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The strategic choices facing higher education in confronting problems of academic misconduct need to be rethought. Using institutional theory, a model of academic integrity institutionalization is proposed that delineates four stages and a pendulum metaphor. A case study is provided to illustrate how the model can be used by postsecondary institutions as a stimulus for specifying points of change resistance and developing a common understanding of institutionalization challenges. This article bridges theory and practice in the academic integrity movement, questions assumptions about leadership of the process, and anticipates fresher approaches to examining the relationship between the teaching and research missions.

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Issues surrounding student cheating and plagiarism are ubiquitous in higher education. Research has consistently found gaps between policies and practices on our campuses, a struggle for those student affairs professionals charged with institutionalizing the value of academic integrity. While the motivations and roles of students have been explored in some depth, there has been less research on the roles of faculty and administrators in managing academic integrity issues institutionally. Using a survey developed from institutional theory and academic integrity research, the authors collected academic affairs administrators' perceptions of academic integrity institutionalization. The results suggest the utility of a sharper focus on cultivating faculty as key change agents and reduced attention to students. The implications for student affairs and academic administrators are several including increased strategic attention to reducing obstacles to sucBrought to you by | HEC Bibliotheque Maryriam ET J. Authenticated Download Date | 6/7/15 10:47 AM