1. Defining academic integrity -- a. North American perspectives -- b. Australian perspective -- c. UK perspective -- d. European perspective -- e. Asia -- f. Nigeria -- 2. Breaches of academic integrity -- a. Plagiarism -- b. Exam cheating -- c. Cheating in online assessment -- d. Collusion -- e. Falsification of data -- f. Falsification of academic documents -- g. Commissioning work -- h. Other -- 3. Contextual factors -- a. Commericalisation and marketization of higher education -- b. Massification of higher education -- c. Corruption in higher education -- d. Generation X -- e. Internationalisation -- f. Dumbing down; soft marking -- g. Poor assessment design -- h. Student motivation -- 4. Academic Integrity Policy and practice -- a. Recommendations for good practice -- b. Exemplary Academic Integrity Policy -- c. Educational responses -- d. Holistic approach -- e. Supporting secondary school students -- f. Teaching academic integrity in Elementary School -- 5. Plagiarism in higher education: An academic literacies issue? -- a. Plagiarism or patch-writing? -- b. International EAL students -- c. Educationally ‘less prepared’ students -- d. First in Family students -- e. The role of bridging and foundation courses -- f. Best practice for supporting student understanding -- 6. Academic Integrity in the digital age -- a. Is plagiarism on the rise? -- b. How has the Internet changed the landscape of academic integrity? -- c. New technologies to help detect plagiarism -- d. Is education playing catch up? -- 7. Disciplinary approaches to academic integrity -- a. Humanities and social sciences -- b. Creative arts -- c. Law -- d. Mathematics -- e. Medicine -- f. Business -- 8. Integrity in the postgraduate arena -- a. Postgraduate coursework -- b. Postgraduate research -- c. Human research ethics -- d. Research education training -- e. Postgraduate supervision -- f. Academic and professional integrity -- 9. Academic integrity for established researchers -- a. Codes of Conduct -- b. Committee on Publication Ethics -- c. Questionable research practices -- d. Hunting down plagiarists in Europe -- e. Impact of international scandals -- g. Medical and scientific fraud -- 10. Creating the ethical academy -- a. A systems approach -- b. Honour Codes in the US -- c. Can Honour Codes work in Australia? -- d. Getting political.

The book brings together diverse views from around the world and provides a comprehensive overview of the subject, beginning with different definitions of academic integrity through how to create the ethical academy. At the same time, the Handbook does not shy away from some of the vigorous debates in the field such as the causes of academic integrity breaches. There has been an explosion of interest in academic integrity in the last 10-20 years. New technologies that have made it easier than ever for students to ‘cut and paste’, coupled with global media scandals of high profile researchers behaving badly, have resulted in the perception that plagiarism is ‘on the rise’. This, in combination with the massification and commercialisation of higher education, has resulted in a burgeoning interest in the importance of academic integrity, how to safeguard it, and how to address breaches appropriately. What may have seemed like a relatively easy topic to address – students copying sources without attribution – has in fact, turned out to be a very complex, interdisciplinary field of research requiring contributions from linguists, psychologists, social scientists, anthropologists, teaching and learning specialists, mathematicians, accountants, medical doctors, lawyers and philosophers, to name just a few. Despite or perhaps because of this broad interest and input, there has been no single authoritative reference work which brings together the vast, growing, interdisciplinary and at times contradictory body of literature. For both established researchers/practitioners and those new to the field, this Handbook provides a one-stop-shop as well as a launching pad for new explorations and discussions.