Abstract
This paper explores the notion that student behaviour regarding academic integrity and classroom civility are linked, and that intervention methods used to resolve classroom incivility may be used as a response to academic dishonesty. We advance the view that academic integrity and classroom civility refer to a student’s willingness to respect the rules and regulations of the institution; and that, acts of academic dishonesty and incivility refer to student behaviour in breach of institutional policy and/or not consistent with the social norms of the institutional culture (e.g., inappropriate human interactions). The perceptions and attitudes of first-year students toward academic integrity as they transition from high school to university are examined. Two hundred and thirty-nine first-year students volunteered to participate in this study. The preliminary findings of the open ended response regarding their observations and experiences with cheating and plagiarism in high school and in university are reported with a view to offer suggestions regarding institutional intervention strategies.
Highlights
The general purpose of this paper is to broaden our understanding of the nature of student academic dishonesty and academic in/civility1 by investigating the potential usefulness of the idea that academic integrity can be conceptualized as part of the academic civility environment
We include actual comments taken from the questionnaire to illustrate how students relate to the issue of academic integrity
Many students stated that academic dishonesty is Linking Academic Integrity and Classroom Civility disrespectful and unfair to those who act honestly
Summary
The general purpose of this paper is to broaden our understanding of the nature of student academic dishonesty and academic in/civility by investigating the potential usefulness of the idea that academic integrity can be conceptualized as part of the academic civility environment. The specific objectives of our study were: 1) to extend previous literature by developing a questionnaire designed to assess students’ beliefs and perceptions of academic integrity and in/civility; and 2) how this can be useful in the development of prevention programs that support student academic success. Academic integrity can be considered part of the general umbrella of civility suggesting that acts of academic dishonesty are related and spring from the same cognitive and emotional source as classroom incivility. We highlight two unique commonalities based on the issues of similar continuum and motivation. Acts of academic dishonesty can manifest themselves in many ways: from incorrect citation to inappropriate collaboration to more egregious occurrences involving the deliberate copying of test or exam answers where serious breaches of academic policy are undeniable
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