Honor Codes and Other Contextual Influences on Academic Integrity: A Replication and Extension to Modified Honor Code Settings

Research has shown that traditional academic honor codes are generally associated with lower levels of student academic dishonesty. Utilizing data obtained from students at 21 colleges and universities, this study investigated the influence of modified honor codes, an alternative to traditional honor codes, that is gaining popularity on larger campuses. It also tested the model of student academic dishonesty previously suggested by McCabe and Treviño in a more diverse sample of campuses. Results suggest that modified honor codes are associated with lower levels of student dishonesty and that the McCabe and Treviño model appears to be reasonably robust.     

Faculty and Academic Integrity: The Influence of Current Honor Codes and Past Honor Code Experiences

This survey of faculty at honor code and non-honor code institutions investigated the influence of honor codes on faculty attitudes and behaviors. As hypothesized, we found that honor code faculty have more positive attitudes toward their schools' academic integrity policies and are more willing to allow the system to take care of monitoring and disciplinary activities. Faculty in noncode institutions have less positive attitudes and are more likely to take personal actions designed to both catch and deal with cheaters. We also investigated the potential influence of a student honor code experience on faculty attitudes. We found that, in noncode environments, faculty who had an honor code experience as a student were more likely to believe that students should be held responsible for peer monitoring and to say that they deal personally with cheating. Implications for higher education institutions are discussed.     

Academic dishonesty,ethical norms and learning

This study is aimed to deduce which ethical norms and considerations are implicitly present in the students’ answers when they are asked to define to what degree the presented actions in a questionnaire are acts of cheating. Data are analysed by factor analysis as well as qualitative analysis. The questions asked are: What characterises the items regarded as cheating? What characterises the items not regarded as cheating? The implicit logic in the students’ attitudes is: The lower the degree of effort and work, the lower degree of learning can be expected; the lower is the degree of learning, the higher will be the degree of academic dishonesty. If the academic dishonesty does promote learning, it can be morally justified by mixed arguments from three ethical theories, consequentialist, deontology and virtue ethics.     

Faculty and student perceptions on college cheating: evidence from Turkey

Investigation of academic dishonesty has increased markedly in the past two decades; however, the body of research offers inconclusive evidence for many variables. This study examines faculty and student perceptions of in‐class and out‐of‐class cheating behaviours and provides contextual evidence for the prevalence of assessment practices used. Faculty and students differed only slightly in their attitudes toward collegiate cheating and their views on possible reasons for it. We found that the prevalence of teaching and assessment types used in student grading is significantly correlated with perceptions of out‐of‐class cheating, but not with out‐of‐class cheating behaviours. Students with less experience in out‐of‐class assessment display a less ethical attitude toward out‐of‐class cheating.     

Impulsivity and Academic Cheating

The authors examined the relations between academic cheating and impulsivity in a large sample of adolescents enrolled in high school health education classes. Results indicated that impulsivity predicts academic cheating for students who report extensive involvement in cheating. However, students who engage in extensive cheating are less likely to report cheating when they perceive a mastery goal structure. In addition, both moderate and extensive cheaters report less cheating when they perceive the teacher as being credible.     

Reasons Not to Cheat,Academic-Integrity Responsibility,and Frequency of Cheating

The authors investigated the relations among reasons students gave for why they would not cheat in response to a cheating vignette, self-reported cheating, and the extent to which students take responsibility for promoting academic integrity. The authors surveyed 1,086 graduate and undergraduate students. Students who said they would not cheat because of punitive consequences were more likely to report that they cheated in classes and took less responsibility for promoting academic integrity. Students whose reasons related to the value of learning, personal character, and/or it being simply not right reported less cheating and took more responsibility for academic integrity. Academic-integrity responsibility correlated with less cheating. Results are discussed in terms of the effectiveness of punishment and the significance of internalizing integrity standards.     

Relation of gender,course enrollment,and grades to distinct forms of academic dishonesty

A thorough understanding of academic dishonesty and the students who engage in it is necessary to develop appropriate policies and educational interventions to discourage such actions. The present study examines the frequency of academic dishonesty and the characteristics (i.e. gender, course enrollment, and grades) of students who engage in distinct forms of the behavior by surveying undergraduates at a large public university in the USA. Of 292 students, 57.19% reported some form of academic dishonesty in the previous six months, with cheating on a test being the most frequent form (51.71%). Men and students in a study strategies course had a significantly higher report rate for both plagiarism and making false excuses in comparison to women and students in a science course, respectively. Low grades corresponded with high rates of academic dishonesty, specifically in terms of having provided false excuses. Implications for college teaching settings are discussed.     

Cheating in e-exams and paper exams: the perceptions of engineering students and teachers in Norway

Abstract

A concern that has been raised with the transition from pen and paper examinations to electronic examinations is whether this will make cheating easier. This article investigates how teachers and students perceive the differences in ease of cheating during three types of written examination: paper exams, bring your own device e-exams and e-exams using university-owned devices. It also investigates perceptions about the effectiveness of some typical countermeasures towards cheating across these examination types. A mixed-method approach was used, combining questionnaires and interviews with students and teachers in the authors’ own university. A total of 212 students and 162 teachers participated in the questionnaire survey, and then, a more limited number were interviewed to get a deeper understanding of the results. Six-different cheating practices were considered – impersonation, forbidden aids, peeking, peer collaboration, outside assistance and student–staff collusion and seven different countermeasures were considered – proctors, biometry, mingling, shuffling, random drawing, sequencing and broadcasting. Both students and teachers perceived cheating as easier with e-exams, and especially with bring your own device. They also thought some countermeasures would be easier to implement with e-exams.     

Academic dishonesty and its relations to peer cheating and culture: A meta-analysis of the perceived peer cheating effect

Academic cheating is a worldwide problem, which is exacerbated by perceived peer cheating. The present review of the literature quantitatively examined this perceived peer cheating effect. This meta-analysis included studies reporting correlations between students' own cheating and their perception of cheating in peers. The sample consisted of 43 effect sizes (38 studies) based on a total sample size of 24,181 demographically diverse participants from multiple countries (65% female) from papers published from 1941 to 2021. Results showed a perceived peer cheating effect of intermediate effect size (r = 0.37, 95% CI = 0.35 to 0.39), and that perceived peer cheating is among one of the strongest factors known to be associated with students' academic cheating. Moderator analyses using country level measures revealed this effect to be stronger in cultures that are high in power distance, collectivism, long-term orientation, restraint, and low in uncertainty avoidance and religiosity. The present findings indicate that the behavior of peers plays an important role in students’ academic cheating, suggesting that effective strategies to promote academic integrity will need to consider peer influences as well as the culture in which students are socialized.     

美国高校学生的学术不诚信现象、理论解释及其对策

美国高校中普遍存在着学生学术不诚信的现象,对此,学者们从不同的角度做了理论解释.总的看来,它受个人道德发展水平、个体特征和环境等多方面因素的影响.美国高校从这些方面着手寻找治理对策,在创造良好的学术环境、纠正学生学术不诚信行为方面积累了宝贵的经验,对我国高校的诚信教育具有一定的借鉴意义.     

THE GENEALOGY OF JUDGEMENT: TOWARDS A DEEP HISTORY OF ACADEMIC FREEDOM

ABSTRACT:  The classical conception of academic freedom associated with Wilhelm von Humboldt and the rise of the modern university has a quite specific cultural foundation that centres on the controversial mental faculty of 'judgement'. This article traces the roots of 'judgement' back to the Protestant Reformation, through its heyday as the signature feature of German idealism, and to its gradual loss of salience as both a philosophical and a psychological concept. This trajectory has been accompanied by a general shrinking in the scope of academic freedom from the promulgation of world-views to the offering of expert opinion .     

How Students Report Dishonest Behavior in School: Self-Assessment and Anchoring Vignettes

The authors have studied heterogeneity in reporting behavior and its impact on the analysis of self-reports about students’ dishonest behavior in schools. Two hundred sixty-five randomly chosen, seventh-grade students (typically 12 years old) from lower secondary schools in Prague 6, a district in the capital of the Czech Republic, participated in this survey. The results of the self-reports, adjusted for heterogeneity, are highly related to students’ levels of academic achievement and their parents’ education and partly related to their gender, while unadjusted self-reports are only slightly related to the level of parents’ education. The authors also show differences in the reporting behavior across diverse subdomains of school behavior and suggest using anchoring vignettes closely related to the domain described in the self-reports.     

Rolling Back Zero Tolerance: The Effect of Discipline Policy Reform on Suspension Usage and Student Outcomes

Beginning in the early 1990s, states and districts enacted zero-tolerance discipline policies that relied heavily on out-of-school suspensions. Recently, districts nationwide have revised these policies in favor of more tempered disciplinary responses. In 2012–2013, Philadelphia reformed its discipline policy to limit suspensions for nonviolent student misconduct and granted principals greater discretion in responding to more serious occurrences of student misconduct. Employing a difference-in-differences approach, we find that Philadelphia's reform resulted in a modest decline in suspensions for nonviolent infractions in the year of reform; however, total suspensions remained unchanged while serious incidents of student misconduct increased. Further, the truancy rate increased and district math and English language arts achievement declined following the policy reform. These findings should inform policymakers and practitioners on the implications of district-level reforms for suspension usage and the potential consequences for student outcomes.     

Internet plagiarism in higher education: tendencies,triggering factors and reasons among teacher candidates

While plagiarism has been a growing problem in higher education for a long time, the use of the Internet has made this increasing problem more unmanageable. In many countries, this problem has become a matter of discussion, and higher education institutions feel obliged to review their policies on academic dishonesty. As part of these efforts, the study aims to examine the tendencies of teacher candidates to plagiarise using the Internet, factors affecting their tendencies and the reasons for plagiarism. In this context, a questionnaire was administered to a total of 386 first- and fourth-grade college students at a college of education. The data were analysed using frequencies, percentages, the Mann–Whitney U test and Kruskal–Wallis one-way analysis of variance. The findings revealed that the teacher candidates had, to some extent, a tendency to plagiarise using the Internet by copying material or using the same assignment in different courses. Gender, department and length of computer use were found to be significant factors affecting their tendencies to plagiarise using the Internet. Time constraints, workload and difficulty of the assignments/projects were indicated as among the major reasons for tendencies towards Internet plagiarism.     

Contract cheating in UK higher education: A covert investigation of essay mills

Contract cheating is currently a concern for universities and the higher education (HE) sector. It has been brought into the spotlight in recent years through the growth of online essay mills, where students can easily commission and purchase written assessment responses. This study contributes to the wider literature on academic integrity in HE by examining the phenomenon of contract cheating from a supply‐side perspective, thereby considering the essay mill offering and student interaction with it. The authors covertly engage with five essay mills, before successfully completing an assignment purchase with two of these providers. The pre‐purchase stage of an assignment transaction is first examined, unpacking ten reassurance cues used by essay mill providers in the text of their websites. These reassurance cues help to ensure the attractiveness of the essay mill product to potential student consumers. The analysis then moves to explore the ethical discourses around academic integrity that essay mills provide, revealing inconsistencies in their stance towards the potential for academic misconduct from the use of essay mill services. Finally, the article explores the quality of the essay mill product, through grading and Turnitin^® reports for the two purchased essay mill assignments. Following recent calls for the outlawing of essay mills, this article provides a timely addition to current understanding of this phenomenon, and the associated challenges of contract cheating in HE.     

A PLACE FROM WHERE TO SPEAK: THE UNIVERSITY AND ACADEMIC FREEDOM

ABSTRACT:  the university is promoted as 'a place from where to speak'. Academic freedom is examined as a crucial value in an increasingly uncertain age which resonates with Barnett's concern to encourage students to overcome their 'fear of freedom'. My concern is that the putative university space of freedom and autonomy may well become constricted by those who would limit not just our freedom to speak but also our freedoms to be and to do. Without academic freedom students and teachers, who might be able to fly, will not be permitted to fly. I review issues of academic freedom and free speech raised especially by Berlin, Voltaire, von Humboldt, Mill, Milton and Rorty. I discuss problems raised when free speech is heard by others as harmful and offensive to their beliefs and values. I offer a set of suggestions to ensure that the university may envision itself as a space of freedom, pluralism and tolerance. Finally, I reflect that the university, of all democratic institutions, should be the one which best serves its society as 'a place from where to speak' .     

社会主义荣辱观:大学生道德修养的标尺

胡锦涛总书记在3月4日提出的“八荣八耻”社会主义荣辱观,是中华民族优秀传统荣辱思想与时代精神的有机结合。大学生作为社会的建设者和接班人,有必要接受社会主义荣辱观教育,提高思想道德素质,形成正确的是非、善恶、美丑观念。高校作为大学生思想政治教育的主阵地,应积极探索各种途径、方式,让社会主义荣辱观融入到学生的生活和学习中。     

关于学生群体荣辱观念与嫉妒心理的研究

嫉妒心理在学生群体中是一个普遍的客观存在,它崇尚价值表现为积极与消极的两重性,与荣辱观相关密切。消极的嫉妒心理以别人的成功为自己的耻辱,放弃自己抵达而去憎恨以至破坏别人。积极嫉妒心理不以别人抵达为耻,创造条件努力使自己抵达为荣。这在本质上是一个树立正确的荣辱观的问题。对学生群体荣辱观念与嫉妒心理及其表征进行初步的研究是必要的。     

高校学生学籍学历电子注册工作流程及原理分析

学籍学历电子注册制度是我国高等教育学历证书管理制度朝着科学性与先进性迈进的重要标志.为了使该制度顺利平稳地落实,教育部高校学生司专门组织人员开发了学籍学历信息管理平台,并在全国高校推行使用.本文就学籍学历信息管理平台的工作流程,从计算机算法角度分析电子注册审核的工作原理,以加深学籍管理人员对平台运行机制的深层认识,更好地开展学籍学历电子注册工作.