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Abstract

Academic integrity is a fundamental aspect of education that is often framed in a negative context, while existing in a reality marked by inherent contradictions. This article reports on how academics perceive academic integrity based on a study that adopted a qualitative hermeneutic approach. The study employed listening posts to interrogate the perceptions of academic integrity amongst academics. The notes from these facilitated listening post sessions were thematically analysed. Findings highlight that the understanding of academic integrity is influenced by various contradictions stemming from academics, students, society, and trends in misconduct. The article argues that academic integrity, in the time of contradictions, can be reframed as an academic skill aligned to specific values. By imparting knowledge about the significance of academic integrity within a university context, academics, university managers and policy makers can play a vital role in driving change and preparing future academics, researchers, administrators and graduates to lead the universities of the future. Findings suggest diverse perspectives on academic integrity, and highlight the necessity of revising policies to promote academic integrity as a skill. Additionally, findings emphasise the adoption of a developmental approach that goes beyond merely preventing misconduct, fostering a comprehensive understanding of academic integrity.