Pre-empting academic misconduct and improving learning outcomes with a teaching and learning approach – A preliminary report

  • Dongmei Li


This article reports on a preliminary analysis of Integrated Academic Success (IAS), an academic development program embedded in subject teaching for a humanities postgraduate degree involving a large number of international students at a major university in Australia. It was found that integrating academic skill development in subject teaching improved academic integrity and learning outcomes significantly in a course with a large number of students without relevant prior disciplinary or educational experience. The findings might inform curriculum development in postgraduate courses where students have no prior educational experience in the relevant discipline or academic context.