Résumés
Abstract
This paper investigates assessment integrity risks in online distance learning programmes at a private higher education institution in South Africa and the strategies used to manage them. Guided by an interpretivist lens, the research applies the Committee of Sponsoring Organisations of the Treadway Commission (COSO) Enterprise Risk Management (ERM) framework and sociotechnical systems theory to explore how technological, behavioural, and institutional factors intersect to influence academic integrity. Data from staff questionnaires reveal three interrelated dimensions of risk: emergent (artificial intelligence-driven misconduct and integrity threats), behavioural (unethical and dishonest practices), and structural (technological barriers and infrastructural limitations). Synthesised through the Emergent, Behavioural, and Structural risks addressed through Tools, Practices, and Training (EBS-TPT) model, the research highlights the importance of integrating digital tools and ethical training within proactive, design-oriented assessment strategies. Rather than relying solely on detection mechanisms, institutions should foster artificial intelligence (AI) literacy, ethical awareness, and authentic assessment design to sustain credibility in digital learning environments. The paper contributes a conceptual framework and practical insights for higher education institutions seeking to balance technological innovation with academic integrity in the evolving AI era.
Keywords:
- online distance learning,
- academic integrity,
- assessment dishonesty,
- risk management protocols,
- private higher education
Résumé
Cet article examine les risques liés à l’intégrité des évaluations dans les programmes d’apprentissage à distance en ligne d’un établissement privé d’enseignement supérieur en Afrique du Sud, ainsi que les stratégies mises en oeuvre pour les gérer. S’appuyant sur une approche interprétativiste, l’étude mobilise le cadre de gestion des risques d’entreprise COSO (ERM) et la théorie des systèmes sociotechniques afin d’explorer comment les facteurs technologiques, comportementaux et institutionnels interagissent et influencent l’intégrité académique. Les données recueillies auprès du personnel révèlent trois dimensions interdépendantes du risque : émergent (manquements à l’intégrité favorisés par l’IA), comportemental (pratiques malhonnêtes et non éthiques) et structurel (barrières technologiques et limitations infrastructurelles). Synthétisées dans le modèle EBS-TPT (Emergent, Behavioural and Structural risks addressed through Tools, Practices and Training) ces dimensions soulignent l’importance d’intégrer les outils numériques et la formation éthique dans des stratégies d’évaluation proactives et centrées sur la conception. Plutôt que de se reposer uniquement sur les mécanismes de détection, les établissements devraient promouvoir la littératie en matière d’IA, la conscience éthique et la conception d’évaluations authentiques afin de préserver la crédibilité des apprentissages numériques. L’article propose ainsi un cadre conceptuel et des recommandations pratiques pour aider les établissements d’enseignement supérieur à concilier innovation technologique et intégrité académique à l’ère de l’IA.
Mots-clés :
- Enseignement à distance,
- intégrité académique,
- fraude à l'évaluation,
- protocoles de gestion des risques,
- enseignement supérieur privé
Parties annexes
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