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Author(s): Geoffrey Angela, Charles Muweesi (Ph.D.), Christine Margaret Okurut Ibore (Ph.D.).

Volume/Issue: Volume 6, Issue 1 (2026)

Page No: 46-64

Journal: British Journal of Contemporary Education (BJCE)

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Abstract:

This empirical review examines how academic integrity policies influence student academic performance in Ugandan public universities, drawing on regional and international evidence. Studies consistently show that integrity—honesty, fairness, trust, respect and responsibility is positively associated with grades. However, weak or poorly implemented institutional and research integrity policies, combined with academic pressures and limited ethics training, fuel cheating, plagiarism and falsification, undermining learning outcomes and institutional credibility. Across African universities, only about one-fifth have publicly accessible research integrity policies, with notable regional gaps. International policy analyses indicate that existing frameworks are often punitive, legally dense, complex to access, and provide limited educational support. Complementary African and Ugandan studies further highlight that institutional management, disciplinary regimes and quality assurance practices strongly shape student discipline, responsibility and performance. The review concludes that Ugandan public universities should shift from narrow, punitive approaches to inclusive, educative and well-implemented integrity frameworks embedded within broader governance and student support systems.

Keywords:

Academic integrity, Research integrity, Academic performance, Policy implementation, Higher education, Plagiarism, Quality assurance.

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