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Academic Dishonesty: Honor Codes and other Contextual Influences
... Similar findings have also been described among graduate and undergraduate business students in the US (Nonis, 2001). McCabe (1993) surveyed a random sample of 100 faculty members at each of 16 colleges and universities throughout the United States, some of which had established a student honour code. With a response rate of just under 50%, only 43% of faculty members would report incidents of student cheating to the appropriate authority, most likely because of the time and effort it would have taken in the pre-Turnitin era to investigate such cases. ...
... With a response rate of just under 50%, only 43% of faculty members would report incidents of student cheating to the appropriate authority, most likely because of the time and effort it would have taken in the pre-Turnitin era to investigate such cases. However, faculty in institutions with honour codes were almost twice as likely to report cheating incidents than those without such an honour code (McCabe, 1993(McCabe, , 2002. Although McCabe and Trevino's study of just over 4000 students at nine universities in the US showed that age, gender, and grade-point average influ-ence the likelihood of cheating, cheating was reportedly more likely when peer disapproval is low (McCabe, 1993(McCabe, , 1997. ...
... However, faculty in institutions with honour codes were almost twice as likely to report cheating incidents than those without such an honour code (McCabe, 1993(McCabe, , 2002. Although McCabe and Trevino's study of just over 4000 students at nine universities in the US showed that age, gender, and grade-point average influ-ence the likelihood of cheating, cheating was reportedly more likely when peer disapproval is low (McCabe, 1993(McCabe, , 1997. ...
To determine the prevalence of academic misconduct among medical students in a predominantly Catholic EU country. Medical students at the University of Malta (UM) responded to an online questionnaire about academic misconduct scenarios. Results were analysed by the Chi-squared and unpaired t-tests. The response rate was 10% (n = 75; 57% female; 8% locals; 89% under 25). Significantly more females considered threats upon students, abuse of alcohol/drugs, and inappropriate language as serious offenses. Fewer than 20% agreed that writing a piece of work for another student or lending own work to be copied, were serious offenses; 30% would not inform faculty of serious misconduct and 41% were unsure whether they should. Forging signatures, cheating during exams, damaging property, lying about their CV and threatening others topped the list of offenses considered wrong. 38% of all students and 15% of Year 5 students reported that it was not wrong to inform others about a just completed OSCE (p = 0.0004); 10% admitted having done it (p = 0.001. Significantly more Year 2 students agreed that failure to inform the University of a previous conviction for theft was wrong (p = 0.04); 8-10% of students admitted copying during exams, copying others word-for-word or writing work for other students; 18% had/would forge signatures on official records. Medical students at UM behave similarly to those elsewhere in terms of academic dishonesty. Utilizing only assessment of knowledge to determine academic progression may not adequately equip students with those characteristics that would be expected of them as junior doctors.
... Empirical studies exploring the relationship between honor codes and academic misconduct have reported positive, moderate or neutral effects. Studying behavior of over 6,000 students from 31 colleges and universities (14 schools with honor codes, 17 schools did without), McCabe and Trevino (1993) found that 53% of the students in schools without honor codes self-reported one or more instances of test cheating, compared to 29% at schools with honor codes. Additional analyses by McCabe and Bowers (1994) and McCabe and Pavela (2000) confirmed that students in honor code systems generally cheat less. ...
... According to the deterrence theory, increasing the severity of punishments should discourage students from cheating, since students generally weigh the potential risks and rewards of cheating behavior (McCabe & Trevino, 1993). Similarly, drawing on the crime control theory, Awad et al. (2016) indicated that offenders act as a rational agents who will refrain from committing an offense if the perceived severity of punishment and the likelihood detection probability are sufficiently high to compensate the benefit of committing the offence. ...
... Michaels and Miethe (1989) found an inverse correlation between cheating and the perceived severity of punishment. This was further supported by McCabe and Trevino (1993, 1997, 2002, McCabe et al. (2006), and LaSalle (2009) who argued that increasing severity of punishment will reduce the probability of cheating. The findings of Elliott et al. (2014) also corroborated that when students perceive punishments as severe, they are significantly less likely to engage in dishonest behavior. ...
Plain language summary
Assessing the effectiveness of academic integrity institutional policies: how can honor code and severe punishments deter students’ cheating—moderating approach?
This paper examined the role of honor codes and severity of punishment on students’ perception of cheating seriousness in order to assess the effectiveness of institutional policies on preventing academic misconduct. In order to further put into perspective, the obtained results, we included in our empirical analysis two moderating factors—students’ understanding and support of cheating policies. Empirical analysis of our survey including 486 students from the University of Montenegro revealed that honor code has positive but mild effect on students’ perception of cheating seriousness while severity of punishment has no impact at all. In addition, understanding university’s cheating policies moderates positively the effect of both honor code and severity of punishment on cheating deterrence. Support of university’s cheating policies was found to amplify the positive relation between honor code and perceived cheating seriousness, but does not moderate the relation between severity of punishment and students’ perceived cheating seriousness. Our results indicate that policy makers in the field should strive to enhance impact of honor codes and sanctions by consistently acknowledging, communicating, and involving students in design and implementation of institutional integrity policies.
... The Academic Dishonesty Scale by McCabe and Treviño (1993;1997) was the most frequently referred to source of measures in our sample (36 studies). Seventeen studies solely used their scale, either as is or with adaptations. ...
... However, as noted by others (e.g., Bashir & Bala, 2018), this scale has never undergone proper psychometric testing, and details on item selection in the original scale remain unreported. Despite its widespread use, the existence of various forms of the scale (e.g., McCabe & Treviño, 1993, 1997McCabe et al., 2001), and frequent adaptations (eight of the 17 studies in our sample), also render comparability of results difficult. The second most frequently used scale was the Academic Integrity Inventory (Kisamore et al., 2007), employed by four other studies, similarly lacking psychometric testing and relying solely on a university online survey as its source. ...
... Given the variety of measures and missing information, only few measures could be meaningfully combined based on shared characteristics. For example, studies using one of the most frequently referred to measures (the Academic Dishonesty Scale, McCabe & Treviño, 1993, 1997 either did not report prevalence or time frames, or used the various versions of the scale with different amounts of items. Because of this, we refrain from summarizing prevalence estimates but focus on implications from these reports. ...
Addressing a pervasive problem in educational institutions, investigations into academic dishonesty by students have produced a vast body of empirical research, mostly based on self-report measures. However, the literature repeatedly points to inconsistencies in assessment methods and unclear measurement quality. We conducted a preregistered systematic review to compare and evaluate self-report assessments (including past cheating behavior and cheating intentions). Of 256 instruments in 231 studies, 70% were unique self-report measures and 38.7% of studies did not investigate or report psychometric quality criteria. As such, the academic dishonesty literature is no exception in questionable measurement practices, where reports often lack key measurement information, such as the full item list (missing in 32%) or the time frames for behavioral assessment (missing in 50.4%). Our findings illustrate the threat to interpretability and comparability due to a lack of psychometric understanding and inconsistent measurement approaches. Contrary to aiming at a unified measure, we propose a focus on best practices in measurement construction and reporting to address diverse contexts, populations, and research questions. To guide future research, we provide a selection of psychometrically validated scales, recommendations for analysis, operationalization, and reporting, and discuss methodological considerations to enhance the psychometric foundation of academic dishonesty research.
... The themes that emerged from the responses of students at Columban College, Inc. align with the findings of previous research on academic integrity. For example, a study by McCabe and Trevino (1993) found that students who reported high levels of academic integrity were more likely to value honesty and ethical behavior, as well as to perceive academic integrity as important for personal and professional success. This is consistent with the themes of honesty and avoiding cheating or plagiarism, the pressure to succeed, the importance of maintaining academic integrity, and the importance of academic integrity for future careers. ...
... Based on previous research, students' attitudes toward academic and research integrity can vary widely, depending on factors such as their disciplinary background, cultural norms, and personal values (McCabe & Trevino, 1993;Park, 2003;Singh & Remenyi, 2012). Some students may view academic and research integrity as essential components of their education and professional development, while others may view them as impediments to their success and resort to unethical behavior to achieve their goals (McCabe & Trevino, 1993;Park, 2003;Singh & Remenyi, 2012). ...
... Based on previous research, students' attitudes toward academic and research integrity can vary widely, depending on factors such as their disciplinary background, cultural norms, and personal values (McCabe & Trevino, 1993;Park, 2003;Singh & Remenyi, 2012). Some students may view academic and research integrity as essential components of their education and professional development, while others may view them as impediments to their success and resort to unethical behavior to achieve their goals (McCabe & Trevino, 1993;Park, 2003;Singh & Remenyi, 2012). It is important for universities and institutions to promote a culture of academic and research integrity and to provide resources and support to students to help them develop the skills and knowledge they need to maintain integrity in their work McCabe et al., 2001). ...
Academic integrity is a vital aspect of graduate education, and both professors and students must uphold the highest standards of ethical behavior in their academic and research activities. This study aimed to analyze the practices of graduate
school professors and students in preserving academic and research integrity using a case and document analysis approach. It concluded that both graduate school professors and students have implemented various practices to preserve academic and research integrity. These practices include plagiarism detection and Grammarly
software, ethical guidelines, research ethics training, peer review, and open communication to promote transparency and accountability. The practices
implemented demonstrate a commitment to maintaining academic and research integrity. These practices ensured that research findings were accurate, reliable, and trustworthy. Recommendations were made further to promote academic and research integrity at the institution.
... Individuals tend to change their behavior to match others in their environment, and social learning occurs by observing information about behaviors that may be approved or disapproved of by others (Bandura, 1986). In other words, cheating and fraud occur more in environments where cheating is accepted and is learned in environments where cheating is more prevalent (McCabe & Trevino, 1993, 1997. ...
... Honor codes are one way to establish guidelines and norms to reinforce the actions and vision for academic honesty (BizEd, 2008). The existence of an honor code is important to the development of an ethical academic environment and is key to the reduction of rationalization of academic dishonesty (Arnold et al., 2007;McCabe & Trevino, 1993). ...
... In a survey with 1000 college and university administrators of the National Association of College and University Business Officers, Rezaee et al. (2001) found support for a code of conduct or honor code to foster ethical behavior. Students at honor-code institutions exhibit an enhanced understanding of what constitutes academic dishonesty and cheating (Jordan, 2001;Schwartz et al., 2013); students are less able to rationalize cheating when presented with an honor code (Rettinger & Kramer, 2009) and are more likely to report cheating (Arnold et al., 2007;McCabe & Trevino, 1993). Further research shows that the efficacy of honor codes is increased when honor codes are presented before rather than after an evaluation (Shu & Gino, 2012). ...
The pandemic has altered accounting education with the widespread adoption of remote evaluation platforms. We apply the lens of the fraud triangle to consider how the adoption of remote evaluation influences accounting students’ ethical values by measuring the incidence of cheating behavior as well as capturing their perceptions of their opportunity to cheat and their rationalization of cheating behavior. Consistent with prior research, our results show that cheating is higher in the online environment compared to remote evaluation, although the use of proctoring software in online evaluation appears to mitigate but not eliminate students’ the unethical behavior. However, cheating was not reduced when students attest to an honor code during the beginning of an exam. Nonetheless, we find that the use of both proctoring software and honor codes reduces students’ perceptions of opportunity and rationalization of cheating behavior. It follows that the remote evaluation environment may unintentionally be negatively influencing the ethicality of students and future accounting professionals by promoting cheating behavior and, by so doing, negatively influencing the development of unethical values of accounting students and future accounting professionals. Educators should consider the use of appropriate educational interventions to reduce the incidence and opportunities for unethical behavior and, by so doing, help promote the development of ethical values in future accounting professionals. Further implications for teaching and the accounting profession are discussed.
... Moreover, it is reasonable to study the given phenomenon at the university with the policy since the effect of the policies on addressing academic dishonesty is still controversial (Von Dran et al., 2000). There is much research in the world concerning the honor codes (McCabe & Trevino, 1993;O'Neill & Pfeiffer, 2012;von Dran et al., 2001;Whitley & Keith-Spiegel, 2001), but the benefits and drawbacks of such initiative should be investigated within the Kazakhstani context. ...
... Contextual or institutional factors that might affect students' dishonest behavior are but not limited to honor codes, teaching staff's and administration's attitude to violations, university sanctions and peers' dishonest behavior (McCabe & Trevino, 1993). The influence of honor codes or academic integrity policies will be discussed further, but it should be stated that, university has strict punishment rules, then the probability of cheating is decreasing. ...
The purpose of the current study is to analyze students’ perceptions of academic dishonesty based on one Kazakhstani university that applies the policy in its academic process. The quantitative study was carried out employing a cross-sectional survey among undergraduate students. The study revealed that students are aware of various forms of academic dishonesty, but have split perceptions of the effectiveness of the policy. It was also revealed that they do not treat dishonesty practices equally in relation to their severity, which may affect their involvement in various forms of academic dishonesty. The findings of the study could be implied for Kazakhstani universities with the view to improve the integrity practices at their site and other researchers for further studies.
... Academic integrity (Barnes 1904;Bretag 2016;'Teddi' Fishman 2016;Macfarlane et al. 2014;McCabe and Trevino 1993;East and Donnelly 2012;McCabe and Pavela 2004;Lancaster 2021) serves as the bedrock of education. Educational institutions have enshrined this fundamental principle within their charters and codes of honor (McCabe and Trevino 1993;McCabe and Pavela 2004;Whitley Jr and Keith-Spiegel 2001). ...
... Academic integrity (Barnes 1904;Bretag 2016;'Teddi' Fishman 2016;Macfarlane et al. 2014;McCabe and Trevino 1993;East and Donnelly 2012;McCabe and Pavela 2004;Lancaster 2021) serves as the bedrock of education. Educational institutions have enshrined this fundamental principle within their charters and codes of honor (McCabe and Trevino 1993;McCabe and Pavela 2004;Whitley Jr and Keith-Spiegel 2001). In some cases, severe penalties are imposed on those found in violation, as the essence of the educational process hinges upon it. ...
The COVID-19 pandemic had a profound impact on education, forcing many teachers and students who were not used to online education to adapt to an unanticipated reality by improvising new teaching and learning methods. Within the realm of virtual education, the evaluation methods underwent a transformation, with some assessments shifting towards multiple-choice tests while others attempted to replicate traditional pen-and-paper exams. This study conducts a comparative analysis of these two types of evaluations, utilizing real data from a virtual semester during the COVID-19 pandemic at an Ecuadorian institution. It aims to assess the impact of transitioning from one evaluation method to the other, revealing fundamental structural differences. These differences can lead to disparities that unfairly advantage or disadvantage certain student groups based on the evaluation method used. Beyond identifying the causes of these discrepancies, the study reveals that, for the specific case and dataset analyzed, the shift to virtual education led to a significant and abrupt increase in passing percentages. Moreover, under one specific type of evaluation, there is a possibility that a minimum of 21.1% of students may have passed a course due to cheating or other forms of academic dishonesty, while at least 5.5% could have failed that course despite possessing the necessary capabilities.
... With few exceptions (e.g. Antion & Michael 1983;Jackson, Levine, Furnham, & Burr 2002;McCabe et al. 2006;McCabe & Treviño, 1993;Michaels & Miethe 1989), however, we found that prior research mostly relied on percentages and bivariate analyses to analyze factors in isolation rather than use more sophisticated techniques to investigate the simultaneous influence of multiple factors on academic integrity. As such, one objective of our research was to use regression analysis to provide a deeper investigation of factors correlated with students' propensities to engage in academic misconduct. ...
... Students claim that they cheat not because they want to cheat, but because they feel that it is necessary to remain competitive (McCabe & Treviño, 1993). More generally, prior researchers consistently found that students who thought that their peers disapproved of cheating, who witnessed fewer of their peers cheating and/or who believed fewer students engaged in academic misconduct, engaged in less academic misconduct themselves (Bunn, Caudill, & Gropper 1992;Chapman, Davis, Toy, & Wright 2004;McCabe et al. 2006;Michaels & Miethe 1989). ...
Using multivariate regression, we identified situational, personal and contextual variables correlated with business students’ self-reported rates of academic misconduct. The most influential predictors of increasing academic misconduct were: higher estimates of peers’ academic misconduct, increasingly negative perceptions of the program’s academic integrity culture, and rating questionable academic behaviours less seriously. Individual priorities, personal characteristics and social support were less influential. We then analyzed our quantitative results in light of our deep understanding of the broader context to derive richer insights from the interplay of our independent variables. Importantly, our results indicate that program-led proactive messaging designed to foster a culture of academic integrity can effectively buffer tendencies towards academic dishonesty. Absent ongoing messaging, however, increasing academic pressures may erode those initial benefits. Moreover, repercussions of major academic integrity breaches can be long lasting, suggesting an even greater need for fostering a culture of academic integrity a priori. Finally, we recommend a public health practice of identifying positive deviants – individuals who thrive in challenging environments – and then in an effort to change a peer support system that fosters academic misconduct into one that discourages it, engaging with those individuals to understand why and how they resist the status quo.
... Studies have shown that students have high positive attitudes toward using ChatGPT (Sallam et al., 2023). The advent of advanced technologies like AI has brought dramatic dynamics in the educational ecosystem that seriously threaten academic integrity (McCabe & Treviño, 1993). Students' attitude to this technology may influence their decision to use it positively or negatively. ...
... However, this awareness did not necessarily deter misuse; rather, technologically literate students often justified their use of ChatGPT as a learning tool rather than a means of cheating. Other studies that corroborated these findings are documented in literature (Martinez & Hall, 2024;McCabe & Treviño, 1993). Previous research has reported disparities in students' attitudes toward using the ChatGPT, suggesting that context might be important in understanding AI use. ...
While previous studies have explored students’ use of different AI tools for academic purposes, studies that have specifically investigated students’ use of ChatGPT for dishonest academic purposes in Nigeria are lacking. The consequence of this contextual and knowledge gap is a lack of specific understanding regarding students' engagement with ChatGPT for academic dishonesty in Nigerian tertiary institutions. This study addressed these gaps by examining students’ perceptions, attitudes, and utilisation of the ChatGPT and determining the role of sex and age in these linkages. A sample of 4679 public university students participated in the study. Structural equation modelling and multigroup analysis were performed to test the conceptual model with the aid of SmartPLS 3. The results indicated that, regardless of sex or age, students with positive perceptions of ChatGPT were more prone to use it for dishonest academic purposes. The study noted a sex disparity in the direct impact of perception on ChatGPT use, which was particularly pronounced for female students. Significant age-related differences were observed, with a stronger effect observed for younger students. A negative direct effect of attitude on ChatGPT use for academic dishonesty was recorded, with attitude further serving as a significant negative mediator of the relationship between perception and ChatGPT use. This mediating effect was consistent across sexes but varied with age, being stronger among younger students than among their older counterparts. This study underscores the need to foster positive attitudes among younger students to counteract the appeal of using the ChatGPT for academic dishonesty.
... According to Bowers' study (1964), over five thousand students in a study of 89 college campuses admitted to engaging in different types of academic fraud including plagiarism, copying answers from other students during exams, consulting their notes during written exams, doing homework that the teacher indicated as individual work in collaboration with others, or lying to the teacher about their reasons for turning in papers past the deadline. McCabe and Trevino (1993) investigated a batch of 6,000 students in thirty-one academic campuses, with results similar to Bowers' study. Two out of three investigated individuals admitted to having taken an active part in questionable behaviors during their academic years before the study. ...
... Two out of three investigated individuals admitted to having taken an active part in questionable behaviors during their academic years before the study. According to McCabe and Trevino (1993), a study of 6,000 students across thirty-one colleges and universities found results similar to Bowers'. Among the investigated individuals, two out of three admitted to cheating and abusing alcohol during their academic years before the study. ...
The coverage that has stood out for introducing sweeping modifications in school
and higher education is a boon for Telangana wherein it will improve getting to know
effects, in particular for socially and economically prone college students. it is important
to understand the overall performance of Telangana in training. The overall performance
grading index utilized by the ministry of education ranks Telangana at 17 out of the 37
states and Union territories in 2018-19. The huge-based totally metrics protected learning
effects and high-quality, get entry to, equity, infrastructure and centers, and governance
approaches. Telangana become ranked 30th in infrastructure and centers and 20th in
access. it is for that reason vital for Telangana, that is financially properly endowed, to
put in force the NEP. The NEP is familiar with the critical importance of exact exceptional
childhood care and education (ECCE). specialists accept as true with that over 85 in line
with cent of infant's cumulative mind development occurs prior to the age of six. through
bringing ECCE to the centre of training with an explicit recognition on building
foundational and numerical capabilities for every baby via give up of Grade 3, a quantum
improvement in getting to know effects is anticipated. Telangana has at the least 10 districts
with scheduled areas and kids belonging to Lambada, Koya, Gond, Yerukala, Chenchu
and different groups will stand to gain. one of the motives for negative infrastructure and
facilities of faculties is loss of budget with states. It also objectives to beautify get admission
to by means of organising higher education institutes (HEI) in aspirational districts and
unique schooling zones containing large numbers of social and economically deprived
corporations. by way of 2030, the NEP targets to have at least one large multidisciplinary
HEI in/close to every district. Aspirational districts in Telangana inclusive of Jayashankar
Bhoopalpally, Kumarambheem Asifabad and Khammam will benefit. Telangana has a
Gross Enrollment Ratio (GER) of 36.2 in keeping with cent. The NEP troubles a formidable
name for boosting GER in higher training including vocational training to 50 according
to cent via 2035.
... Furthermore, the lack of a clear definition and policy regarding cheating often results in teachers being unaware of the school's stance on academic misconduct, leading to a failure to enforce these policies when necessary. McCabe and Trevino (1993) previously highlighted how the administration and policies of a school regarding academic cheating directly influence students' propensity to engage in such behavior. ...
... One item was adapted from Bashir and Bala (2018). The tool developed by McCabe and Trevino (1993;1997) is widely used in studies regarding academic dishonesty (Balbuena & Lamela,2015;Eastman et al., 2008). An exploratory factor analysis was run, and a one-factor construct was supported with satisfactory item-factor loadings ranging from .41 to .65 and a Cronbach's alpha of .88. ...
ABSTRACT
The susceptibility of online learning to cheating behavior remains a contentious
and unresolved issue. A cross-sectional explanatory research design was utilized
to test the hypothesized factors influencing academic cheating in online learning.
Our study involved 562 participants, selected through a non-probability
sampling technique, who were surveyed using online questionnaires designed
to measure the identified factors. We tested the hypotheses by utilizing path
analysis through the partial least square regression approach within the SMARTPLS
software. The demographics such as gender and age of the students, along
with the roles of teachers and school administration significantly influenced the
students’ instances of self-reported academic cheating. The students’ attitude
toward academic cheating emerged as an important factor in predicting cheating
behaviors. The paper concludes with recommendations for future research
explorations into other potential factors that may contribute to academic dishonesty
in online learning.
KEYWORDS
Academic cheating; fear of
god; Filipino undergraduate
students; school factors
... Aunque se han realizado algunas investigaciones sobre el tema, aún son insuficientes. McCabe (4) , en su estudio de 1993, identificó factores como la presión de grupo (comportamiento de pares), la necesidad de aceptación social y la falta de claridad (o aplicación) de las normas de integridad en los códigos de ética de las universidades. Más adelante, en 2012, agregó factores emocionales, como la presión social y familiar para cumplir con expectativas de éxito (5) . ...
En octubre de 2024, la Facultad de Medicina Humana de nuestra universidad celebró, por primera vez, uno de los eventos más importantes que puede realizar una institución de educación superior: la Semana de la Bioética. Este evento reunió al claustro pleno, estudiantes, docentes y trabajadores, para reflexionar sobre el papel de la ética en la formación médica.
... En el contexto de la educación superior, investigaciones han identificado factores individuales, sociales e institucionales que contribuyen a estas prácticas (McCabe & Treviño, 1993). Factores como la presión académica, la falta de interés en las materias y la percepción de impunidad son recurrentemente señalados como detonantes clave (Perry et al., 2019). ...
La deshonestidad académica es un fenómeno global que compromete la calidad educativa y la formación ética de los estudiantes, especialmente en las universidades públicas. Este problema se manifiesta en prácticas como el plagio, la copia en exámenes y la falsificación de datos, erosionando la confianza en las instituciones y afectando la preparación de profesionales éticos. Investigaciones previas han identificado factores individuales, contextuales e institucionales como determinantes de estas conductas. Sin embargo, en el contexto ecuatoriano, estudios recientes evidencian una falta de análisis sobre el impacto de las características institucionales en la promoción de la deshonestidad académica, lo que genera una brecha en la literatura que requiere atención. Este estudio tuvo como objetivo identificar los factores institucionales que acentúan las conductas deshonestas en estudiantes de universidades públicas en Guayaquil. Con un diseño no experimental y un enfoque cuantitativo, se aplicó un cuestionario estructurado en una escala Likert a 383 estudiantes seleccionados mediante muestreo no probabilístico. El análisis estadístico, basado en la prueba de chi-cuadrado, reveló una relación significativa entre los factores institucionales y las conductas deshonestas (chi-cuadrado de Pearson = 47.399, p = 0.045). Los principales factores identificados incluyen la sobrecarga académica, la percepción de impunidad y la falta de claridad en las normativas institucionales. Los hallazgos destacan la necesidad de políticas claras y efectivas, un equilibrio en la carga académica y una cultura institucional que promueva la integridad académica. Además, el estudio enfatiza la importancia de un enfoque integral para abordar el problema, considerando no solo los factores institucionales, sino también los individuales y contextuales. Estos resultados proporcionan insumos para el diseño de estrategias educativas que fortalezcan los valores éticos de los estudiantes y reduzcan las prácticas deshonestas en el ámbito universitario.
... Günümüzde yükseköğretimde etik ve değerlerin eksikliği konusunda ciddi endişeler bulunmaktadır. Bu amaçla yapılan uluslararası çalışmalar (Brown, 1994;Brown & Wilkins, 2002;Gama, Almeida, Seixas, Peixoto ve Esteves, 2013;McCabe & Trevino, 1993;McClung & Schneider, 2015;Ludlum, Hongell, Tigerstedt & Teeman, 2017;Saini, 2013;Thomas & Zyl, 2014;Yakovchuk, Badge & Scott, 2011), yükseköğretimde akademik dürüstlüğün öğrenciler tarafından nasıl algılandığı ve deneyimlendiği üzerine yoğunlaşmıştır. Oysaki yükseköğretimde mevcut endişeler yalnızca akademik etiğin kapsamına giren araştırma etiğine özgü olmayıp etik dışı uygulamaların, insan onuruna zarar vermesinden sosyal ve kültürel zararlarına kadar uzanmaktadır. ...
This study aims to reveal the ethical rights of higher education students and the codes of conduct that define these rights. The problem statement of the research was "What are the codes of conduct that define the ethical rights of higher education students?" The study was designed as a content analysis study. The documents that were used to collect the data, were the documents that contained the student codes of ethics and were openly shared on the websites of the first 28 universities which were among the best universities in the world in 2022, according to the "2022 QS World University Rankings". Data was collected by document analysis method. The collected data was examined using thematic coding analysis following an inductive analysis method. The study concluded that students have academic and non-academic rights as a whole. According to the results of the study, students' academic rights include the right to quality education, right to fair evaluation, right to object to evaluation results, right to know about course requirements and syllabus, right to participate in classes, right to protection of student intellectual property and right to have a sufficient course selection period, while their non-academic rights include rights related to university rules and policies, rights for disabled students, rights that protect university students and rights that grant certain freedoms to university students. These results can be used as a guide to create codes of conduct that define the ethical rights of students in order to create a climate which supports an ethical culture for the higher education in Turkey.
... Studies conducted by [15,2,4,27,23,20,21,22,17,18,6,14] reported a significant ratio of accounting and business students practicing cheating in learning evaluation activities especially at the undergraduate level. And even these cheating actions also continue on the auditor's professional certification exam after they work as internal accountants and public accountants. ...
... Boettcher ( Some researchers highlight cheating as a widespread issue, synonymous with academic integrity (Michaels & Miethe, 1989;Vowell & Chen, 2004;Whitley, 1998). It is considered one dimension of academic misconduct that hinders universities' ability to instil and impart essential skills to students (Biswas, 2014;Davis et al., 1992;McCabe & Trevino, 1993;Stone et al., 2010;Yu et al., 2018). Academic misconduct is described as a detrimental activity within a competitive educational environment (Vowell & Chen, 2004). ...
Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy.
Context and implications
Rationale for this study
Motivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.
Why the new findings matter
The study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.
Implications for policy makers, stakeholders and the general public
The study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can utilise this research to inform the development of policies pertaining to class size regulations and resource allocation, ensuring that HEIs receive the necessary support to address challenges arising from large class sizes. Researchers are prompted to study perceptions surrounding class sizes. Funders can support research on class size perceptions, aiding evidence‐based decision making and resource distribution. Finally, the general public can benefit from increased awareness of the complexities surrounding class size dynamics, fostering a broader understanding of the challenges faced by educators and institutions in delivering quality education in large class settings.
... According to Whitley (1998), academic cheating is the act of acquiring or attempting to acquire credit for work or enhancing one's evaluation through dishonest or deceptive methods. McCabe and Trevino (1993) describe academic cheating as any behaviour that violates the principles of integrity and honesty in educational settings. Similarly, Lambert, Hogan, and Barton (2003) define it as actions that breach academic integrity standards and involve misrepresentation or deception. ...
The growing recognition of academic dishonesty as a major cross-cultural
problem urges educators and researchers to examine various aspects of the issue.
This qualitative case study examined secondary school students’ intention to
cheat and willingness to report observed academic cheating incidents. The
participants comprised 20 students randomly selected from public and private
secondary schools. Data were collected using semi-structured interviews. We
found that the participants had strong intentions to engage in academic cheating
activities. They indicated that their desire to cheat was caused by observing their
classmates’ cheating activities. Moreover, most of the participants were tolerant
of academic misconduct. They preferred not to report observed academic
cheating incidents. It is recommended that schools must work on students’
minds in such a way that it helps them to value academic integrity and honesty.
... And not just in recent years. In a seminal study featured in the Journal of Academic Ethics, McCabe and Trevino (1993) unveiled alarming statistics indicating that up to two-thirds of college students partake in various forms of academic dishonesty, including cheating and plagiarism. The ICAI's 2020 report shows equally worrisome numbers: 95% of surveyed students in American highschools, i.e. future academia students, admit to participating in some sort of cheating. ...
The rise of Artificial Intelligence (AI) has permanently changed life as we know it. And education has been no exception. Understanding the issues and benefits that may come with the implementation of AI into higher education, in particular, this study examines the impact of advanced AI models, like ChatGPT, on academic integrity. By employing a mixed-methods approach, the study gathers insights from undergraduate students at the University "St. Kliment Ohridski" in Bitola, North Macedonia, exploring their views on AI's role in academic practices. By identifying the key points through a brief literature review, this study finds that the concerns about the use of AI in education are indeed founded-concerns including potential for cheating and the ethical dilemmas posed by such technologies. Some of these concerns were also confirmed by the data obtained through our survey. A sample of 114 undergraduate students kindly provided their responses for this study, helping further our insights with their perspective. The findings from the survey revealed that students are moderately comfortable with using AI for academic purposes, with a notable portion of them admitting to using ChatGPT without disclosure to professors. The reasons behind the undisclosed use of AI, according to the data collected, include pressures for high grades, time constraints and the accepted belief that cheating is "what everyone is doing". Despite its limitations, such as reliance on self-reported data and its focus on a specific geographic and academic context, we believe that the study still manages to make a small, yet significant contribution to the ethical challenges posed by AI in education.
... The use of middlemen in foreign student recruitment creates another avenue for exploitation. Ultimately, such practices endanger lives, hinder productivity, and spread diseasesa recipe for social disaster [67][68][69]. ...
Various terms describe academic dishonesty, including academic fraud, cheating, and misrepresentation. This paper investigated the forms and prevalence of academic dishonesty among Ghanaian undergraduates students. It also examined how self-efficacy and personality type predict academic fraud within on-campus settings. The study employed a cross-sectional questionnaire-based design, surveying a sample of 453 students. Three scales addressed the hypotheses and research questions. Descriptive statistics (percentages, means, frequencies, standard deviations) were used to answer the research questions, while standard linear regression tested the hypothesis. The results indicated high levels of self-efficacy and conscientiousness among students, yet academic dishonesty was still present. Conscientiousness, openness, and self-efficacy were found to predict academic fraud. One key implication is that such students may carry the negative habits into their future careers. The paper concluded by examining some strategies for mitigating academic dishonesty within the educational context.
... In the pursuit of promoting proactive and preventative academic integrity culture in institutions honour codes, promoting authenticity in academic writing and cultivating information literacy skills by encouraging library use among students, organizing workshops, induction events, forums (Morris & Carroll, 2011) can present substantial solution to academic misconduct. These kind of good practice samples of academic integrity have a tendency to prevent academic misconduct and promote academic integrity; for instance, a growing body of seminal studies borne out the positive influence of honour codes on student academic integrity (Bowers, 1964;McCabe & Trevino, 1993). In conclusion, a sufficient academic integrity policy is expected to regulate the sanctions of the academic misconduct in a preventative manner and raise all stakeholders' awareness including faculty member and students (Prenshaw et al., 2001). ...
This research study explores academic integrity practices in higher education institutions in Türkiye during the COVID-19 pandemic, with a primary focus on online education. The study involves English language instructors and lecturers as participants. Data were collected through a survey comprising 24 semi-structured and open-ended questions, aiming to understand participants’ perceptions of academic misconduct, associated sanctions, and actions promoting academic integrity. Demographic information about the 29 participants from different universities in Türkiye was also gathered, with 65.5% being female and 34.5% male, and an average teaching experience of 9.5 years. The findings reveal significant insights into academic integrity practices, including common types of misconduct, challenges in evaluating language skills online, and an increase in cheating tendencies. Based on the results, the study recommends the implementation of institutional-level initiatives to promote academic integrity in online education, emphasizing the importance of effective policies to uphold a fair and honest learning environment.
... | Research Papers levels of self-control, shame, perceived external sanctions, grades, and cheating intentions (Tibbetts, 1999). Given that gender serves as both a control variable (Finn & Frone, 2004) and a personal factor influencing cheating behavior (McCabe & Trevino, 1993), exploring gender differences is pivotal in understanding the motivations behind students reporting suspected academic dishonesty. In alignment with this perspective, Simon et al.'s study (2004) substantiated the relevance of gender in this context by uncovering a substantial contrast between male and female students. ...
Introduction: Early review studies identified the prevalence of cheating and the emergence of various forms of cheating in academic institutions. Now, there is growing concern about the rise of academic dishonesty in an unproctored online test environment that is conducted remotely.
Purpose: This study examined the likelihood of student cheating at formative vocabulary tests that were conducted before and during online remote learning in English courses. The vocabulary tests were administered using the Socrative application in both learning conditions.
Method: Using a quantitative research design, including Multiple paired-sample t-tests and independent t-tests, this study collected 2971 first- and second-year students’ formative scores across six general English courses.
Results: Multiple paired-sample t-tests confirmed that students’ scores were significantly higher during online remote learning, with score differences ranging from 0.10 to 2.21 between before and during online remote learning. This difference in score patterns indicated the likelihood of students cheating during online remote learning. Then, independent t-tests did not reveal the tendency that male students are more likely to cheat on online tests more often than female students.
Conclusion: The findings of this study may serve as an initial phase of inquiries into the identification of formative test cheating in online English classes.
... Perceived cheating tolerance by fellow students also seems to induce more cheating behaviors. McCabe and Trevino (1993) provide evidence that cheating is most prevalent among students who believe their peers are cheating, and where the climate of peer disapproval is low. Robinson et al. (2004) report that cheaters are convinced that most of their friends and acquaintances tolerate or condone academic dishonesty. ...
... Job monitoring captures the extent to which an employee's actions are watched by others (Marks & Panzer, 2004). People are acutely aware of when others are watchful of their actions (McCabe & Treviño, 1993;Victor et al., 1993). Monitoring has been recognized as a form of disciplinary power, as it can prevent undesirable actions through potential punishments (e.g., being fired; Sewell & Barker, 2006). ...
Scholarship on impunity has centered around quantifiable prosecutions related to criminal acts that often occur outside of the workplace. We offer insights into the psychological experience of impunity by shifting the focus to organizational settings and embedding impunity within discussions of workplace misconduct. We distinguish between (a) perceived personal impunity, which reflects employees’ belief that they will not face punishment for their own misconduct; and (b) perceived contextual impunity, which reflects employees’ belief that their organization will not punish employees for their misconduct. We develop and validate measures for each impunity perception and establish a preliminary nomological network by investigating factors that influence each perception and their relationship with workplace misconduct. Consequently, we offer nuanced insights into how distinct impunity perceptions result in workplace misconduct relative to other established predictors. Our perceived workplace impunity measures provide a valuable tool for assessing impunity perceptions and predicting instances of misconduct. In addition, they offer practical insights into impunity’s functions within organizations.
... One such example was one reported by Larkham and Manns (2002), where the plagiarist was expelled for plagiarising twice during the period 1995-1996. According to the study conducted by McCabe and Trevino (1993) on colleges in America, honor codes usage was deemed to be an ideal solution as far as controlling plagiarism is concerned. The establishment of honor codes meant that penalties were set for students who plagiarise. ...
... Academic integrity refers to the ethical principles and values that underlie scholarly work, including honesty, trust, respect, and responsibility (McCabe & Trevino, 1993). It involves: ...
This article explores the ethical and pedagogical relationship between student researchers and their supervisors. This relationship is based on essential elements such as guidance, support, effective communication, collaboration, compliance with ethical regulations, and academic integrity. By respecting these elements, they can promote ethical and transparent research practices, ensuring the credibility and reliability of research and fostering a culture of academic integrity. It is crucial to recognize the responsibilities of both parties, prioritize honest communication, and make ethical decisions. This article is relevant to researchers, educators, and students interested in promoting ethical and transparent practices, academic integrity, and collaborative relationships.
... Haines et al. (1986) examined the frequency of cheating behaviours of students in different settings and tasks at a state university in the USA. McCabe and Trevino (1993) revealed the influence of various contextual factors such as students' personality traits, ethical norms, deterrence of penalties, disciplinary committees on cheating, and academic integrity violations. Finally, although more recent than other studies, Macdonald and Carroll (2006) identified the absence of a holistic approach to student plagiarism and created a theoretical framework for this approach. ...
This research aimed to identify patterns, intellectual structure, contributions, social interactions, gaps, and future research directions in the field of academic integrity (AI). A bibliometric analysis was conducted with 1406 publications covering the period 1966–2023. The results indicate that there has been significant growth in AI literature over the last decade. The most influential publications focused on academic integrity violations such as cheating, plagiarism, and academic misconduct. The largest contribution to the field has come from journals that publish specifically on ethics and academic integrity. Studies in the historical origins of the field have focused on students’ cheating behavior. The thematic structure of the field has focused on academic integrity and its violations, cheating, academic dishonesty, academic integrity in the context of online education, research ethics, and research on the detection of academic violations. The trending topics in the field are academic dishonesty, especially plagiarism and cheating, and online education. The UK, USA, Canada, and Australia have been the most collaborative and productive. More research is needed to address the AI field in the context of new developments.
... In any case, many colleges throughout the globe have already decided to follow ethical standards; therefore, this threat isn't influencing their choice. Notable colleges all across the globe now have codes of conduct and ethics (McCabe & Trevino, 2017). Their assistance in resolving ethical dilemmas and promoting a culture of integrity and accountability. ...
The piece of writing aims to contemplate the possibility of a scenario where codes of ethics are unnecessary or unsuitably used. The potential benefits of codes of ethics are well recognized, and there is much research available on this topic. There is a significant amount of literature available on the factors that influence the acceptance of ethical norms. There is a much less number of publications discussing the ineffectiveness of ethical norms within a specific framework of reality. Insufficient attention is given to the adverse effects that arise from the incomplete use of codes of ethics. The study findings demonstrate the circumstances in which a code of ethics may be ineffective and lacking in actual impact. The study highlights how certain components of a code of ethics might result in harmful outcomes when they are embraced and put into practice.
Buku ini membahas tentang pentingnya peran pendidikan dalam membangun masyarakat yang maju, berkarakter, dan berkeadilan. Pendidikan tidak hanya menjadi sarana untuk mentransfer pengetahuan, tetapi juga agen perubahan sosial yang menciptakan masyarakat inklusif dan berdaya saing. Berbagai aspek pendidikan, mulai dari pembentukan karakter hingga perannya dalam pembangunan ekonomi dan pelestarian lingkungan, dikupas mendalam. Buku ini diharapkan memberikan perspektif baru bagi pendidik, pengambil kebijakan, dan masyarakat umum tentang bagaimana pendidikan menjadi landasan terciptanya masyarakat yang lebih baik.
Education is a planned effort to develop a person's potential so that they can gain religious strength, self-control, personality, intelligence, noble morals and skills that are beneficial to society and themselves. The aim of this research is to determine the relationship between fear of failure and academic dishonesty. The population in this study were students in grades 11 and 12 of SMA Dharma Wanita Surabaya. The sampling technique used in this research is the quota sampling technique. This research uses quantitative research. The type of research used is correlational research. The method used is a Likert scale. The results of data analysis using Spearman Brown show that there is a very significant relationship between the variables fear of failure and academic dishonesty. The results of this research show that there is a positive relationship between fear of failure and academic dishonesty. The higher the fear of failure, the higher the academic dishonesty. Based on research that has been carried out, students are advised not to set targets too often to achieve good grades, this is so that students do not do things that violate the regulations, such as cheating and so on. Further research is expected to be able to develop variables based on research as well as the risk of failure. Abstrak Pendidikan adalah upaya yang sudah direncanakan untuk mengembangkan potensi diri seseorang sehingga mereka dapat memperoleh kekuatan keagamaan, pengendalian diri, kepribadian, kecerdasan akhlak mulia serta keterampilan yang bermanfaat bagi masyarakat dan diri mereka sendiri. Tujuan dari penelitian ini adalah untuk mengetahui hubungan antara fear of failure dengan ketidakjujuran akademik. Populasi dalam penelitian ini adalah siswa-siswi kelas dan 11 dan 12 SMA Dharma Wanita Surabaya. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah teknik quota sampling. Penelitian ini menggunakan penelitian kuantitatif. Jenis penelitian yang digunakan adalah penelitian korelasional. Metode yang digunakan berupa skala likert. Hasil analisis data menggunakan Spearman Brown menunjukkan terdapat hubungan yang sangat signifikan anatar variabel fear of failure dan ketidakjujuran akademik. Hasil penelitian ini menunjukkan terdapat hubungan positif antara fear of failure dengan ketidakjujuran akademik semakin tinggi fear of failure yang terjadi maka ketidakjujuran akademik juga meningkat. Berrdasarkan pernerlitian yang terlah dilakurkan, para siswa disarankan urnturk tidak terrlalur serring mermasang targert urnturk mermperrolerh nilai bagurs, hal ini dikarernakan agar para siswa tidak merlakurkan hal-hal yang merlanggar perraturran serperrti merlakurkan kercurrangan dan lain-lain. Pernerliti serlanjurtnya diharapkan dapat mermperrluras variaberl berbas pernerlitian serlain ferar of failurrer.
A szervezeti kultúra meghatározó tényezője minden szervezet működésének, fejlődésének és eredményeinek. Míg a kultúra egyes elemei általánosak és egyértelműek adott közösségek számára, nem tekinthetőek maguktól értetődőnek ezek az értékek. A szervezeti kultúrára ez különösen igaz, így alapvető fontosságú, hogy az általánosan elfogadott értékrend minden szervezeti tag számára egyértelművé váljon. Ebben a kontextusban a felsőoktatási intézmények szerepe kiemelt jelentőségű, hiszen az intézményi etikai kódexek nem csupán az akadémiai szabályok meghatározását szolgálják, hanem a szervezeti kultúra alakítását és az etikai normák közvetítését is elősegítik. A tanulmány fókuszában gazdaságtudományi képzési területen oktatást folytató felsőoktatási intézmények etikai kódexeinek tartalmi és formai vizsgálata áll. Ugyan az etikai kódex megléte magában nem biztosítja az akadémiai integritást, ugyanakkor elengedhetetlen alapeleme az akadémia kultúrának. A vizsgálat célja annak feltérképezése, hogy milyen etikai elvárásokat kommunikál a szervezet a tagjai számára, jelen esetben az egyetem a hallgatók és az oktatók számára. A feltáró jellegű kutatás megvizsgálja az egyetemi etikai kódexekben leggyakrabban előforduló alapelveket, majd összeveti az eredményeket a Bretag és munkatársai (2011) által kidolgozott modellel, amely a példaértékű és követendő etikai kódexek alapvető sajátosságait mutatja be.
El presente estudio tiene como finalidad analizar el comportamiento de los estudiantes universitarios que afectan su integridad académica, y tomarlo como base para diseñar estrategias que puedan llevar a cabo las Instituciones educativas ante la deshonestidad académica, y poder ofrecer una educación de calidad. El diseño de esta investigación es de enfoque cuantitativo, de alcance descriptivo, transeccional, no experimental y utiliza las técnicas bibliográficas y de campo. Se utilizó el instrumento tipo encuesta realizado por McCabe, aplicado a 424 estudiantes universitarios de la Licenciatura en Administración, en una Universidad pública del Estado de Nuevo León, en México. Dentro de los resultados obtenidos, se encontró que la mayor parte de los estudiantes no admite haber realizado acciones de deshonestidad académica, en las tres dimensiones medidas; sin embargo, aceptan que otros compañeros sí lo hacen, y mencionan que el internet es la principal fuente de información para obtener trabajos realizados por otros o fragmentos de ellos. Finalmente, se describen algunas estrategias que deben de realizar las Instituciones educativas para disminuir las acciones de deshonestidad académica en los estudiantes.
To gather results on the sensitivity of university students towards both self-committed and observed dishonest actions, a database was created based on the responses of 659 university students in Madrid. A set of questions are posed to evaluate ethical judgment surrounding the act of transitioning from thought to action, the severity of the act, and the degree of blame if executed by a third party. The study employed K-means cluster analysis, linear discriminant analysis, and correlation analysis on proportions. The results indicate that it is possible to classify individuals into different profiles based on the severity of their judgment and their tendency to commit dishonest actions, and the more individuals are likely to carry out dishonest actions, the more benevolently they judge those committed by others.
RESUMEN: Con el objetivo de evaluar el juicio ético de los universitarios respecto a la comisión de acciones deshonestas, se construyó una base de datos a partir de las respuestas de 659 estudiantes de universidad en Madrid. Se preguntó sobre la intensidad de la acción deshonesta, su gravedad y cuán reprochable es si la realiza un tercero. Las metodologías utilizadas son el análisis clúster de K-medias, el análisis discriminante lineal y de correlaciones sobre proporciones. Los resultados señalan que, metodológicamente, es posible clasificar a los individuos según distintos perfiles según la gravedad del juicio y la tendencia a cometer acciones deshonestas, y que cuanto más deshonestos son, más comprensivos se muestran con la deshonestidad de terceros.
In assessing leverage points to promote educational equality, this paper examines Freire's concept of education as oppression to highlight the potential of reclaiming resources currently dedicated to oppressive education. Harel Ben-Shahar's concepts of education as a positional good as well as the potential lack of instrumental value in contributing to students' social, health, relational, and other holistic aspects of wellbeing are mobilized to disentangle varying forms of education. Practitioner experience with students living with disabilities in a postcolonial global south establishes the foundational context to consider how education has capacity to challenge the following: economic domination; restraint on traditional Indigenous knowledge; limited basic livelihood; and media stereotypes on effort committed by the marginalized-yet often chooses not to. Disentangling what precisely constitutes education as oppression emerges as a challenging task, since Freire's conceptualization of conformity is often required of students if they wish to meet essential survival needs. Lisu case studies in rural agricultural economies, traditional ecological knowledge, and postcolonial curriculum demonstrate that education as oppression can emerge naturally with or without intent, and that education mobilized to gatekeep social resources or justify the inequitable distribution of life opportunities can reinforce existing systematic inequalities. Notably, resources and opportunities in disadvantaged communities can already be stratified by preexisting racist; sexist; ableist; classist; or colonial discrimination, and suggest that the intersection between education and basic survival of students should not be viewed as too tangential or basic for future policy discourse. Four forms of education as oppression are preliminarily considered, toward supporting future discourse on eliminating inadvertent oppressive impacts via funded pedagogy.
Background
The emergence of artificial intelligence (AI) in higher education has sparked numerous discussions about its implications. ChatGPT, a prominent AI conversational model, has attracted significant attention for its ability to generate essays and formulate responses.
Objective
The current study sought to explore how and why students are using ChatGPT, and to examine their perceptions about ChatGPT and academic integrity.
Method
Students were surveyed about the frequency and motivation for ChatGPT use and their views on ChatGPT and academic misconduct. Exploratory factor analyses were conducted to examine patterns of correlations between each of the measures.
Results
Students primarily use ChatGPT for gathering information, motivated by its value and convenience rather than hedonic reasons, and can correctly identify academically unethical uses of the tool as cheating.
Conclusion
The current study presents comprehensive data on college students’ ChatGPT usage patterns, attitudes, and perceptions of cheating behavior. The outcomes of this research provide insight into how college students are currently interacting with AI tools.
Teaching Implications
Our findings offer practical insights for universities developing AI policies in the classroom, contributing to the ongoing discourse on AI’s role in higher education by providing accurate information about ChatGPT’s pervasiveness in academia.
Academic integrity is one of the significant issues facing assessments in higher education. While there are a plethora of papers addressing this problem in certain locales, very little research has been published regarding tertiary institutions in the Caribbean. This paper satisfies this paucity in the literature and present findings which will help benchmark it against other comparable populations. This mixed-methods case study examines first-year students’ perceptions of plagiarism definitions, its seriousness, reasons for plagiarising, and its prevalence in a General Chemistry lab course at a Jamaican university. Quantitative and qualitative data were collected and triangulated using a questionnaire and document analysis to understand the complexity of participants’ views. The results show that students largely define plagiarism as copying portions of text and not citing someone else’s work. While accepting that copying large and small portions of text are serious offences, students are less inclined to perceive copying a picture and self-plagiarism as problematic. Although students believe plagiarism is prevalent, they oppose harsh consequences, citing lack of understanding, course difficulty, time management issues, lack of motivation, and fear of failure as understandable reasons. Institutional recommendations to mitigate this growing concern include implementing strategies that would broaden students’ knowledge of what constitutes plagiarism, employing pedagogic strategies that aim to increase students’ self-efficacy, creating a more supportive academic environment, and reducing participation in plagiaristic behaviour.
Academic dishonesty is viewed as a major issue in higher education across the world. Therefore, this research aims to determine the factors influencing academic dishonesty among undergraduate students in higher education institutions (HEIs) in Malaysia. The data was gathered from the intended respondents using the questionnaire survey approach. A total of 590 questionnaires were gathered from undergraduate students at two Malaysian universities—one public and one private. Afterward, 438 of the completed questionnaires were deemed suitable for analysis. The findings revealed that there was a statistically significant relationship between academic dishonesty, social factors, and students’ motivation 837**, 204**, respectively). However, academic dishonesty has a negative correlation with the academic environment -.235. Furthermore, social factors have a positive .297** association with students’ motivation and a negative relationship with the academic environment -.157**. Also, student motivation has a positive correlation with the academic environment 332**. The results of this investigation provide valuable insight into the frequency and contributing factors of academic dishonesty in HEIs in Malaysia. Combating academic dishonesty is essential to maintaining the reputation of Malaysian higher education and ensuring quality education for all students.
This study aimed to reveal the codes of conduct that define the ethical rights and responsibilities of higher education students. The problem statement of the study was determined as "What are the behavioral codes that define the ethical rights and responsibilities of higher education students?" In the study, which was conducted by the content analysis method, data were collected by the document analysis method and the student code of conduct obtained from the 28 best universities in the world were analysed using thematic coding, following an inductive method. As a result of the study, it has been determined that the higher education students’ ethical codes of conduct are defined within the scope of academic and non academic rights and responsibilities. This result can be a guide in creating the codes of conduct that define the ethical rights and responsibilities of students in order to ensure an ethical culture in universities in Turkey.
This study proposes a hybrid model of initial trust formation that highlights the role of social categorization and its interplay with both institutional trust and the individuating information about the party. Using data on 1,474 corporate venture capital (CVC) investments in European ventures and a case-control research design, we find that ventures more likely form initial CVC ties with investors whose parent companies are located in countries considered more trustworthy. This effect is weaker but does not disappear when social defenses safeguard ventures from misplacing trust and when there are social ties between CVC investors and ventures’ independent VC investors.
Artificial intelligence offers the opportunity to revolutionise work and it is now ubiquitous globally. In higher education the use of generative artificial intelligence has raised concerns about the integrity of assessment and research. The current study analyses the academic integrity policy and practice at leading universities globally to assess the early response to the use of artificial intelligence. A sample of twenty universities (N=20) from four different countries—USA, UK, Australia, and Canada—were selected. Data was collected and analysed in May-June 2023. Fostering of academic integrity at the higher education institutions was assessed using the core elements of exemplary policy and framework for enacting exemplary academic integrity policy. A minority (45%) of the universities mentioned the use of artificial intelligence in their academic integrity policy. Higher education institutions globally need to update academic and research integrity policy and practice to facilitate the ethical use of artificial intelligence.
La deshonestidad académica tiene mucha relevancia actual. No existe posibilidad de desarrollo cognitivo sin la actuación de retos en la formación que provoquen la profesionalización de los estudiantes. La deshonestidad académica pone en peligro dicho desarrollo. Las excusas en forma de “no estar listo para el examen”, “dificultad del examen”, “falta de tiempo para el estudio” o “profesores descuidados e indulgentes” como justificativos de la misma son simplemente anclajes que socaban la justicia y eficiencia social y el fin último de la Educación (el verdadero progreso). Al disponer de una herramienta válida y fiable para la detección de la actitud positiva hacia la deshonestidad académica, se habilita para la detección temprana y solución de problemática educativa y cívica.
A group of 78 college students was exposed to 3 different examination situations in which cheating was possible. 46 Ss cheated in at least 1 of the examinations and most of the cheaters cheated on more than 1 occasion. An attempt was made to isolate 4 types of cheating: individualistic-opportunistic, individualistic-planned, social-active, and social-passive. Both the tendency to cheat and the specific type of cheating employed were reliably related to certain demographic, intellectual, and personality characteristics of Ss. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Proposes that correspondence between people's norms and their behavior can be expected only when pertinent norms are activated in the choice situation, and that activation depends upon how consequences and responsibility for social behavior are perceived. Using indexes of tendencies to become aware of consequences for the welfare of others and to ascribe responsibility to the self, 118 male college Ss were assigned to groups with different probabilities of experiencing activation of their norms. Within groups presumed to experience little activation of norms, no correspondence between norms and behavior was observed. Increasingly positive correlations were found within groups more likely to experience activation of norms. (For a summary index, r = .02 in the lowest group, and r = .58 in the highest.) Findings suggest an interaction between ascription of responsibility and awareness of consequences in activating norms. (25 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Assessed in 357 undergraduates the personal work ethic, an individual's general interest and satisfaction in performing tasks industriously, using a survey of work values (SWV). On the basis of the median SWV score, the high work-ethic Ss were separated from the low work-ethic Ss. Some Ss first were tested for cheating; others, before being tested for cheating, underwent low-effort training or high-effort training in mathematics and perceptual identifications. Ss could cheat by falsely stating that they had solved what was really an unsolvable anagram task. The Ss with a high work ethic persisted on the anagram task almost twice as long before cheating as did the Ss with a low work ethic. High-effort training did not affect the resistance of high work-ethic Ss to cheating, but it more than doubled the duration of the low work-ethic Ss. Strong resistance to cheating among high work-ethic Ss is consistent with their ideology that reward should be commensurate with achievement. The similar effects of effort training and work ethic on resistance to cheating support the view that long-term effort training contributes to the development of the work ethic. (50 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Under two conditions (high and low risk) college undergraduates (N = 153) were administered the Rotter Internal-External Scale and the circles test of Hartshorne and May. The I-E Scale was scored for the Collins subscales (1974). The only significant correlation between cheating, the I-E Scale, and the Collins subscales was on the difficult-easy world subscale under the high risk condition (r = .19). This finding was consistent with the findings of Houston. It was found that cheating was situationally specific; subjects cheated more under the low risk condition than under the high risk condition. The data were also analyzed with respect to the relationships between sex, academic ability, and cheating behavior. In the low risk condition women cheated significantly more than men. Sanction threats (high risk condition) were found to reduce the incidence of cheating only for women. Cheating behavior was not related to academic ability; however, under the high risk condition high ability students cheated significantly less than under the low risk condition.
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Research within the framework of cognitive consistency theory has generally shown that high self-esteem is a deterrent to dishonest behavior. The degree to which this relationship holds across subject sex is unclear, however, because available studies have produced contradictory findings. The present study examined whether the esteem/honesty relationship would be specified by subject sex when focusing on a behavior that is unquestionably more dishonest than behavior studied in prior research, namely, actual cheating on a classroom exam. The findings indicated a significant deterrent effect of high self-esteem for women but not for men. The results are interpreted as supporting the sex-role socialization explanation advanced by Mussen, Rutherford, Harris, and Keasey (1970), who found similar results in a more contrived experimental arrangement.
Prior studies have shown that women are less likely than men to be dishonest when confronted with opportunities to cheat. The most common explanation for this finding is sex-role socialization theory: Women are socialized to obey the rules, whereas socialization for men is less binding in this respect. Even so, some women do cheat when given the opportunity. Hence, a theory is needed that accounts for the fact that women engage in dishonest behavior in spite of the restraining forces of internalized normative expectations. Using American college students as subjects, the study examined the relationship between excuse-making tendencies and actual cheating, while controlling for sex. The findings showed that women were significantly more likely to engage in excuse making prior to cheating than were men.
Although some attention has been devoted to assessing the attitudes and concerns of businesspeople toward ethics, relatively little attention has focused on the attitudes and concerns of tomorrow's business leaders, today's college students. In this investigation a national sample was utilized to study college students' attitudes toward business ethics, with the results being analyzed by academic classification, academic major, and sex. Results of the investigation indicate that college students are currently somewhat concerned about business ethics in general, and that female students in particular are more concerned about ethical issues than are their male counterparts.
In today's climate of competitiveness and cynicism, colleges and universities should aggressively review and enforce their policies on academic dishonesty. Education about the importance of ethical academic behavior must be part of the institutional agenda from the moment students are accepted. (MSE)
Discusses a study to determine students' perceptions of their own and their peers' attitudes and behavior. Specifically gathered empirical data that will shed light on the manifestation of unethical behavior--cheating. (JOW)
Marketing students and faculty members completed a survey on their attitudes toward cheating behaviors. Forty-nine percent of the students stated that they had cheated at school. Results show an inverse relationship between the frequency of the occurrence of cheating and the person's judgment of the severity of the cheating behavior. (CH)
Addressing the general problem of inferring the causal structure underlying the relationship among deviant behavior, attitudes, and associations, this paper examines four causal structures and seven patterns of deviance (cheating). (Author/JC)
ACADEMIC DISHONESTY ON COLLEGE CAMPUSES WAS STUDIED. DATA WERE COLLECTED BY A QUESTIONNAIRE TO A NATIONWIDE REPRESENTATIVE SAMPLE. QUESTIONNAIRES WERE FIRST SENT TO DEANS OF STUDENTS AND STUDENT BODY PRESIDENTS. RESPONSES WERE OBTAINED FROM MORE THAN 600 DEANS AND 500 STUDENT BODY PRESIDENTS. THE DATA PROVIDED IDEAS AND PROBLEMS TO BE STUDIED MORE INTENSIVELY IN THE SECOND STAGE OF THE STUDY. QUESTIONNAIRES WERE THEN SENT TO A SAMPLE OF STUDENTS DRAWN FROM 99 SCHOOLS REPRESENTED BY DEANS AND STUDENT BODY PRESIDENTS OF THE PREVIOUS STAGE. COMPLETED QUESTIONNAIRES WERE RECEIVED FROM 5,000 STUDENTS. THE REPORT OF ANALYSES INCLUDED (1) THE PROBLEM OF ACADEMIC DISHONESTY IN CONTEXT, (2) THE SETTING IN WHICH ACADEMIC DISHONESTY OCCURS, (3) MEASURES OF CHEATING, (4) ACADEMIC PERFORMANCE AND CHEATING, (5) VALUE-ORIENTATION AND CHEATING, (6) HIGH SCHOOL EXPERIENCES AND CHEATING, (7) PEER DISAPPROVAL AND CHEATING, (8) COLLEGE CHARACTERISTICS AND THE LEVEL OF ACADEMIC DISHONESTY, AND (9) INSTITUTIONAL ARRANGEMENTS FOR CONTROLLING ACADEMIC DISHONESTY. A MAJOR FINDING INDICATED THAT MEMBERS OF THE CAMPUS COMMUNITY GROSSLY UNDERESTIMATED THE MAGNITUDE OF THE PROBLEM--AT LEAST HALF THE STUDENTS HAD ENGAGED IN SOME FORM OF ACADEMIC DISHONESTY. FURTHER ACTIVITIES WERE SUGGESTED TO EXPLORE THE EFFECTS OF VARIOUS BACKGROUND FACTORS ON A STUDENT'S PERSONAL SENSE OF DISAPPROVAL OF CHEATING. (RS)
Examined the reactions of 337 faculty members to students' cheating on examinations at a university with a clearly stated policy for defining and punishing academic dishonesty. Approximately 60% of the Ss claimed to have observed cheating. Male and tenured Ss were significantly more likely than female and untenured Ss to say that they had witnessed cheating. Only 20% of the Ss who observed cheating complied with university policy, supporting previous findings (e.g., E. M. Nuss; 1984) that faculty members prefer to handle cheating on a one-to-one basis. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this study was to investigate the frequency, methods, and correlates of college cheating. A questionnnaire measuring 7 subject variables and 33 specific behaviors was administered to 200 students. The finding that about 75% of those surveyed had cheated in college was interpreted as supporting an hypothesized trend toward increasing dishonesty. Data on approval and guilt, reasons for cheating, reactions to cheating, and specific techniques were included. It was found that sex, year in shcool, grade point average, academic major, fraternity-sorority membership, and extracurricular participation were significantly related to cheating. The conclusions supported the importance of traditional explanatory variables and suggested an interpretation based on attribution theory.
Through the use of a 49-item questionnaire administered to 380 university students, we investigated student cheating on exams, quizzes, and homework assignments. More than half the students reported cheating during the academic year on at least one of the above. The purpose of this paper was to uncover fundamental factors underlying cheating behavior. Through the use of correlational and factor analysis, three primary factors were identified: student immaturity, lack of commitment to academics, and neutralization. We offer interpretations of these factors and suggestions for testing these and other factors in future research.
This study reports the results of a survey designed to assess the impact of education on the perceptions of ethical beliefs of students. The study examines the beliefs of students from selected colleges in an eastern university. The results indicate that beliefs which students perceive are required to succeed in the university differ among colleges. Business and economics students consistently perceive a greater need for unethical beliefs than students from other colleges.
The present study examined the cheating behavior in competitive and noncompetitive situations of 40 college students classified as Type A (16 women, 24 men) and 40 as Type B (19 women, 21 men). Type A-scoring students were more likely to cheat than Type B-scoring students irrespective of competition. The results suggest that in some situations, especially where expectations for success cannot be met, Type A-scoring students may cheat to achieve success.
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