The Ambivalence of Upholding Academic Integrity: A Professor’s Dilemma
By Sylvia Edwards | A professor reflects on the ethical, and professional challenges of enforcing academic integrity, highlighting the tension between fairness, empathy, and institutional expectations
By Sylvie Edwards for Sankarsingh-Gonsalves Productions
Academic integrity is often heralded as the cornerstone of higher education. It underpins the trust between students and faculty, the credibility of institutions, and the value of academic credentials. Yet, for professors, confronting breaches of academic integrity is rarely a straightforward task. I know that personally this is an area that is fraught with emotional, ethical, and professional ambivalence.
The Emotional Toll
When a professor suspects or uncovers academic dishonesty—be it plagiarism, cheating, or data fabrication—it often triggers a complex emotional response. My first impression is always – boy this sounds familiar or I did not know that this student could do this based on their class performance. There is disappointment, especially when the student is someone the professor has mentored or seen grow. There may also be anger or frustration, not just at the act itself, but at the broader implications: the erosion of trust, the undermining of fairness, and the potential damage to the academic community.
Yet, these emotions are often tempered by empathy. Professors understand the pressures students face—academic, financial, personal—and may feel conflicted about imposing harsh penalties. This emotional duality can make it difficult to act decisively.
We are prone to give the students a chance… Truly, over the years that used to be my view but over the last few years I have come to the realization that this decision does not help anyone, least of all the student.
Ethical Complexity
Professors are expected to uphold institutional policies, but these policies can sometimes feel rigid or disconnected from the nuances of individual cases. For instance, is a first-year student who improperly cites a source due to ignorance deserving of the same consequences as a senior who knowingly submits duplicated work? The ethical landscape is rarely black and white.
Moreover, professors may question the fairness of the system itself. Are all students equally scrutinized? Do cultural differences in understanding authorship and collaboration get adequate consideration? These questions can lead to internal conflict about whether enforcing the rules is always the right thing to do.
When it comes to ethics, a very wise man (my father) told me long ago… Be fair and stay consistent in your fairness and it will always be what it should be. He was right. I have developed over the years a sort of system where I level up the playing field when it comes to academic integrity and I make sure that I treat everyone at the same level, within the policy boundaries and avoiding decisions that would appear improper or biased.
Professional Risks and Responsibilities
Reporting academic misconduct can also carry professional risks. It is time-consuming, emotionally draining, and can strain relationships with students and colleagues. Some professors worry about being perceived as overly punitive or unsympathetic. Others fear retaliation in course evaluations or on social media.
At the same time, there is a professional duty to maintain academic standards. Failing to address misconduct can compromise the integrity of the course and the institution. It can also be unfair to students who do adhere to the rules. Professors must navigate this tension between personal cost and professional obligation.
Institutional Ambiguity
Institutions often provide guidelines and support for handling academic integrity cases, but these can vary widely in clarity and consistency. Some professors feel empowered by clear protocols and administrative backing. Others feel left to navigate a bureaucratic maze with little support, which can lead to inconsistent enforcement and further ambivalence.
Additionally, institutional priorities—such as student retention, reputation management, or financial considerations—can sometimes conflict with the strict enforcement of academic integrity policies. This can leave professors feeling isolated or even undermined in their efforts to uphold standards.
The Pedagogical Paradox
Perhaps the most profound ambivalence lies in the pedagogical mission of higher education. Professors are educators first, and many view mistakes—even serious ones—as opportunities for learning and growth. Punitive measures, while sometimes necessary, can feel at odds with this mission.
Some professors seek restorative approaches, aiming to educate rather than punish. But these approaches require time, resources, and institutional support that are not always available. The desire to teach and the need to enforce can pull professors in opposite directions.
Navigating the Ambivalence
So how can professors navigate this complex terrain?
Reflective Practice: Engaging in regular reflection and dialogue with peers can help professors clarify their values and approaches to academic integrity.
Transparent Communication: Setting clear expectations and discussing academic integrity openly with students can prevent misunderstandings and foster a culture of honesty.
Institutional Advocacy: Professors can advocate for clearer policies, better support systems, and more nuanced approaches to misconduct.
Compassionate Enforcement: Balancing accountability with empathy allows professors to uphold standards while recognizing the humanity of their students.
Academic integrity is essential, you might say that it is a “necessary evil”, but enforcing it is not a simple matter of rule-following. This has all been made more difficult with the arrival of all those AI platforms and agents on the scene. For professors, it is a deeply ambivalent experience—emotionally taxing, ethically complex, and professionally fraught. Recognizing and addressing this ambivalence is crucial not only for the well-being of faculty but also for the integrity of the academic enterprise itself.
Sylvie Edwards is a Fellow of the Project Management Association of Canada with over 25 years of industry experience. She is a post secondary #educator and past President of the Project Management Institute- Durham Highlands Chapter.
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