With the importance of initial research among faculty members, the questioning of the integrity of the research has also increased. With so much pressure related to their professional status, the professors have been the subject of a thorough examination by the surrounding society. This inevitably led to the ideals of academic integrity separating students and teachers.  Until 1970, most universities in the United States had introduced honor codes for their students and faculty members, although this concept has not really been noticed elsewhere in the world (cf.B. Yakovchuk et al.). Similarly, Bertram Gallant (2008) has studied the dimensions that are relevant to explaining students` teaching errors, including internal aspects (i.e. student characteristics), organization (i.e. what happens with students and learning environments) and institutional context (i.e. academic context). The established understanding in the field of academic integrity is that student misconduct is due to a number of factors, including students` attitudes, motivations, preferences and past experiences, that may be mixed up and associated with broader and contextual social influences (Bertram Gallant, 2008; Brimble, 2016). Over the past decade, the focus has been on improving evaluation practices within universities and higher education institutions through the use of evidence-based frameworks and methods, by implementing national and institutional projects to transform evaluation policies and practices (e.g.
B, Boud and Associates, 2010); Ferrell, 2013; HEA 2012; Jessop and Tomas, 2017). This is an area in which institutions should continue to make progress. Given the concerns of academic integrity regarding the outsourcing of assessments, it is recommended that higher education institutions “ensure that students understand what is needed for missions and that they receive sufficient feedback to learn from this work” (Bretag et al., 2018, p. 14). The idea of developing evaluation skills is valuable in this regard, in which it is necessary to create a community of practices for staff and students to enable a common understanding of evaluation standards in the professional, disciplinary or professional fields (HEA, 2012; Price et al., 2012). Evaluation competency is to develop an understanding of how evaluation relates to learning and the evaluation process, to understand the nature and importance of evaluation criteria and standards, and to develop self-assessment and peer review skills (Price et al., 2012). In practice, assessment skills could be encouraged by the implementation of an evaluation protocol for staff and students and by the integration of teaching activities where students build, discuss and apply assessment criteria and use examples (see Anglia Ruskin University, 2018). Essentially, this approach can help students understand what they expect and need through active participation, opportunities to prepare for assessments (e.g. B in the class debate on a letter of command) and the significant feedback process.
A recurring theme in current literature is the importance of building relationships with students in teaching and learning environments and discussing issues of academic integrity with them (Bretag et al., 2018; Ellis et al., 2018; Rogerson, 2017; Rowland et al., 2018). For example, there are specific proposals for educators on how to talk to students about academic writing services, such as the importance of the help these sites offer, so that educators can ensure that students are fully aware of the sources of help at their university (Rowland et al., 2018).