collection method involved semi-structured interviews to understand how these participants perceive their roles, their institution’s approach to preventing and addressing misconduct, as well as their perspectives on potential alternatives to current practices. Data were analyzed using reflexive thematic analysis, with interpretation guided by three theoretical models, including the third space framework (Whitchurch, 2006, 2008, 2010), academic capitalism (Slaughter & Leslie, 1997; Slaughter & Rhoades, 2004) and the capabilities approach (Nussbaum, 2000, 2011; Sen, 1999). The findings reveal a disconnect between stated institutional approaches and the realities experienced by students, faculty, and academic integrity practitioners. Additionally, the findings offer an understanding of how academic integrity practitioners as third space practitioners navigate complex institutional environments to promote institutional approaches. These roles offer autonomy and flexibility, yet efforts can be constrained by institutional hierarchies, a lack of recognition, and limited resources. Academic capitalism offers a perspective of academic misconduct as stemming from systemic factors such as market-driven dynamics, which have contributed to a transactional view of education and a weakened commitment to academic values. Additionally, the recent impact of the COVID-19 pandemic and the emergence of generative AI technologies have introduced new challenges for academic integrity. Applying the capabilities approach indicates how institutional academic integrity practices can either enable or limit students, faculty, and practitioners in pursuing what they value. The findings highlight the need for more reflective, community-building initiatives at both institutional and system-wide levels that include the voices of those most affected. To that end, prioritizing human development can help institutions strengthen academic integrity in ways that are inclusive, values-driven, and future-focused.
Source: TSpace (University of Toronto)
Author: Clark, Angela
Institution: University of Toronto
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7148212111