Asima Iqbal

To maintain academic integrity in education, there is a need to translate policies and regulations into practices of the learning community. In the institution that is the subject of this chapter, this occurs in a department where a Director of Academic Integrity leads strategic initiatives for ensuring consistency in academic integrity. One initiative is the evaluation of academic integrity training for educators by analysing their referrals for possible misconduct in student work. This is important to providing an evidence-based approach to academic integrity training to ensure regularity and quality in pedagogical practice. Therefore, the chapter investigates the question, “How to evaluate the impact of academic integrity training for educators on their referrals of student assessments for potential academic misconduct?”. In answer to this question, the chapter shares the development of a database containing educators’ referrals of student work for possible cases of academic misconduct to propose how this data will be used to evaluate the impact of academic integrity training for educators. While a work-in-progress, the chapter provides practical guidance on the collection of referral data and proposes ways in which this data may be analysed to inform training. Hence, the work contributes to the development of a method for collecting and analysing assessment referrals that can support academic integrity leadership to make strategic decisions on support for educators in the practice of academic integrity.