This paper shows how one Queensland university has responded to increased student cultural and socio-economic diversity by adopting a whole of institution strategy to ensure consistency and equity in administering responses to student academic misconduct. The approach adopted took account of the literature and practice in the field and led to the development, trial and implementation of a framework for promoting academic integrity among students. Results show an increasing level of engagement by academic staff together with the provision of a rich source of data to inform learning and teaching practices.