Student Academic Dishonesty Research Articles

University Legitimacy and Student Compliance With Academic Dishonesty Codes

This study tests whether behavioral intentions to commit two forms of student academic dishonesty (i.e., cheating on exams and plagiarizing a paper) are related to perceived university legitimacy. Cross-sectional data from a university-based sample ( N = 502) are used to construct a three-dimensional, second-order confirmatory model of university legitimacy. The results from the ordinal logistic models show that students who perceive university authority as legitimate are less likely to express intentions to cheat on an exam, net of other known correlates of deviance and demographic factors. This finding holds when the Legitimacy Scale is disaggregated. When it comes to plagiarism, the effect of university legitimacy is null. Overall, the findings indicate that the explanatory scope of the process-based model extends rule breaking beyond criminal justice settings and that university authorities can curb student cheating by ensuring that their processes and procedures used to manage students are evenhanded.

Student Academic Dishonesty: The Potential for Situational Prevention

Approximately one-half to three-quarters of university students commit some form of cheating, plagiarism, or collusion. Typical university responses are policy statements containing definitions plus punishment procedures. This paper collates a portfolio of strategies and tactics that seek to design-out, deter, and discourage academic misconduct. It finds many routine tactics exist, from silence and the use of large halls for major exams, to restrictions on electronic devices. Others are less consistently adopted, such as splitting lengthy exams in two to discourage washroom-visits where cheating takes place. The portfolio of tactics is framed in the context of crime opportunity theory and the 25 techniques of situational crime prevention. It is proposed that more consistent application of tactics focusing on environmental design, curricular design, and class management offer significant potential for reducing misconduct. Future research should seek to evaluate and enhance such interventions.

Student academic dishonesty: What do academics think and do, and what are the barriers to action?

The aims of the study were to explore the awareness of and attitudes towards student academic dishonesty at a South African university, and to explore perceived personal and institutional barriers to taking action against such dishonesty. All full-time academic staff at the University of Johannes- burg were anonymously surveyed during late 2009. The findings indicated a high level of awareness of student academic dishonesty, with few faculty members taking action against it. Four groups of barriers to preventing and acting on student academic dishonesty were identified, with two of these barrier groups being significantly related to willingness to report student academic dishonesty.

Student academic dishonesty: What do academics think and do, and what are the barriers to action?

The aims of the study were to explore the awareness of and attitudes towards student academic dishonesty at a South African university, and to explore perceived personal and institutional barriers to taking action against such dishonesty. All full-time academic staff at the University of Johannes- burg were anonymously surveyed during late 2009. The findings indicated a high level of awareness of student academic dishonesty, with few faculty members taking action against it. Four groups of barriers to preventing and acting on student academic dishonesty were identified, with two of these barrier groups being significantly related to willingness to report student academic dishonesty.

Institutional Policies and Faculty Perceptions of Student Academic Dishonesty

Institutional Policies and Faculty Perceptions of Student Academic Dishonesty

Academic Dishonesty and the Perceived Effectiveness of Countermeasures: An Empirical Survey of Cheating at a Major Public University

This study presents self-reported prevalence and incidence data about student academic dishonesty generated from an anonymous survey conducted at a major Southeastern public university, evaluating the perceived effectiveness of a variety of cheating countermeasures by specifically comparing those students who admitted involvement with those who did not. The authors discuss various policy implications suggested by these findings.

Nursing Faculty Experiences of Students' Academic Dishonesty

Student academic dishonesty was examined using a qualitative critical method to determine the effects of this experience on nurse educators. Twelve faculty members were interviewed about confronting and reporting academic misconduct. Results indicated that educators perceived significant personal and professional risks associated with addressing academic dishonesty, including damage to their relationships with students and colleagues. Participants identified their primary responsibility as gatekeepers of the profession and therefore noted their willingness to bear the burden of being the accuser.

The Complexity of Integrity Culture Change: A Case Study of a Liberal Arts College

The concept of academic integrity has been resurrected in both literature and practice in response to a perceived problem of student academic dishonesty. Most specifically, academic integrity advocates suggest changing the student academic culture to normalize academic integrity and reduce occurrences of academic dishonesty. Theories of organizational culture and change (e.g., Schein, 1992) suggest, however, that such a change process will be complex. This study fills a void in the literature by providing an examination of the integrity culture change process at one case institution and offering considerations for the facilitation and empirical investigation of integrity culture change.

Changes in academic dishonesty among MIS majors between 1999 and 2004

AQUESTIONNAIRE ON ACADEMIC DISHONESTY was administered to management information systems majors at an eastern state university in 1999 and 2004. The often-cited proposition that the level of student academic dishonesty among college and university students is increasing was unsupported. While the level of participation in one practice increased between 1999 and 2004, the level decreased for three practices. Little difference was found in the reasons for participation. It was discovered that both participation and reasons for participation were much more dependent on the student characteristics of GPA, gender, and class rank in 2004 than in 1999, suggesting that efforts to reduce student academic dishonesty among MIS majors need to be more focused on particular types of students.

Academic Dishonesty Among Pharmacy Students

In previous studies, academic dishonesty was found to be common among pharmacy students. The aim of this investigation was to find the reasons for dishonest behaviour among pharmacy students. Twelve semi- structured interviews were carried out with first and fourth year pharmacy students, chosen to represent a broad spectrum of views about academic dishonesty. Five principle themes were identified as the motivations for student academic dishonesty: institutional environment, study skills, assessment employed, personal qualities and course specific factors. The results show that the motivational themes for dishonesty varied between the first year students and the fourth year students. The first year students interviewed, when compared to the fourth year students, were generally more uncertain about the definition of academic dishonestly, and consequently the behaviours associated with it. The first year students also appeared to possess poorer study skills and complained that the university failed to provide enough academic support. In contrast, the fourth year students interviewed were more sophisticated in their approach to academic dishonesty. They frequently mentioned pressure and stress as motivational factors leading some students to resort to dishonest behaviours. They were also more aware of the opportunities to engage in dishonest academic behaviour than first year students and generally believed engaging in dishonest behaviour was an institutional culture. All the students interviewed stated that engaging in dishonest behaviour could be motivated by peer pressure, fulfilling their social and esteem needs. Dishonest behaviour could be a way to increase social acceptance and to fit into a group. Students from both years were found to be goal orientated with poor study skills appearing to motivate dishonest behaviour.

The Other Side of Academic Dishonesty: The relationship between faculty scepticism, gender and strategies for managing student academic dishonesty cases

Student academic ethics is a serious concern for colleges and universities. The literature dealing with student academic ethics, however, focuses little attention on the possible connection between organizational characteristics and the efforts made by faculty to deter student academic ethics violations. In this case study analysis of faculty at a medium-sized university in the western USA, we found that the level of faculty institutional confidence is related to the use of formal deterrence strategies. Additionally, we found that female faculty members are less confident in the administration, but are only marginally less likely to use formal administrative approaches to manage academic ethics.

Honor Codes and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings.

Research has shown that traditional academic honor codes are generally associated with lower levels of student academic dishonesty. Utilizing data obtained from students at 21 colleges and universities, this study investigated the influence of modified honor codes, an alternative to traditional honor codes, that is gaining popularity on larger campuses. It also tested the model of student academic dishonesty previously suggested by McCabe and Trevino in a more diverse sample of campuses. Results suggest that modified honor codes are associated with lower levels of student dishonesty and that the McCabe and Trevino model appears to be reasonably robust.

Academic Dishonesty and the Perceived Effectiveness of Countermeasures

This study presents self-reported prevalence and incidence data about student academic dishonesty generated from an anonymous survey conducted at a major Southeastern public university, evaluating the perceived effectiveness of a variety of cheating countermeasures by specifically comparing those students who admitted involvement with those who did not. The authors discuss various policy implications suggested by these findings.

Issues in academic integrity

AbstractIn this chapter, the authors present research findings concerning student academic dishonesty and discuss useful processes and sanctions in adjudicating cases. Prevention strategies and ways to implement proactive campus initiatives are also presented.

SPEAKING against student academic dishonesty: a communication model for nurse educators.

SPEAKING against student academic dishonesty: a communication model for nurse educators.

Administrator Perceptions of Student Academic Dishonesty in Collegiate Institutions

The authors report and compare the perceptions of college administrators from public and private 4-year institutions and public community colleges regarding student academic dishonesty.

Confronting Academic Dishonesty

At some time in his or her career, almost every instructor will be confronted with student academic dishonesty. The misconduct may take several forms: plagiarising, cheating on an examination, reus...

Student Academic Dishonesty

The author assesses the extent to which institutions have developed programs to ensure academic integrity, and reports on how information is disseminated to students and faculty.