BLUE OCEAN INTEGRITY: HIGH EXPECTATIONS WITHIN STRUCTURED LEARNING OPPORTUNITIES

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  • Chelle Oldham University of Glasgow, The Open University United Kingdom

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https://doi.org/10.46827/ejoe.v10i3.6208

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academic integrity##common.commaListSeparator## academic conduct##common.commaListSeparator## plagiarism##common.commaListSeparator## autonomy##common.commaListSeparator## self-determination##common.commaListSeparator## Turnitin

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This paper examines the intersection of student autonomy, academic integrity, and institutional responsibility through the lens of the “Blue Ocean” strategy, proposing a proactive and educative approach to reducing academic misconduct. Drawing on contemporary theory, including Self-Determination Theory and self-regulated learning frameworks, it argues that when students are explicitly taught the principles of academic integrity, provided with structured opportunities to practise academic skills, and expected to take ownership of their learning, both ethical engagement and academic success are enhanced. The study positions academic misconduct not merely as a compliance issue, but as a developmental challenge that can be addressed through early, embedded integrity education. It synthesises evidence from recent literature and practical examples, such as formative Turnitin use, peer review, and targeted skills workshops, to illustrate how autonomy-supportive environments foster pride in ethical scholarship. The “Blue Ocean” model is advanced as a means of shifting from reactive detection and punishment to a culture in which integrity is normalised, student-owned, and embedded across the curriculum.

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2025-08-15

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##issue.vol## 10 ##issue.no## 3 (2025)

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