Determining outcomes for academic misconduct: is it more important to be consistent or fair?

This paper analyses data from a Health Sciences faculty at an Australian university to determine if outcomes for breaches of academic integrity were applied consistently and/or fairly. The analysis concludes that it is appropriate at times for there to be a difference between the identified severity of an academic misconduct incident and the final outcome imposed. The paper argues that while it is important for universities to have clear policy on this issue, it is just as important for those in charge of applying that policy to be adequately trained and deeply committed to both the academic integrity process and to the complex needs of students. We conclude by stressing that a rigid adherence to a rules-based approach in dealing with breaches of academic integrity will not necessarily ensure fairness.