This paper charts the establishment and holistic development of a college-wide Community of Practice (CoP) on Academic Integrity at Hibernia College (HC), a Higher Education Institution (HEI) provider of blended learning in Ireland. The establishment of the CoP was initially motivated by a perceived need to address potential increased risks of academic misconduct in light of developments in generative artificial intelligence. However, a literature review, collaborative faculty discussions and facilitation of focus groups with students across HC programmes, re-directed the focus of the CoP towards addressing the potentially punitive nature of academic integrity policies, procedures and their implementation and co-creating student supports. This re-aligned the work of the CoP towards a collaborative academic integrity policy review informed by Bretag et al.’s (2011) five core elements of exemplary policy and towards co-creation of resources to support students in their own practices. This represents more holistic approaches to policy design and strategy which authentically engage students with academic integrity practices. The conceptual framework presented by Wenger et al. (2011) for promoting and assessing value creation in communities and networks and the cycle of value creation is utilised by the CoP. In sharing this process, participants will learn how a co-creation, CoP approach to fostering and facilitating an Academic Integrity culture could be applicable to their institutions and support the deconstructing of ambiguous policy into accessible resources.

The Hibernia College Teaching, Learning and Assessment Strategy has been developed by a working group of the Hibernia College Academic Board and involved extensive consultation with stakeholders including students, Alumni, Faculty and external stakeholders. This Strategy has been developed during a period of great change in Irish society generally but particularly in higher education. These changes include a greater diversification of the student body, greater than ever demand for flexible learning and a move to a performance-based funding model for Higher Education Authority (HEA) funded institutions. Alongside this, the National Forum for the Enhancement of Teaching and Learning was established by the Minister for Education and Skills to enhance the quality of the learning experience for all students at third level, be they full-time, part-time or flexible learners. The Strategy sets out six distinctive attributes of Hibernia College’s graduates that go beyond disciplinary or technical knowledge. It then establishes the six Hibernia College’s Teaching, Learning and Assessment Priority Areas and concludes with a commitment to providing the best possible learning experiences and to producing highly employable graduates.

The Hibernia College Quality Framework reflects the College’s ongoing commitment to international best practice through a range of mechanisms that seek to continually monitor, review, and enhance our programmes and our College. The Quality Framework is regularly reviewed for its effectiveness. Input from key stakeholders such as students, staff, employers and faculty is an important dimension of our Framework. This ongoing involvement of all internal and external stakeholders is emphasised throughout the policy and procedure documents.

A strong culture of quality that promotes sustainable stakeholder engagement ultimately underpins quality resilience, that is, the ability of our quality frameworks to support dynamic environments in times of challenge and uncertainty. This article suggests areas for providers to focus on as they continue to develop the capacity of their QA frameworks to support the delivery of blended learning.