Multi-institutional case study analysis of five Australian higher education institutions revealed a lack of governance-level information on student assessment and integrity¶
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Evidence · 1 study · designr3·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change
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q2 i? Case study work with five Australian institutions confirmed common practices, pressures and weaknesses, and critically revealed the lack of information on student assessment and integrity. → Hamish Coates 2025
Evidence¶
Hamish Coates 2025¶
Hamish Coates, Gwilym Croucher, Angel Calderon. (2025). Governing Academic Integrity: Ensuring the Authenticity of Higher Thinking in the Era of Generative Artificial Intelligence. Journal of Academic Ethics. https://doi.org/10.1007/s10805-025-09639-7
q2 · i? · design · r3
Multi-institutional case study analysis conducted over several months during 2022 with five higher education institutions across three Australian states, which were organisationally diverse members of a national quality network. The work "revealed the lack of information on student assessment and integrity, in particular."
"Critically, it revealed the lack of information on student assessment and integrity, in particular. This affirmed the governance need and development opportunity."
Discussion¶
Related Claims¶
- AI adoption in higher education appears to progress faster than institutional policies, ethical frameworks, and governance structures, creating a policy–practice gap — a broader claim this one bears on
- Unclear policy, workload pressure, and lack of mechanisms to monitor student AI use undermined staff confidence and perceived fairness during AIAS implementation — related
- Governance model shaped AIAS adoption: rapid central rollout generated momentum but curtailed reflection, while department-led adoption built ownership but fragmented strategy — related
- Academic integrity, professional development, and equity concerns about AI span all surveyed units, though interpreted differently — related
- Australian universities show an escalating trend toward contingent academic appointments and a declining trend in continuing teaching-and-research staff — related
- Practitioner governance activity in Australian Group of Eight institutions outpaces what the published GenAI literature has documented, while Indonesian participants report less formal scaffolding — related
- AI integration in academic settings has outpaced regulatory frameworks, leaving ethical practices, assessment, and institutional responses inconsistent — a broader claim this one bears on
- Australian universities' quality assurance of graduate attributes relies on a narrow range of strategies, and assessment data remain largely underutilised — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
case-study-reveals-lack-assessment-integrity-information |
title |
Multi-institutional case study analysis of five Australian higher education institutions revealed a lack of governance-level information on student assessment and integrity |
description |
Multi-institutional case study analysis of five Australian higher education institutions revealed a lack of governance-level information on student assessment and integrity |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
recheck_by |
2030 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hamish-coates-2025 |
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