Topic outline
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Project Leader: Tracey Bretag, BA (Hons), MA, EdD
(by research), Director: Global Experience Program, University of South Australia. Bretag brings extensive research experience on academic integrity to the group. Bretag has been the Chair, Co-Chair or Deputy Chair of The Asia-Pacific Forum on Educational Integrity (APFEI) (http://apfei.edu.au), since it was founded in 2003. She is also the Deputy Chair and in-coming Chair (2013) of the Advisory Council to the International Center for Academic Integrity (ICAI). She has written extensively about academic integrity issues and is also the founding Editor (since 2005, originally with Helen Marsden) of the International Journal for Educational Integrity (http://www.ojs.unisa.edu.au/index.php/IJEI ). In 2011 Bretag was awarded the ICAI Exemplar of Integrity Award, in recognition of her contributions to the field of academic integrity. From 2010-2012, Bretag was the Project Leader of the Australian Learning and Teaching Council Priority Project: Academic integrity standards: Aligning policy and practice in Australian universities. Project Manager: Saadia Mahmud, MBA, MPhil, Phd, Research Fellow, University of South Australia. Mahmud brings extensive project management experience to this OLT project. She has been on UniSA led research grants since 2009, and was the Project Manager on the ALTC Academic integrity standards: Aligning policy and practice in Australian universities project, and former Project Manager of the ALTC project, Moderation for fair assessment in transnational learning and teaching (2008-2010). After a decade of working in banking and finance in project management roles, Mahmud joined UniSA in 2001. Her doctoral thesis entitled “Role of self-organisation in the handling of adaptive challenges by enterprises” found that open and honest communication and trust were related to the ability to self-organise and being adaptive to change. The vital role of honesty and trust in organisations is a recurrent theme in her work and she has published numerous articles and conference papers with Bretag on issues of academic integrity.
Karen van Haeringen drafted both Griffith’s Institutional Framework for Promoting Academic Integrity Among Students and the Policy on Student Academic Misconduct, as well as guided the development of the Student Academic Integrity Management System (SAIMs) within the PeopleSoft Student System. Karen has over 20 years’ experience in managing and implementing evidence-based institution-wide policy projects often underpinned by the development of large Information Technology (IT) solutions. Her work in academic integrity is currently being extended to building a framework for developing professional integrity among Griffith’s students in the context of student registration by professional bodies and increased involvement in work-integrated learning. Karen brings to the project practical experience in the decision-making processes that guide the development and administration of policy.
Anna Stewart led the Griffith-wide development and implementation of the Griffith University Institutional Framework for Promoting Academic Integrity among Students. During this time she worked closely with Karen van Haeringen to develop the necessary policy framework and resources. Professor Stewart’s academic background includes being a Head of School and Deputy Dean (Learning and Teaching) and an internationally recognised researcher in youth justice, prevention science, evaluation science and policy analysis. She brings to the project a sound theoretical and empirical evidence base and she will ensure the implementation and evaluation strategies are practical and appropriate. Professor Stewart also has a strong interest in the development of a framework for HDR students. She has supervised eight PhD students to completion and currently supervises 10 PhD students. She has examined 16 HDR theses. She has published over 60 peer-reviewed publications, government reports and non peer reviewed publications. She has been involved in partnerships that have obtained over four million dollars in National Competitive Funding (including six ARC grants), consultancies and other government research funding.
Leigh Pointon is the Director of Academic Programs and Student Services at the Queensland Institute of Business and Technology. Leigh has approximately 20 years’ experience delivering higher education courses within the university and private education sectors. She has considerable experience teaching EAL students, and managing and delivering higher education programs across a broad range of disciplines to educationally ‘less prepared’ students. QIBT and Griffith University have worked tirelessly in their attempts to ensure graduates of QIBT enjoy a seamless transition to their university programs. A cornerstone of the successful transition is the cross institution consistency in policy; in particular those around learning and teaching. QIBT also has a strong affiliation with the other Australian and international Navitas pathway colleges, and plays a pivotal role in the development and dissemination of Learning and Teaching, and Governance policy and practice within the Navitas University Pathway Division (UPD).
Reference Group
Dr Helen Marsden, Australian National University, Canberra; Champion for Academic Integrity for the ‘Best practice framework to inform and guide higher degree research training excellence’ OLT project led by Dr Joe Luca in collaboration with the DDoGS group (Deans and Directors of Graduate Studies); member of ALTC Academic Integrity Standards project reference group (2010-2012).
Dr Erica Morris, Senior Advisor: Higher Education Academy JISC Academic Integrity Service (UK). Morris is the lead author of the Higher Education Academy (HEA) JISC Academic Integrity Service, Policy works: Recommendations for reviewing policy to manage unacceptable academic practice in higher education, and Supporting academic integrity: Approaches and resources for higher education (2011).
Dr Tricia Bertram Gallant, Academic Integrity Coordinator , University of California, San Diego; author of Academic Integrity in the Twenty-First Century: A Teaching and Learning Imperative (Jossey-Bass, 2008); co-author of Cheating in School: What We Know & What We Can Do (Wiley-Blackwell, 2009); editor of Creating the Ethical Academy: A Systems Approach to Understanding Misconduct & Empowering Change (Routledge, 2011); member of ALTC Academic Integrity Standards project reference group (2010-2012).
Professor Margaret Hicks, Director: Learning and Teaching, University of South Australia; member of ALTC Academic Integrity Standards project reference group (2010-2012).
Ms Jennifer Martin, Student Academic Integrity Coordinator, Griffith University. Her role supports academic staff university-wide in managing cases of academic misconduct within the Institutional Framework for promoting Academic Integrity Among Students. Ms Martin was a member of the Academic Integrity Standards project reference group (2010-2012).
Associate Professor Wendy Loughlin, Dean (Learning and Teaching), Science, Environment, Engineering and Technology Executive; Chair of the University Assessment Committee, Griffith University. Assoc Prof Loughlin is one of only four Tier 2 academic integrity breach decision-makers at Griffith University.
Professor Julie Jackson, Pro Vice Chancellor: Educational Partnerships and Quality, La Trobe University.
Mr Bruce Carboon, Director: Academic Services, La Trobe University.
Winthrop Professor Jane Long, Pro Vice Chancellor: Education, University of Western Australia.
Professor Helen Borland, Director of the Office for Postgraduate Research, Victoria University.
Associate Professor Bill Eckersley, Associate Dean Teaching and Learning, Faculty of Arts, Education and Human Development, Victoria University.
Ms Annmaree Mifsud, Senior Advisor to Pro Vice Chancellor, Research & Research Training, Victoria University.
Karen van Haeringen drafted both Griffith’s Institutional Framework for Promoting Academic Integrity Among Students and the Policy on Student Academic Misconduct, as well as guided the development of the Student Academic Integrity Management System (SAIMs) within the PeopleSoft Student System. Karen has over 20 years’ experience in managing and implementing evidence-based institution-wide policy projects often underpinned by the development of large Information Technology (IT) solutions. Her work in academic integrity is currently being extended to building a framework for developing professional integrity among Griffith’s students in the context of student registration by professional bodies and increased involvement in work-integrated learning. Karen brings to the project practical experience in the decision-making processes that guide the development and administration of policy.
