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Author: Stephanie Renee McMillan
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 476
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Author: Stephanie Renee McMillan
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 476
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Author: Thomas H. Calabrese
Publisher:
ISBN:
Category :
Languages : en
Pages : 416
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Author: United States
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 432
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Author: Donald L. McCabe
Publisher: JHU Press
ISBN: 1421407167
Category : Education
Languages : en
Pages : 235
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Book Description
Today’s students are tomorrow’s leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating. The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities). Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences. Based on the authors’ multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it. -- Gary Pavela, Syracuse University
Author: Dennis James Lang
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 842
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Book Description
A review of the literature relating to academic integrity shows that unacceptable levels of academic dishonesty exist within our colleges and universities and that the problem is not being adequately addressed by many institutions. The majority of studies on academic integrity are from the perspective of the student. This study adds to the sparse body of research on faculty views, attitudes, and experiences with academic integrity. This study, containing both qualitative and quantitative components, was completed at a single, small, private, technological university located in the Midwest. At this university, the responsibility of promoting, implementing, and enforcing the Academic Integrity Policy falls solely upon the shoulders of the faculty. This study specifically investigates faculty members' interpretations of the policy, uncovers their attitudes toward the policy, and attempts to determine the level in which faculty are promoting and enforcing the policy. In addition, the qualitative components of this study allow the researcher to investigate why some faculty members consistently promote, implement, and enforce official policy and procedures relating to academic integrity while others do not. Data producion involved the use of data triangulation and methods triangulation. By gathering and analyzing data from multiple sources, using both qualitative and quantitative methods, data are enriched and a higher degree of validity is achieved. This study includes a detailed faculty survey, in-depth faculty interviews, and the analysis of faculty syllabi. Major findings include: (1) Faculty prefer to handle incidents of cheating and sanctions privately, bypassing official university policy; (2) Faculty recognize the problems in handling incidents individually, including liability issues, a lack of consistency in sanctions, and a lack of official record of the incident; (3) Faculty with negative experiences in implementing official policy are less likely to currently report incidents than those with positive experiences; and (4) Reasons for not reporting incidents of academic dishonesty include: overly burdensome and time-consuming procedures; sanctions viewed as inflexible, overly lenient, or excessively severe; a perceived lack of administrative support; and to avoid possible personal litigation or personal retaliation.
Author: David A. Rettinger
Publisher: John Wiley & Sons
ISBN: 1119868173
Category : Education
Languages : en
Pages : 259
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Book Description
Practical and insightful solutions to the growing problem of academic dishonesty In Cheating Academic Integrity: Lessons from 30 Years of Research, a team of renowned academic integrity experts delivers revealing and practicing insights into the causes of—and solutions to—academic cheating by students. This edited volume combines leading research from an interdisciplinary group of scholars, offering readers an overview of the most important topics and trends in academic integrity research. The book focuses on teaching, classrooms, and faculty behavior and offers a glimpse into the future of this rapidly developing field. Readers will also find: Discussions of the newest forms of cheating, including online “contract cheating” and “paper mills” and the methods used to combat them Explorations of the prevalence of cheating and plagiarism between 1990 and 2020 Psychological perspectives on the student motivations underlying academic integrity violations Teaching and learning approaches to reduce academic misconduct in both online and in-person courses A must-read resource for administrators, leaders, and policymakers involved with higher education, Cheating Academic Integrity also belongs on the bookshelves of school administrators-in-training and others preparing for a career in education.
Author: Anthony Elton Prestby II
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 186
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Book Description
The purpose of this phenomenological study was to understand the experiences and perceptions of faculty and students in regards to dishonesty in community college with an adopted honor code. Semi-structured interviews were conducted with eleven full time tenured faculty members in the disciplines of Business, English and Science courses leading to careers in the health profession. Additionally, twelve students were interviewed who were business majors, those who have taken a sequence of English composition courses, and those who had taken science courses leading to careers in the health profession. Findings suggest that while there are similarities in definition between how community college faculty and students define academic dishonesty, there is no universal definition. Participants report that they believe cheating results from pressures to attain goals and/or lack of an interest in lower division courses. Both students and faculty report deterrence strategies such as the academic dishonesty policy, specifically the honor code statement is ineffective because they are too idealistic. Implications indicate from this study that creating integrity will require finding ways get students to understand the value of all courses for their future endeavors. This study contributes to the body of research by adding to the knowledge of academic dishonesty specifically as it relates to dishonesty in community colleges.
Author: Kathleen A. Patnaude
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 266
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Author: Vic Higgins
Publisher:
ISBN:
Category : Cheating (Education)
Languages : en
Pages : 203
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Book Description
Research has shown that academic misconduct is an issue of concern in most subject areas across both secondary and post-secondary education. However, variation in both investigators' research interests and definitions of the behaviors being investigated leave many unanswered questions regarding the seriousness and nature of the problem, as well as how educators and their students perceive these behaviors. Although comprehensive data have been collected and continue to inform the field, most major studies of academic dishonesty have assigned what is referred to in the research as "cheating behaviors" based on the researchers' experiences with cheating or the definitions used in previous research. Very few studies have investigated both faculty and student perceptions of the seriousness of pre-defined cheating behaviors, and a surprising lack of research exists which asks participants to define the behaviors they consider to be cheating. This, then, was the foundation of this research. This research took place at two Northeast Ohio universities, selected for their similar academic offerings and service to comparable communities. Faculty and student participants from all colleges at both universities were self selected by completion of an online survey that was sent via e-mail. Both faculty and students perceptions of cheating behaviors are complex. Faculty and student perceptions of the reasons people cheat fell into four categories. When asked to list cheating behaviors, each group listed behaviors which fell into four categories. A factor analysis indicated that there are between five (students) and six (faculty) underlying factors of cheating behaviors. In each case faculty consider student-cheating behaviors to be more serious than students do. In comparison, faculty-cheating behaviors fell into five categories that when comparison could be made, students reported these behaviors to be more serious than faculty did. Students' perceptions vary across colleges of study on the seriousness of many behaviors; however faculty perception's only vary by college of study on the behavior of plagiarism. Additionally, five other themes emerged from the data: no common understanding of cheating behaviors, "two different worlds", no common understanding of who has the responsibility for maintaining the integrity of the academic environment, faculty cheating and just communities. These themes and the implications are explored along with suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Jonathan L. Burke
Publisher:
ISBN:
Category :
Languages : en
Pages : 340
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