Examining the Relationship between Academic Integrity (Honesty) and Faculty Productivity in Lira University, Northern Uganda

This study examined the relationship between academic integrity, particularly honesty, and faculty productivity at Lira University in northern Uganda. Academic integrity is a foundation for credible research, effective teaching, and a successful academic environment, and is therefore framed as an institutional ecosystem rather than merely a student-discipline issue. A cross-sectional design with an explanatory sequential approach was used, drawing on evidence from 214 faculty respondents. Quantitative analyses in SPSS 23 included univariate, bivariate, and multivariate analyses; hierarchical regression; confirmatory factor analysis; and structural equation modelling in Python (Semopy). Moderation was analysed in SPSS 27 using the PROCESS macro. The qualitative data were analysed via transcription, coding, thematic analysis, triangulation, and narrative interpretation, which confirmed similar findings. Findings revealed generally positive perceptions of honesty, particularly regarding truthful student representation, which received the strongest support among the assessed dimensions. In contrast, deterrence of misrepresentation attracted comparatively weaker support, suggesting limited confidence in the effectiveness of measures to prevent dishonest representation. Honesty was also positively associated with faculty productivity, indicating that higher levels of honesty were linked to better productivity outcomes among faculty members across the University. However, when other relevant factors were considered simultaneously, the influence of honesty was relatively modest, indicating that although honesty contributes to faculty productivity, it is not among the strongest independent predictors of productivity. This pattern is shaped by institutional conditions. The same pattern was evident in near-absent enforcement mechanisms, limited routine use of Turnitin, and inconsistent application of academic integrity policies. The study concludes that honesty supports faculty productivity. However, its practical effect remains limited unless universities institutionalise visible, effective policies; enforce them consistently; expand ethics and integrity training; strengthen accountability mechanisms; and improve research support systems across all faculties.