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Academic integrity in postgraduate higher education is a critical success factor, not only to assess the performance and compliance of the people directly involved in the teaching-learning process (students, teachers, researchers, among others), but it is also related with the process of elaboration, development and validation of the means and instruments used to promote it, the educational model, the policies and commitments established regarding academic integrity and institutional management as a whole. According to Turnitin (2021), collusion, copying and pasting, alteration of sources, paraphrasing without attribution and falsification of data are examples of common behaviors that generate non-original work.

The UCI has established in its internal regulations that fraud and academic plagiarism are very serious offenses, automatic triggers of disciplinary processes. However, he agrees with Lee (2022) that fear of disciplinary action should not be the only reason to avoid these bad practices. On the contrary, bringing academic integrity practices closer to all people involved must be part of the general and permanent educational intention of the University to consolidate a community dedicated to learning and the exchange of ideas, guarantor of essential values ​​such as honesty, respect and responsibility (Holden, Norris and Kuhlmeier, 2021) as well as mitigation mechanisms for the academic reputation risks involved.

The UCI adopts, enhances and regenerates a series of good practices, which seek to promote academic integrity and reduce the associated risks, in order to form a culture of academic and research integrity. For example, the following:

1. Mandatory due attribution and recognition of authorship of people or organizations.
2. Adoption of good practice frameworks, such as the COPE editorial standards to promote transparency in academic publishing.
3. Ensure the updating of institutional regulations and applicable general policies.
4. Promote the adoption of good practices among stakeholders.
5. Promote respect, joint work and fair treatment, without distinction or discrimination, of the members of the learning and practice communities.
6. Promote the use of computer and ICT facilities in general to promote and strengthen individual and collaborative digital skills.
7. Periodical publications involving peer reviews.