Introduction

Academic integrity policy that is inaccessible, ambiguous or confusing is likely to result in inconsistent policy enactment. Additionally, policy analysis and development are often undertaken as top down processes requiring passive acceptance by users of policy that has been developed outside the context in which it is enacted. Both these factors can result in poor policy uptake, particularly where policy users are overworked, intellectually critical and capable, not prone to passive acceptance and hold valuable grass roots intelligence about policy enactment.

Case description

The case study presented in this paper describes the actions of a community of practice (CoP) at a regional Australian university to deconstruct and translate ambiguous academic integrity policy into a suite of accessible academic integrity resources that were intelligible to staff and students, and which assisted academic staff to consistently enact policy. The paper narrates the formation of the CoP, the tangible and intangible value it created, the social learning practices enacted by its members, its grassroots policy work and the material resources produced from that work.

Discussion and evaluation

An evaluation of the CoP was conducted using a value creation framework to explore its immediate value, potential value, applied value, realised value, and reframing value. These values were considered at each stages of the CoP’s lifespan. The evaluation was a useful process that demonstrated the wide-ranging value created by the CoP. Six insights were drawn from the evaluation which promote understanding of the value created for a university by a CoP, particularly in contributing to academic integrity culture over a sustained period of time.

Conclusions

This paper contributes to a research gap on specific examples of discretion within rule-based systems. It illustrates how academics and members of the CoP used their discretion to interpret and enact academic integrity policy within a higher education setting. Drawing from the evaluation of the CoP we argue for greater understanding of the grass-roots contribution of academic and professional staff to academic integrity policy translation and enactment.

中文翻译：

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增强学术诚信政策翻译的实践社区：案例研究

介绍

难以访问、模棱两可或令人困惑的学术诚信政策可能会导致政策制定不一致。此外，政策分析和制定通常作为自上而下的过程进行，要求用户被动接受在制定政策的背景之外制定的政策。这两个因素都可能导致政策采纳率低下，特别是在政策使用者工作过度、智力批判和能力强、不易被动接受并掌握有关政策制定的宝贵基层情报的情况下。

案例描述

本文中的案例研究描述了澳大利亚地区大学的实践社区 (CoP) 采取的行动，将模棱两可的学术诚信政策解构并转化为一套可供教职员工和学生理解的可访问的学术诚信资源，并有助于学术人员始终如一地制定政策。本文叙述了 CoP 的形成、它创造的有形和无形价值、其成员制定的社会学习实践、其基层政策工作以及从该工作中产生的物质资源。

讨论与评价

使用价值创造框架对 CoP 进行评估，以探索其直接价值、潜在价值、应用价值、已实现价值和重构价值。在 CoP 生命周期的每个阶段都会考虑这些值。评估是一个有用的过程，展示了 CoP 创造的广泛价值。从评估中得出的六个见解促进了对 CoP 为大学创造的价值的理解，特别是在持续一段时间内为学术诚信文化做出的贡献。

结论

本文有助于在基于规则的系统中关于自由裁量权的具体例子的研究空白。它说明了学者和 CoP 成员如何在高等教育环境中使用他们的自由裁量权来解释和制定学术诚信政策。根据对 CoP 的评估，我们主张更好地了解学术和专业人员对学术诚信政策翻译和制定的基层贡献。