Although considerable research has focused on equity within policy approaches or policy outcomes, how equity is situated during the development phase of policymaking has received less attention. The purpose of this research was to explore the possible connections between equity and institutional policymaking in higher education through a case study that included an examination of the context that led to the development of a new academic integrity policy at an institution of higher education and interviews with faculty and staff who were involved in the development of the new policy. A comparative case study structure was used to trace changes in equity within higher education and within approaches to academic integrity over time as well as differences between traditional and alternative forms of policymaking. Qualitative coding methods were used to identify themes that illustrated the presence or absence of equity for faculty and staff during the policy development process. Findings indicated that a diverse stakeholder group, an environment that allows all voices to be heard, effective facilitation, and consensus decision making during the policymaking process helped to increase equity, but hierarchical positions within the institution negatively impacted equity. As institutions of higher education seek to move beyond increasing diversity among staff and faculty, new ways to participate in and contribute to the mission of education can help to ensure to ensure that all individuals in the organization are treated equitably. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]