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History of the prize

Tracey was a professor at the University of South Australia and a leading researcher in the field of academic integrity. She led major studies with enormous national and international implications, and spoke widely and publicly on the importance of universities taking a strong stand regarding educating their students about academic integrity, and enforcing the rules with vigor and strong sanctions. Tracey also came to work alongside the team here at Studiosity, providing advice, guidance, and sharing her research at events. Tracey’s illness came as a shock, as it did for everyone close to her and the wider academic community. 

In September 2020, the Australian government had just passed legislation as a result of Tracey’s work. Studiosity’s Founder, Jack Goodman, wrote to ask for Tracey’s permission to create an annual Academic Integrity Award, named in her honour. We were pleased to receive her blessing in response. Tracey passed away prematurely on 7 October 2020. In February 2021, she was honoured posthumously with a Career Achievement Award from the Australian Awards for University Teaching.

We will honour this commitment every year to those who are advancing the understanding and implementation of academic integrity in the higher education sector.


Tracey Bretag feature

Prof Tracey Bretag speaks at the Students First Symposium, on her research into contract cheating behaviours and systems. Tracey's work influenced significant change within Higher education and helped develop historic Federal legislation.


Your three finalists for 2022:
The prize winner will be announced on 20 July 2022.

Finalist: Dr Jasmine Thomas with Rian Roux, Dr Renee Desmarchelier, Luke Drury and Daniel Chalker, The University of Southern Queensland
Project: In 2021, USQ successfully leveraged institutional values to create widespread cultural change through a comprehensive approach to academic integrity resulting in 45% reduction in academic misconduct cases. USQ embedded an educative model of promoting academic integrity to students through policy redesign and establishing the Academic Integrity Unit to manage three central pillars of education, prevention and detection. A partnership model between academic and professional staff underpins consistent, systemic and systematic processes, increased understanding and knowledge of academic integrity for staff and students along with a USQ technology solution that analyses multiple lines of evidence for detection and reporting.

Finalist: Danielle Logan-Fleming and Popi Sotiriadou, Griffith University
Project: Interactive Orals (IOs) represent an authentic, multidisciplinary, and scalable type of assessment, that are purposely designed to promote Academic Integrity through embedded resources (e.g., rubrics, exemplars) and incentives (e.g., scaffolded summative activities) that reward positive behaviour. Informed by andragogy and self-determination theory, IOs offer opportunities for genuine unscripted interaction between a student and an assessor and allow students to demonstrate their knowledge and skills verbally in a setting that is authentic to a workplace or industry scenario. These design features of IOs intrinsically motivate students towards Academic Integrity, which transcends their studies and links to their future employment.

Finalist: UPASS Team - Rick Somers, Sam Cunningham, Sarah Dart, Sheona Thomson, Caslon Chua, Edmund Pickering, Queensland University of Technology
Project: Academic misconduct arising from file-sharing websites is an urgent challenge, particularly in STEM disciplines; current detection methods aren’t stemming the rising tide of student sharing in mathematical and programming-based assessments. An academic team from QUT and Swinburne is addressing this challenge. They’ve developed an innovative tool, called UPASS, to detect potential misconduct, with the aim to prevent it before it occurs. UPASS is an open-source package freely available to academics and already having impact. In 2021, UPASS was trialled across 5 Australian Universities (QUT, Swinburne, EIT, Latrobe, ACU) receiving positive feedback with 82% of participants stating it helped maintain integrity.

Special commendations:

Nominee: The Academic Integrity design and teaching team at the Te Puna Ako Centre for Tertiary Teaching and Learning (CeTTL) at the University of Waikato, The University of Waikato
Project: The rapid global shift to online teaching in response to COVID-19 has created a surge in perceived academic integrity (AI) issues, with adjustments in assessment procedures and approaches often lagging behind technological shifts. Furthermore, academic integrity is often treated as a 'compliance' issue, focussing on disciplinary responses rather than the promotion of ethical behaviour. CeTTL's online course was developed to address these concerns - it uses a combination of humour, original drawn comics, anonymous online forums for safe discussion, and staff interaction to create a safe space for focussing on ethics and AI principles rather than disciplinary responses.

Nominee: Lynn Gribble, The University of New South Wales
Project: Lynn strongly believes in fairness in every aspect of learning, and have built her expertise in personalised assessment and feedback practices that support academic integrity. Education is key to supporting integrity. Known as an excellent teacher with very high student satisfaction ratings despite large fully online classes (1000+). Lynn considers integrity across >9000 pieces of assessment annually. As a digital influencer/innovator, she facilitate colleagues to adopt proven pathways to effective student engagement that embraces academic integrity as a central core. Her 2019 Turnitin Global Innovation Award for Australia and New Zealand recognised her outstanding and pioneering implementation of Turnitin features.

Nominee: Flinders University Student Learning Support Service, Flinders University
Project: The Flinders University Student Learning Support Service (SLSS) empowers and inspires students to be ethically responsible, confident and independent lifelong learners by promoting a culture of learning, and a growth mindset. The SLSS helps students achieve academic success through a student-centred vision. Imbibing students with the value of their own ideas, and therefore the value of other people’s ideas and contributions, is central to the SLSS’s work. As evidenced below, the innovative changes the SLSS has created in the past year have improved academic integrity and woven this area into academic skills broadly defined, with significant success.

Criteria and decisions

Show that you have advanced understanding of best practice and impact of Academic Integrity within the sector, in the 2021 Jan-Dec calendar year.

To apply you must meet the following criteria.

1. You are:
A current academic or professional staff member;
A currently enrolled student (Undergraduate, PhD, Postgraduate)
A group. (A research group, organisation, student union)
2. You are an Australian or New Zealand resident.

Nominations might address, but are not limited to: Interventions for assessment; Student performance; Behaviours; Student union plan; Communications plan; Cultural change in students and staff. 

  • The final decision will be made by members of Studiosity’s Academic Advisory Board: Prof Juydth Sachs; Prof Sally Kift; Prof John Rosenberg; Prof Chris Tisdell; Geoff Kinkade; and, with Chair Jack Goodman.
  • The prize winner will be contacted in June.
  • Past prize recipients will not be considered if they received the prize in the prior calendar year. Past recipients can nominate others, if they are not involved in the team or project.
  • If the nomination is being submitted by a team, submit one application only.
  • Nominations are subject to further enquiry by the panel. For example, the panel may make further enquiry into the application, and may ask for more detail from referees.
  • The decision will be based on the quality of the nomination, strength of evidence, and referee reports.
  • The panel’s decision is final.

Enquiries: awards@studiosity.com