Benson, LyleEnstroem, Rickard2023-12-182023-12-182023Benson, L. & Enstroem, R. (2023). A model for preventing academic misconduct: Evidence from a large-scale intervention. International Journal for Educational Integrity, 19(25). https://doi.org/10.1007/s40979-023-00147-yhttps://hdl.handle.net/20.500.14078/3296It is well known that students intentionally and unintentionally commit academic misconduct, but how can universities prevent academic misconduct and foster a culture of academic integrity? Based on a literature synthesis, an actionable Model for Preventing Academic Misconduct is presented. The model’s basic premise is that students’ voluntary participation in individual courses or academic integrity modules will have far less impact on preventing academic misconduct than required faculty or university-wide programming in core courses. In validating the model, the steps taken by the School of Business at a Canadian university to prevent academic misconduct are examined. Two online tutorials were created and implemented as required modules in the School of Business introductory core courses. Actual academic misconduct incidents recorded by the University from 2016 to 2021, a three-year pre-intervention period and a two-year post-intervention period partly covering the COVID-19 outbreak, are used to gauge the model’s effectiveness in preventing academic misconduct. The findings are discussed through a Social Learning Theory lens: the high-level implementation gives rise to a culture of academic integrity propelled by the establishment of common knowledge.enAttribution (CC BY)academic misconductmodelsinstitutional dataintervention analysisuniversitiesArticlehttps://doi.org/10.1007/s40979-023-00147-y