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Academic Integrity

Academic integrity is the expectation that students will act with honesty, trust, fairness, respect and responsibility.

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Academic Integrity

We have a new Student Academic Integrity Policy and there have been some changes. The Policy outlines CDU’s expectations of academic integrity for all students.

This Policy applies to all students enrolled at CDU or with a partner organisation in:

  • a vocational qualification, training product or short course,
  • a higher education coursework qualification, single unit of study or short course,
  • the coursework components of a higher degree by research.

The Policy applies to all assessment activities including those on campus, online, in workplaces, or in the field.

What is Academic Integrity?

Academic integrity is the demonstration of the values of honesty, trust, fairness, respect and responsibility in achieving academic outcomes, resulting in a growing sense of ethical and professional behaviour.

We expect that you will act honestly and do the right thing for yourself, other students, and CDU.

To meet the required standards of academic integrity, you will:

  • learn about academic integrity by participating in activities and accessing resources designed to help you understand appropriate academic practices and professional or industry standards.
  • act in good faith when undertaking learning and assessment activities:
    • completing assignments or tasks in a responsible and conscientious manner, pursuing intellectual freedom through the honest search for knowledge
    • understanding and avoiding plagiarism by acknowledging the ideas, work and contribution of others and never misrepresenting someone else’s work as your own
    • understanding and avoiding collusion or other forms of cheating by not providing work to others, not purchasing work, or promoting the purchasing of work to others, and not falsifying results
    • following relevant ethics or professional guidelines, including when accessing confidential or sensitive data, when interacting with clients or patients and when on lands managed by Indigenous communities
    • declaring any conflicts of interest, including but not limited to close personal relationships with staff
    • avoiding coercive or threatening behaviour, or any attempts to gain an unfair advantage.
  • Be truthful when providing documentation to the University, submitting original work, giving due credit to the work of others, and supplying additional information when requested, including saving back-up copies to provide proof of authorship.
  • Role-model academic integrity within the University, speaking up against breaches in academic or research integrity, where it is safe to do so. Commit to creating an ethical and professional University environment, online, on campus, in the field and in the workplace.

Types of Academic Misconduct

Academic misconduct is where a student seeks an unfair advantage for themselves or others by behaving in a way that is different to the ethical principles of academic honesty and integrity.

Academic Fraud

A false representation made in attempting to gain an unfair advantage.


A deliberate attempt to gain an unfair advantage, including:

  1. unauthorised early access to assessment/exam papers or answer sheets;
  2. communicating with or copying from another person during an exam; or
  3. supplying or receiving unauthorised material in an examination.

Any unauthorised collaboration in preparation or presentation of work, including knowingly allowing personal work to be copied by others.

Contract Cheating

Securing a person or computer program to complete part or all your assessment, including using work prepared by another person.

Duplicate Submission

Resubmitting or largely reusing work that you have previously had assessed as new work, without permission from the lecturer/tutor.


The intentional use of information or data that has been made up but is implied to be real.


Assuming the identity of another person and completing assessments on their behalf.


Presenting an untrue or incomplete statement that could mislead, including:

  1. about attendance or participation in practical, performance or professional learning and assessment activities;
  2. citations to non-existent or incorrect sources; or
  3. failing to disclose information when there is a duty to disclose it, or when failing to disclose it misleads the assessor.

Presenting the work of another as your own work without proper acknowledgement that clearly identifies which parts of the work originate from another source.

Work includes ideas, interpretations, words, or creative works such as works in print and electronic media, published and unpublished documents, designs, music, sounds, images, photographs, computer codes and ideas gained through working in a team.

Solicitation and Promoting the Breach of Academic Integrity

Offering, inducing or advertising for a person to complete an assessment on your behalf, including work likely to be used for cheating, misrepresentation and/or plagiarism.

Note that a student who agrees to assist another student through solicitation, cheating, misrepresentation or plagiarism (for example by willingly sharing their own work or advertising the availability of their own work or someone else’s work) is also in breach of academic integrity, and will be subject to disciplinary action.

Academic Misconduct Resolution

Breaches of academic integrity will be dealt with under this Policy in the first instance, acknowledging that repeated or serious cases may be referred to the Student Code of Conduct for action.

Breaches will be dealt with by:

  • investigating allegations of academic misconduct in a consistent, transparent, and timely manner
  • acting in accordance with the principles of procedural fairness and confidentiality, including advising students of allegations of misconduct against them in a timely manner. Ensuring that students have an opportunity to respond to any allegation against them and to appeal any penalties imposed
  • making decisions on whether an act of misconduct has occurred after the facts have been established to the satisfaction of the decision-maker. Ensuring that staff with direct interest in an allegation against a student are not involved in making a determination of misconduct in relation to that student; and
  • not considering previous misconduct breaches when deciding whether a minor breach has happened but may consider previous breaches when deciding on penalties to be imposed.

There are varying degrees of seriousness in relation to breaches of academic integrity:


Penalties / outcomes

Impact on results

Academic Misconduct will be deemed serious if it appears to be:

  • deliberately planned, and/or
  • is substantial in scale or scope.

All cases of contract cheating will be deemed serious.

  • Mandated education
  • Recorded on student file, and
  • Fail (0%) or Unsatisfactory for the submitted work.
  • Fail or Not Competent for the unit.

For severe or repeated cases, and for all cases of contract cheating:

  • Disciplinary action under the Student Code of Conduct.
  • Referral to external agencies for conduct deemed a reportable or criminal offence.
  • Fail (0%) (HE)
  • Not Competent (VET)


Penalties / outcomes

Impact on results

All academic misconduct not deemed to be serious will be deemed minor.

  • Mandated education, and
  • Recorded on student file, and

For HE students:

  • Warning with 0-10% reduction in marks, or
  • Second attempt at the assessment, or
  • Second attempt at the assessment with Pass only grade available, or
  • Mark original content only, disregarding sections in question.

For VET students:

  • Warning only, or
  • Warning with supplementary skills assessment, or
  • Warning with second attempt at the assessment item(s).

Depending on the breach:

  • Full range of marks and grades, or a reduced range (HE)
  • Satisfactory or Unsatisfactory assessment outcome or
  • Competent or Not Competent unit outcome (VET)

All students who breach academic integrity, regardless of the level of breach, will undertake an educative intervention strategy to ensure future academic integrity. This includes, but is not limited to:

  • appointment with the trainer or lecturer to refresh knowledge on required standards, and/or
  • referral to the Language and Learning support team for support, and/or
  • requirement to repeat the academic integrity induction module.