This paper provides a systematic and critical review of the existing literature on the phenomenon of ‘commercial contract cheating’ (CCC). Unlike some existing systematic reviews _generally_ on CCC, this paper focuses on the potential causes and suggested preventative measures specifically, intending to develop effective interventions on the basis of empirical insights. We reviewed primary studies with empirical data and systematic reviews focusing on higher education published between 2012 and 2020. A logic model is developed to graphically indicate the complex and (...) dynamic interplay between a variety of factors identified. Our inquiry reveals a highly specified, uncoordinated and fragmented research landscape that urgently needs integrated, holistic and critical reflection. It shows that the current research is still far from establishing causal relationships as the scholarship opts to reveal an abundance of contextual factors identified only, without probing the relational dynamics or striving for causality. A range of broad and tentative recommendations are proposed on that basis but are barely empirically examined. We also attend to lack of conceptual clarity and work towards a more inclusive and future-proof definition of CCC beyond assignment-based conceptualisation. It is argued that CCC should never be reduced to plagiarism (a natural inclination inspired by the plagiarism research tradition) nor neutralised as a legitimate business (a potential risk revealed mostly by the supply side research). As an interdisciplinary field, CCC should move beyond student perceptions of education cheating and affordability, while including more inquiries into the exploitative, predatory nature of the industry. (shrink)

Counterproductive academic behaviors are a complex phenomenon that affects academic institutions in multiple geographical areas with different cultures, values, and social norms. The high incidence of CAB causes problems of critical importance that transcend the educational domain. The current study aims to contribute to the knowledge of the CAB consequences by focusing on its impact on academic performance. For this purpose, a meta-analysis was conducted in order to examine the relationship between CAB, its facets, and AP. The results show that (...) overall CAB and students' performance are negatively related with a true effect size of ρ = −0.40. Particularly, absenteeism appeared to be the facet most strongly related to AP. A meta-analytic path analysis model was carried out in order to test the predictive validity of CAB, students' personality characteristics, and intelligence on AP. Results show that conscientiousness and cognitive intelligence have a negative relationship with CAB, and that conscientiousness, openness to experience, intelligence, and CAB can explain 58% of AP true variance. Meta-analyses of moderator variables and hierarchical meta-analyses are also presented. The implications for research and practice are discussed at the end. (shrink)

For over half a century there have been concerns about increases in the occurrence of academic misconduct by higher education students and this is now claimed to have reached crisis proportions (e.g. Mostrous & Kenber, 2016a ). This study explores the extent to which multi-national faculty judge the effectiveness of higher education institutions in dealing with such misconduct. A survey of multi-national higher education faculty was conducted to explore the perceived barriers to the implementation of academic integrity processes. It asked (...) faculty how likely some hypothetical scenarios of failures of such processes were to occur in the real world of higher education institutions. 63% of our participants perceived there to be institutional and/or faculty barriers to effectively dealing with academic misconduct. Mostly, they blamed the higher education model for this which, in the interests of mass education, has come to prioritise the need for institutions to focus more on their quantity of output as corporate business enterprises than on the integrity of their output as educators. In discussing participants’ comments, about the relationship of faculty to their employing institutions, Schein and Scheins’ ( 2016 ) theory of three levels of organisational culture was used. Participants’ comments suggested that, at the deepest level of organisational culture i.e. basic underlying taken-for-granted assumptions about beliefs and values, inadequate integrity measures have tended to become normalised. Despite the often considerable, efforts of the institutions, organisational barriers were noted which mitigate against faculty behaving professionally i.e. from doing a ‘good job’ in respect of student academic misconduct. Some blame was also placed on faculty. We argue that apparent institutional inability to effectively manage the integrity process, has potentially significant consequences for wider society. We discuss ways in which this situation might be improved including a recommendation that governments regulate this aspect of the corporate social responsibility of higher education institutions as they do other aspects, requiring that it be managed effectively. (shrink)

Cheating is a serious issue among business students worldwide. However, research investigating the social factors that may help prevent cheating in Chinese higher education is rare. The present study examined two key social relationship factors of perceived teacher-student relationships and peer relationships by the students. It attempted to build a model which addressed the effects of two variables on Chinese business students’ cheating behaviour: the teacher’s approachability and the relationship goal of the students. Two important social influence factors were also (...) tested as mediators: neutralizing attitudes and perceived cheating norms of the students. A student survey was conducted with 1329 questionnaires collected. The results showed the negative effects of both social relationship variables on cheating, and that their effects were fully mediated by neutralizing attitudes. Moreover, perceived cheating norms fully mediated the effect of the teacher’s approachability, but not so for the relationship goal of the students. This study provided novel insights and recommendations for promoting academic integrity in Chinese business schools and universities. (shrink)

Evidence is provided on faculty use of cheating deterrents for in-class exams. The evidence comes from a survey of students who report on their most recent in-class exam in a randomly selected course that they are taking. Three types of cheating are considered: (i) advance knowledge of exam questions; (ii) copying; and (iii) other improper student actions during the exam. The deterrents examined consist of the following: (i) a rate of repeating questions; (ii) multiple versions of the exam and seating (...) arrangements; and (iii) monitoring. The sample size is small but may cover about one-fourth of the faculty at the institution at which the survey was conducted. (shrink)

ABSTRACT As a culture-specific phenomenon, academic dishonesty remains an under-researched domain. The purpose of this study was to voice teachers’ perceptions of: the influential factors contributing to AD, the consequences of AD for the quality of teacher–student relationships, and the specific strategies for regulating TSR. Using a qualitative phenomenological design, we attempted to present a detailed description of teachers’ lived experiences regarding the above aims. The participants were English language and Mathematics teachers with different personal and professional characteristics working in (...) public high schools of Iran. Data was collected through intensive semi-structured interviewing and analyzed by a five-step approach applied to phenomenology in psychological research. Data analysis revealed three general themes regarding teachers’ perceptions with several components. We found that the lack of attention and intrinsic motivation were the prominent perceived factors with consequences for TSR. Also, personal talk and active supervision were the common techniques that teachers utilized with students who commit AD to manage and control the TSR quality. The results were discussed with reference to teachers’ academic discipline, gender, and teaching experience. (shrink)

Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology. As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating may be felt by some populations more than others. Thus, preventing cheating would be a preferable option for all involved.Identifying those at risk for being reported for cheating is a first step in developing preventive measures. Previous (...) research has attempted to do this through the use of self-report surveys, but such research takes considerable time and resources to conduct and suffers from low response rates and social desirability bias. To address this limitation in existing research, this study links existing data from records of other-reported cheating to university registration data in order to examine 6 cheating risk factors identified in previous research: maturity level, gender, grade point average, major, international student status, and fear of punishment. The results of the study suggest that international and transfer students, particularly those who are male, in high-risk majors, and have lower grade point averages, are in particular need of preventative education. Likewise, those faculty who teach in computer science, engineering and economics majors should do more to educate implement practices to reduce the likelihood of cheating. (shrink)

Numerous academic studies and reports indicate that as many as half of all students cheat on exams. Cheating on exams undermines the central purpose of a university, corrupts the meaning of grades as a measure of subject matter mastery, and significantly harms honest students. Although instructors are aware that many students cheat and they clearly oppose the behavior, they do little to punish cheaters. Accusing, prosecuting and convicting cheaters are time intensive, stressful and potentially costly activities for which faculty members (...) receive few rewards. In this paper, we derive an equation to estimate the benefit that can be gained by a student who copies on a multiple choice exam. We then propose an exam design that not only eliminates the benefit, but also proportionately punishes cheaters, with little to no cost to instructors. Moreover, the exam system we propose can allow an instructor to determine, with a high degree of certainty, the odds that any student seated anywhere in the classroom cheated on any part of the exam. (shrink)

This paper seeks to provide some of the roles of philosophy in the field of academic ethics.

Faculty continue to address academic dishonesty in their classes. In this follow-up to an earlier study on general perceived faculty student cheating, using a sample of business school faculty, we compared three levels of faculty classification: full-time non-tenure track, full-time tenured/tenure-track, and part-time adjuncts. Results showed that NTTs perceived higher levels for three different types of student cheating, i.e., paper-based, forbidden teamwork, and hiring someone to take an exam. In addition, NTTs were more likely to report a student for cheating. (...) NTTs reported a higher course load and average class size, and average class size was positively related to all five types of cheating measured. Given the predicted increase in NTTs across all disciplines, making sure that all faculty,, have the resources needed to deter student cheating is important. All faculty have an obligation to hold students accountable for their behavior. Individual integrity is paramount; and it is what employers expect. Regardless of the chosen field or discipline, an employer’s expectations, in terms of character, is to hire individuals who possess a level of honesty that is above reproach. Addressing cheating is an obligation that all faculty need to address purposefully. Providing resources to help faculty address cheating is critical. Resources might include conflict resolution training to provide instructors with the necessary guidance so that they can better handle these difficult situations. This is important not only for the student while in school, but also for a university/college’s reputation. (shrink)

Academic staff owe a duty of fidelity to uphold institutional standards of integrity. They also have their own values and conceptions of integrity as well as personal responsibilities and commitments. The question of how academic practitioners address or reconcile conflicting values and responsibilities has been underexplored in the literature. Before we can examine effectiveness of academic integrity strategies and develop best practices, we need to examine the breadth of integrity decisions. To this end we posited the academic integrity problem as (...) a set of seven dilemmas and presented them to post-secondary education staff located in Europe, North America, Oceania, and Asia. We asked the participants to recommend a solution to each dilemma. This yielded a modest sample of 498 themes across 30 categories. We expected the responses to fall on a binary scale where decisions either support the integrity or ignore it. However, the data suggests that academic integrity decisions are better suited to continuum where participants aim to reconcile personal and institutional obligations. We further argue that academic integrity decisions are predicated on personal experience and therefore pose a challenge for policy standardization and enforcement. We conclude with a discussion of the implications of the findings for practice. (shrink)