This study investigated students’ perceptions following a prepared, common presentation regarding academic integrity provided by their residence dons. This peer instruction study utilized both quantitative and qualitative analyses of survey data within a pre-test post-test design. Overall, students reported gains in knowledge, as well as confidence in their knowledge of academic integrity. Notably, students reported increases in their personal value for academic integrity after participating in the presentations. Overall, the quality and content of the presentations were judged positively, and participants’ (...) ratings of the presentation were predictive of increases in personal value of academic integrity, as well as self-reported knowledge and confidence gains. Qualitative analyses supported that the key ideas in the presentation served as the focal material for discussion, but also introduced specific topics that students wanted to explore in greater depth. (shrink)

The current qualitative study investigated prevalence and types of academic integrity violations in psychology graduate students and solicited student recommendations for how academic institutions, professors, and peers may act to discourage or prevent its occurrence. Students were recruited through email lists and asked to participate in an online study with a series of open-ended questions assessing integrity violations and prevention recommendations. Results revealed academic integrity violations were relatively infrequent and most were of relatively low severity. Common antecedents to integrity violations (...) included inadequate preparation, task difficulty, and external stressors such as health ailments that interfered with preparation. Most violators reported engaging in a rational decision making process, weighing the pros and cons of cheating, and most did not reveal the violation to anyone. The majority of violations resulted in no negative consequences to the student and 44 % reported they would do it again. Students recommended better dissemination of integrity policies, greater oversight of graduate students, harsher punishments for violations, and consistent reporting of violations as prevention strategies. Results highlight how academic dishonesty in psychology graduate students may be a product of multiple time and resource demands, coupled with low self-efficacy to meet or negotiate these demands. Despite reports of external pressures being the top reason for academic integrity violations, few recommendations focused on decreasing external pressures as a mechanism to curb cheating. (shrink)

Quantitative research about academic cheating among Chinese college students is minimal. This paper discusses a large survey conducted in Chinese colleges and universities which examined the prevalence of different kinds of student cheating and explored factors that influence cheating behavior. A structural equation model was used to analyze the data. Results indicate that organizational deterrence and individual performance have a negative impact on cheating while individual perceived pressure, peers’ cheating, and extracurricular activities have a positive impact. Recommendations are proposed to (...) reduce the level of academic cheating in China. Many of these are universal in nature and applicable outside of China as well. (shrink)

Recent, well-publicized scandals, involving unethical conduct have rekindled interest in academic misconduct. Prior studies of academic misconduct have focussed exclusively on situational factors (e.g., integrity culture, honor codes), demographic variables or personality constructs. We contend that it is important to also examine how␣these classes of variables interact to influence perceptions of and intentions relating to academic misconduct. In a sample of 217 business students, we examined how integrity culture interacts with Prudence and Adjustment to explain variance in estimated frequency of (...) cheating, suspicions of cheating, considering cheating and reporting cheating. Age, integrity culture, and personality variables were significantly related to different criteria. Overall, personality variables explained the most unique variance in academic misconduct, and Adjustment interacted with integrity culture, such that integrity culture had more influence on intentions to cheat for less well-adjusted individuals. Implications for practice are discussed and future research directions are offered. (shrink)

Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation (...) elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others’ works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment. (shrink)

Institutions create their own internal cultures, including the culture of ethics that pervades scientific research, academic policy, and administrative philosophy. This paper addresses some of the issues involved in institutional enhancement of its culture of research ethics, focused on individual empowerment and strategies that individuals can use to initiate institutional change.

This article investigates whether acts of plagiarism are predictable. Through a deductive, quantitative method, this study examines 517 students and their motivation and intention to plagiarize. More specifically, this study uses an ethical theoretical framework called the Theory of Reasoned Action and Planned Behavior to proffer five hypotheses about cognitive, relational, and social processing relevant to ethical decision making. Data results indicate that although most respondents reported that plagiarism was wrong, students with strong intentions to plagiarize had a more positive (...) attitude toward plagiarizing, believed that it was important that family and friends think plagiarizing is acceptable, and perceived that plagiarizing would be an easy task. However, participants in the current study with less intention to plagiarize hold negative views about plagiarism, do not believe that plagiarism is acceptable to family, friends or peers, and perceive that the act of plagiarizing would prove difficult. Based on these findings, this study considers implications important for faculty, librarians, and student support staff in preventing plagiarism through collaborations and outreach programming. (shrink)

The present study assessed business students’ responses to an innovative interactive presentation on academic integrity that employed quoted material from previous students as launching points for discussion. In total, 15 business classes ( n = 412 students) including 2nd, 3rd and 4th year level students participated in the presentations as part of the ethics component of ongoing courses. Students’ perceptions of the importance of academic integrity, self-reports of cheating behaviors, and factors contributing to misconduct were examined along with perceptions about (...) the presentation. Discussion sessions revealed that academic misconduct is a complex issue. For example, knowledge of what constitutes misconduct was not consistent across domains (e.g. exam contexts versus group work), penalties were not wholly known, and there was variation in perceived responsibility for reporting and representing academic integrity. Survey measures revealed that self-reported academic misconduct was more prevalent than expected with only 7.5% of students indicating they had never cheated in any way. Furthermore, results showed gender and year of study as predictive factors for issues related to academic misconduct. In general, students were receptive to this form of presentation. The implications of such instructional interventions for enhancing ethical behaviors in higher education classrooms are discussed. (shrink)