scholarly journals Investigating the probability of student cheating: The relevance of student characteristics,assessment items, perceptions of prevalence and history of engagement

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Michael L Kremmer ◽  
Mark Brimble ◽  
Peta Stevenson-Clarke
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Fundamental Issue ◽  
University Administrators ◽  
Tertiary Sector ◽  
History Of ◽  
Student Cheating ◽  
Do So

Academic dishonesty is a fundamental issue in terms of the educational integrity of higher education institutions. Accordingly, there is a growing pool of literature that examines this issue. This study adds to this literature by investigating factors that may influence student engagement in academic misconduct. We examine the influence of the type of assessment items, age, gender, nationality, discipline and level of study and the students' self-reported history of cheating. Drawing from a survey of 1,057 students across four major Queensland universities, we find that a student's age, gender and nationality are useful in explaining the probability of a student cheating. Our key finding, however, suggests that the likelihood that a student will engage in any given cheating behaviour is most strongly influenced by the extent to which the student engages in other forms of cheating, supporting the notion of "once a cheat always a cheat". We conclude that more needs to be done to combat a culture of acceptance of academic dishonesty and to minimise defensive misconduct by students who otherwise might not engage in such behaviour. We suggest that university administrators devote increased resources to this issue and develop mechanisms for managing and curtailing the level of academic misconduct. A failure to do so may result in a further undermining of the academic integrity of the Australian tertiary sector.

A Research Review

2019 ◽  
pp. 39-62 ◽  
Author(s):  
Bob Ives ◽  
Alicia Nehrkorn
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Research Review ◽  
Future Research ◽  
Honor Code ◽  
Quantitative Studies ◽  
High Prevalence ◽  
History Of ◽  
Text Matching

Research into academic integrity (AI) has a long history of extensive work to estimate the prevalence of and predictors for academic misconduct in higher education (HE). In addition, concern about the high prevalence of academic misconduct has justified a proliferation of recommendations for reducing academic misconduct. Scholars have lamented, however, the dearth of research investigating the effectiveness of interventions to prevent academic misconduct. This chapter reports on a review of 97 quantitative studies that investigated the effectiveness of interventions related to academic misconduct in HE. The evidence supports the effectiveness of text-matching software and honor code systems in reducing plagiarism and cheating, respectively. The effectiveness of proctoring examinations, providing instruction about plagiarism, and delivering instruction about AI are not supported by the evidence. Recommendations for future research are suggested.

scholarly journals Varying institutional procedures for dealing with student academic misconduct: A short comparative analysis

2020 ◽  
Author(s):  
Shiva Das Sivasubramaniam ◽  
Zeenath Reza Khan
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Focal Point ◽  
Academic Misconduct ◽  
European Network ◽  
Institutional Policies ◽  
Policies And Procedures ◽  
Comparative Manner

Establishing and maintaining academic integrity has always been a focal point amongst all higher education organisations. A few studies have been designed to compare the efficacy of measures/procedures amongst different institutions. Some other attempts were also made to compare the procedures for academic misconduct investigations amongst different institutions about handling potential plagiarisms and/or academic misconducts. The aim of this workshop based investigation was to show the participants, the importance of pro-activeness and practical awareness to establish institutional procedures for handling potential plagiarism and/or academic dishonesty. We wanted to show the inconsistencies in the approaches of conducting academic investigations relating to plagiarism related misconducts. We have carried out a simple Google® search and selected publicly available institutional policies and procedures of five different international universities representing different geographical representations. The comparison has highlighted the approaches to investigate plagiarism or academic misconduct are varied amongst these universities. Some institutional policies have established clearly defined processes, others have vague and ambiguous procedures. The study has highlighted the importance of investigating institutional procedures in a comparative manner. In order to provide some recommendation of institutional policies and procedures, we would work closely with the European Network of Academic Integrity (ENAI), and other international stakeholders to expand this study in a larger scale.

scholarly journals Catching lightning in a bottle: Surveying plagiarism futures

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Zachary Dixon ◽  
Kelly George ◽  
Tyler Carr
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Online Learning ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Data Driven ◽  
Digital Evidence ◽  
Learning Platforms ◽  
New Challenges

The digitization of higher education is evolving academic misconduct, posing both new challenges to and opportunities for academic integrity and its research. The digital evidence inherent to online-based academic misconduct produces new avenues of replicable, aggregate, and data-driven (RAD) research not previously available. In a digital mutation of the misuse of unoriginal material, students are increasingly leveraging online learning platforms like CourseHero.com to exchange completed coursework. This study leverages a novel dataset recorded by the upload of academic materials on CourseHero.com to measure how at-risk sample courses are to potential academic misconduct. This study’s survey of exchanged coursework reveals that students are sharing a significant amount of academic material online that poses a direct danger to their courses’ academic integrity. This study’s approach to observing what academic material students are sharing online demonstrates a novel means of leveraging digitized academic misconduct to develop valuable insights for planning the mitigation of academic dishonesty and maintaining course academic integrity.

Assessing and Addressing Academic Integrity at a Doctoral Extensive Institution

NASPA Journal ◽  
2004 ◽  
Vol 42 (1) ◽  
Author(s):  
Carrie L Zelna ◽  
Marilee J Bresciani
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Educational Interventions ◽  
Academic Misconduct ◽  
Self Report ◽  
Campus Community ◽  
Current Trends ◽  
Research I Institution ◽  
The University

Based on concerns regarding current trends in higher education, one Research I institution set out to measure knowledge, attitudes, behavior, and perceptions related to academic misconduct. Through a self-report survey, trends specific to the university’s community as well as educational interventions were identified to further educate the campus community about academic integrity in order to reduce academic misconduct.

Mutual Subversion: A Short History of the Liberal and the Professional in American Higher Education

2006 ◽  
Vol 46 (1) ◽  
pp. 1-15 ◽  
Author(s):  
David F. Labaree
Keyword(s):  
Higher Education ◽  
Social Institution ◽  
The Other ◽  
Short History ◽  
Social Functions ◽  
American Higher Education ◽  
History Of ◽  
Complex Patterns ◽  
Historical Accounts ◽  
Do So

I want to tell a story about American higher education. Like many historical accounts, this story has a contrapuntal quality. As we know, historians frequently find themselves trying to weave discordant themes into complex patterns in the hope of making harmony. The reason for this is that simple themes are hard to find in the account of any complex social institution, especially one like education, which is composed of a motley accumulation of historical residues and social functions. We often come across one point about education that makes sense and then find a counterpoint that also makes sense. If we cannot eliminate one in favor of the other, then we try to put them together in a way that does not violate the rules of harmony and historical logic. In the effort to do so we, therefore, find ourselves in the business of writing fugues.

scholarly journals PhD’s Academic Integrity Culture: the Experience of Latin America

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 162-171
Author(s):  
Anastasiia Kuzmenko ◽  
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Academic Dishonesty ◽  
United States Of America ◽  
Academic Integrity ◽  
The United States ◽  
Scientific Activity ◽  
Unethical Behaviour ◽  
The Third ◽  
High Level

The article deals with the features of higher education of the third level in Latin America, namely Brazil and Mexico. The object of the research is the quality system of higher education in Latin America (Brazil and Mexico), and its subject is the formation and attitude to the culture of academic integrity of PhD-applicants in these countries. The goal is highlighting the implementation of the leading practices for the formation of the academic integrity culture among PhD-applicants in Latin America, in particular Brazil and Mexico. Objectives are to consider ways of forming the academic integrity culture of PhD-applicants at the international, state and institutional levels in Latin America, in particular Brazil and Mexico. It has been investigated that scientific activity is widely developed in Brazil, and the basis for the formation of academic integrity is used according to the experience of the United States of America. However, violations such as plagiarism or deception are perceived not as a manifestation of unethical behaviour, but more as a violation of ignorance or unintentional borrowing. There is also a low level of success of applicants for higher education, which is also fruitful for the generation of dishonest behaviour. Mexico is the «opposite lever» in the experience of the academic integrity culture, since the economic system of the country has its own gaps and leads to a high level of corruption, and as a result, the manifestation of academic dishonesty in all its forms. Despite this, the country understands the need to form the academic integrity culture as a factor influencing the further responsible and ethical activities of a future competitive specialist. Thus, there is a cyclical nature: the honest behaviour of the applicant for education forms the skills of the honest behaviour of a specialist, the honest behaviour of a specialist is the absence of corruption, in particular in education.

scholarly journals Understanding Academic Misconduct

2006 ◽  
Vol 36 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Julia M. Christensen Hughes ◽  
Donald L. McCabe
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Educational Opportunities ◽  
Assessment Practice ◽  
Knowing That ◽  
Canadian Higher Education ◽  
Institutional Strategies ◽  
The University

Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some of these factors are several institutional strategies that may be implemented to support academic integrity: revisiting the values and goals of higher education, recommitting to quality in teaching and assessment practice, establishing effective policies and invigilation practices, providing educational opportunities and support for all members of the university community, and using (modified) academic honour codes. There is a dearth of similar research in Canada despite growing recognition that academic misconduct is a problem on Canadian campuses. This paper suggests that Canadian higher education can learn much from the U.S. experience and calls for both a recommitment to academic integrity and research on academic misconduct in Canadian higher education institutions.

scholarly journals Cheating in school: What we know and what we can do

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Tracey Bretag
Keyword(s):  
Academic Integrity ◽  
Best Practice ◽  
Primary Grade ◽  
Asia Pacific ◽  
Educational Institutions ◽  
Pacific Region ◽  
Asia Pacific Region ◽  
Tertiary Sector ◽  
Post Secondary ◽  
Student Cheating

Cheating in school: What we know and what we can do, is perhaps the most comprehensive and accessible text on the topic of academic integrity that I have read. Readers in the Asia-Pacific region who think the title is indicative of an interest in student cheating in the pre-tertiary sector, will be pleased to know that this book covers student cheating across the range of educational institutions, from primary (grade) school, through to the middle years, high school and post-secondary colleges and universities. I spent three days of valuable professional development reading and noting the book, often going to the numerous websites referred to, and generally refreshing my understandings of the academic integrity research and best practice from the last 15 years. It does not seem adequate to say that Davis, Drinan and Bertram Gallant should be congratulated on this carefully and elegantly constructed presentation of the field. View the PDF for the full review

scholarly journals Cheating and Feeling Honest: Committing and Punishing Analog versus Digital Academic Dishonesty Behaviors in Higher Education

10.28945/3629 ◽  
2016 ◽  
Vol 12 ◽  
pp. 193-205 ◽  
Author(s):  
Adi Friedman ◽  
Ina Blau ◽  
Yoram Eshet-Alkalai
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
The Self ◽  
Self Concept ◽  
Positive View ◽  
Maintenance Model ◽  
Disciplinary Committee ◽  
Shed Light

This study examined the phenomenon of academic dishonesty among university students. It was based on Pavela’s (1997) framework of types of academic dishonesty (cheating, plagiarism, fabrication, and facilitation) and distinguished between digital and “traditional”- analog dishonesty. The study analyzed cases of academic dishonesty offenses committed by students, as well as the reasons for academic dishonesty behaviors, and the severity of penalties for violations of academic integrity. The motivational framework for committing an act of academic dishonesty (Murdock & Anderman, 2006) and the Self-Concept Maintenance model (Mazar, Amir, & Ariely, 2008) were employed to analyze the reasons for students’ dishonest behaviors. We analyzed 315 protocols of the Disciplinary Committee, at The Open University of Israel, from 2012-2013 that represent all of the offenses examined by the Committee during one and a half years. The findings showed that analog dishonesty was more prevalent than digital dishonesty. According to the students, the most prevalent reason for their academic dishonesty was the need to maintain a positive view of self as an honest person despite violating ethical codes. Interestingly, penalties for analog dishonesty were found to be more severe than those imposed for digital dishonesty. Surprisingly, women were penalized more severely than men, despite no significant gender differences in dishonesty types or in any other parameter explored in the study. Findings of this study shed light on the scope and roots of academic dishonesty and may assist institutions in coping effectively with this phenomenon.

scholarly journals Mitigating Corruption in Higher Education

2021 ◽  
pp. 153-159
Author(s):  
Elena Denisova-Schmidt
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Developed Countries ◽  
Academic Misconduct ◽  
Private Institutions ◽  
Public And Private ◽  
Unethical Behaviour ◽  
Elite Universities ◽  
Developing And Developed Countries

AbstractThe lack of academic integrity, fraud, and other forms of unethical behaviour are problems that higher education faces in both developing and developed countries, at mass and elite universities, and public and private institutions. While academic misconduct is not new, massification, internationalization, privatization, digitalization, and commercialization have placed ethics higher on the agenda for many universities (Denisova-Schmidt and De Wit 2017; Denisova-Schmidt 2018, 2019; Bretag 2020).

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