Balancing Time Equity & Academic Integrity: The Paradox of Deadline Extensions in Higher Education

Cameron, Jackie; Gutu, Mavis; Kurtzke, Simone

Abstract

Universities promote employability; employers expect graduates to meet deadlines; constructive alignment of assessment with learning outcomes (Biggs, 2007) is silent on extensions; policies and practices for extensions varies between universities, cohorts; opinions are deeply divided on whether deadline extensions are fair, appropriate and inclusive for students. This quantitative study encompasses more than five years of data on extensions and grades (UG, PG) at a Business School and aims to understand whether and how students are disadvantaged.
We investigate the issue through the lenses of paradox theories and constructive alignment. Based on findings, we aim to develop deadline extension guidelines that can help inform policy, practice and enhance alignment of teaching and learning with learning outcomes that are inclusive for all.

Citation

Cameron, J., Gutu, M., & Kurtzke, S. (2025, April). Balancing Time Equity & Academic Integrity: The Paradox of Deadline Extensions in Higher Education. Poster presented at Advance HE EDI Conference 2025: The sum of many parts: Embedding intersectionality in HE practice, Newcastle, UK

• Presentation Conference Type: Poster
• Conference Name: Advance HE EDI Conference 2025: The sum of many parts: Embedding intersectionality in HE practice
• Start Date: Apr 2, 2025
• End Date: Apr 3, 2025
• Acceptance Date: Dec 9, 2024
• Online Publication Date: Apr 2, 2025
• Publication Date: Apr 2, 2025
• Deposit Date: Apr 8, 2025
• Peer Reviewed: Peer Reviewed
• Keywords: intersectionality, inclusivity, EDI, data dilemma, assessment extensions, higher education
• Public URL: http://researchrepository.napier.ac.uk/Output/4235410