In 2020, as the world focused efforts to address the humanitarian challenges presented by the Covid-19 pandemic, the global education community was similarly challenged to demonstrate resilience and innovation to support a level of ‘normality’ for students at all levels and professions. The research presented in this article offers insight into the preparation and deployment of transitioning education of police students from face-to-face delivery to online delivery in an environment historically unfamiliar with online learning delivery. The results indicate the critical attention placed on the preparation for transition beyond only subject matter delivery, for both students and faculty was pivotal in the resultant positive student learning outcomes. The approach to transitioning to the online learning delivery environment, the early trending data for which indicate minimal impact on achievement of learning for students, contributes to the decision making for education institutions centred on developing resilience professionals such as police officers.
Globally, academic integrity and misconduct is a continuing conundrum for education institutions. Whilst the online (internet based and remote) delivery of education is not new, the onset of Covid-19 with accompanying health and safety limitations and the consequential rapid transition to emergency online delivery of education has, for many, exacerbated the need to focus on emerging potential for new forms of student academic misconduct i.e., e-dishonesty. This paper presents the strategies developed by a higher education institution specializing in university courses for safety and security professionals in the United Arab Emirates to address academic integrity during Covid-19 and beyond. The fundamental approach draws on lessons learnt from across the education community and focuses on engaging a comprehensive whole of Academy (faculty and student) commitment to a high standard of academic integrity. The research investigated the outcomes of the academic integrity interventions in a total student population of 631. The early trending results of the strategies are encouraging, whilst monitoring of the ever-changing academic assessment landscape is pivotal to ensure these early trends are validated and sustained. The strategies developed and deployed by the Academy are replicable and offer a contribution to the demanding and complex challenge of establishing academic integrity within educational institutions across the world.
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