Academic integrity and the role of learning development


  • Ed Bickle Bournemouth University
  • Steph Allen Bournemouth University
  • Marian Mayer Bournemouth University



artificial intelligence, academic integrity, ChatGPT


Learning Development (LD) is a supportive function within an educational environment. Learning Developers walk alongside students to develop academic skills and practice, and guide individuals throughout their academic journey through a variety of empowering approaches. One such function is raising awareness of academic integrity within academia and the role individuals can play to uphold it. Academic integrity is concerned with six key principles: honesty, trust, fairness, respect, responsibility, and courage (ICAI, 2021).


Across the UK, many institutions and LD practitioners have designed and delivered courses, quizzes, tutorials, and events to promote academic integrity. These range from whole institution activities through piecemeal touchpoints. Academic integrity sessions are designed to encourage individual and original work, building on the shoulder of others, giving credit where due and avoiding plagiarism and unfair practice.


Emerging from a global pandemic and experiencing a technological revolution, such as ChatGPT3, in this brave new rapidly expanding digital world, several questions arise:


  • What is the role of Learning Developers in assessment design?
  • What is the role of Learning Developers in academic offences panels?
  • What training do Learning Developers need?
  • How can Learning Development take leadership in promoting academic integrity?
  • What forms of collaborative cross institutional research on academic integrity would be advantageous?

This workshop provided participants with an opportunity to discuss the role of LD within the ever-developing world of academic integrity. Following a quick-fire quiz, participants had the opportunity to work in small groups. Each group was assigned one of the above questions in order to contribute to a 5-point action plan for how LD can be at the forefront of the academic integrity agenda. Participants took away ideas with them that they could apply within their own role and teams.

Author Biographies

Ed Bickle, Bournemouth University

Ed Bickle is a Lecturer in Learning Development at Bournemouth University. He has extensive experience in widening participation research, and his primary interests lie in the lived experiences of widening participation students. He is currently undertaking research that examines the future role of Learning Development within the Higher Education sector.

Steph Allen, Bournemouth University

Steph Allen is a Principal Academic in Learning Development and Academic Integrity at Bournemouth University. Steph is a Senior Fellow of the Higher Education Academy. Her research interests are focused on Learning Development, academic integrity, academic offences, and the student and staff experience. She is involved in academic integrity projects within the university and across the HE sector and is also a committee member of the University and College Union (UCU) focusing on working conditions.

Marian Mayer, Bournemouth University

Marian Mayer is a Principal Academic, leading a small team of Learning Development practitioners at Bournemouth University. Her research interests include challenging neoliberalism in higher education, transformative education, widening participation, the student experience, HE policy, and student retention and success. Marian has published on the subjects of reclaiming higher education, the neoliberal agenda in HE and transformative education. Marian’s praxis is deeply embedded in research and education practice, primarily within the context of Learning Development.


ICAI, 2021. The Fundamental Values of Academic Integrity. Third edition. NY: International Center for Academic Integrity.




How to Cite

Bickle, E., Allen, S. and Mayer, M. (2023) “Academic integrity and the role of learning development”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1122.

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