Building and Developing an Enhanced Culture of Academic Integrity in HEIs in Oman


  • Hesham Magd
  • Henry Jonathan
  • Mohammad Ansari


Dishonesty in different forms is the biggest barrier and challenge to building a sustainable community. It may be in the form of terrorism, corruption, bribery, and dishonesty. Before COVID-19 academic dishonesty was confined to the Higher Educational Institutes (HEIs), nevertheless, the pandemic has bifurcated the academic dishonesty that spilled over to the junior level due to the online system of education. The study received responses from 25 HEIs, with most of them having affiliations with international institutes. Most of the institutions have set up technology tools to detect academic offenses that are made available to both students and faculty, such as Turnitin, student advising and counseling, peer review, revising course syllabi, etc. periodically to ensure academic offenses are not entertained. The analysis shows academic integrity is the main responsibility that can sustain quality in educational institutes. Also, failure to prevent academic offenses will tend to impair the quality of an institution and will also deter proper means to evaluate student performance. The major forms of academic dishonesty that are observed among students are in assignments, reports, and examinations. To address the issue, HEIs should adopt strategic mechanisms including strict enforcement of policies, and procedures to discourage academic offenses.