Abstract
This paper reports on the perceptions of a group of academics regarding the role of higher education institutions in dealing with cheating when completing on-line assessments. A thematic approach to data collection and analysis was utilized. The findings showed there was an ad-hoc approach to the issue of academic integrity and dealing with cheating. While institutional policies did exist concerns were expressed as to their overall effectiveness. Additionally, faculty were not provided with sufficient training in the use of detection methods and the use of available systems and processes to ensure academic rigour in relation to cheating in on-line assessments. The findings have implications for institutions in the development and implementation of academic misconduct policies.