The challenges faced by Institutions of Higher Education in identifying, supporting, facilitating, and enhancing good academic practices are growing exponentially. This is due in part to rapid and unprecedented advances in Generative Artificial Intelligence (GenAI) and also to the speedy manner in which these have become part of the parlance around academic integrity. This chapter seeks to address how academic institutions can embed collaborative practices into their planning for and responses to these developing circumstances, in a dynamic and inclusive fashion. The purpose of the chapter is to advocate for a community-based approach to a community issue and to present an example of such an approach within the context of an academic institution of higher education. The world of academia is grappling with sudden widespread public interest in academic misconduct and the multitude of ways to cheat and ‘cheat well’. While institutions move at different paces and with varying degrees of caution to regulate assessments, develop policies and initiate procedures to support best practice, students are faced with increasing temptations to take shortcuts to academic attainment. Those temptations are particularly alluring to students who may be classified as ‘vulnerable’ (e.g. students entering Higher Education with non-traditional qualifications or from non-traditional routes). Although the potential for abuse, misuse, or avoidance of the benefits of AI is a cause for trepidation across all areas of academia, it is arguably of graver concern in relation to professional qualifications, where shortcuts in assessment responses may lead to the dilution of professional competencies. This chapter recounts the Community of Practice (CoP) based approach to these new challenges developed by an Institution of Higher Education with a specific focus on professional qualifications in teaching and nursing. In doing so, it presents some of the initial evidence of the benefits of this approach including increased student agency specific to academic practices, improved sustained collaborations between faculty, staff and students and the facilitation of an ongoing academic integrity review cycle. The CoP forms part of a cross departmental collaborative approach to creating workable and sustainable practices and policies and as such is replicable across a wide range of institutions. The aim of this chapter is also to demonstrate how to move the focus away from punitive penalties and towards enabling and recognising good academic practice, particularly in relation to students who have experienced challenges to date with their academic journeys.