A Chasm of Academic Integrity Perspectives Between Students and Lecturers

This research investigates how lecturers and students at a large Australian university perceive academic integrity, uncovering a significant divide—an “academic chasm”—in their understanding. By conducting semi-structured interviews and applying a phenomenological analysis, the study reveals key themes around integrity definitions, power dynamics, and cultural influences. It proposes a new qualitative model aimed at strengthening mutual understanding, ultimately offering fresh directions to promote academic integrity in higher education.