The global surge in academic misconduct during the COVID-19 pandemic, exacerbated by remote teaching and online assessment, necessitates a comprehensive understanding of the multidimensional aspects and stakeholders' perspectives associated with this issue. This paper addresses the prevalent use of answer-providing sites and other types of academic misconduct, underscoring the challenge of detecting all or most of the student misconduct. Exploring factors such as faculty inexperience in remote teaching and assessment, the paper advocates for proactive measures to preserve integrity in education. (...) Emphasizing the need for a culture of integrity beyond traditional classrooms, the paper reviews existing models, then details steps to create a framework using the International Labour Organization (ILO)’s TREE training method. It presents the IEPAR framework (Inspiration, Education, Pedagogical considerations, Assessment design, Response and Restorative practice), and assesses its effectiveness. Incorporating faculty feedback, the paper concludes with evidence-based findings, positioning the IEPAR framework as a robust approach for addressing academic misconduct and fostering a culture of academic integrity in higher education through responsible training of all stakeholders. (shrink)

Examinations form part of the assessment processes that constitute the basis for benchmarking individual educational progress, and must consequently fulfill credibility, reliability, and transparency standards in order to promote learning outcomes and ensure academic integrity. A randomly selected question examination is considered to be an effective solution to mitigate sharing of questions between students by addressing replicated inter-examination questions that compromise examination integrity and sequential intra- examination questions that compromise examination comprehensivity. In this study, a Monte Carlo approach was used (...) to design six examination schemes for the purpose of generating and evaluating 600 RSQEs in order to investigate the effects of RSQE design on replicated inter-examination and sequential and intra-examination questions. Results revealed that the number of randomly selected questions from the pool and the number of sub-pools inversely affected the replication and sequencing of the examination questions. Thus, by designing the RSQE in many sub-pools, in equivalence to the number of examination questions and selecting only one question from each sub-pool, and updating the sub-pools after each examination, the passing of information can be prevented, ensuring the integrity of the examinations. (shrink)