David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Behavior 18 (4):373 – 391 (2008)
This study examines the methods students use to cheat on class examinations and suggests ways of deterring using an international sample from Australia, China, Ireland, and the United States. We also examine the level of cheating and reasons for cheating that prior research has highlighted as a method of demonstrating that our sample is equivalent to those in prior studies. Our results confirm the results of prior research that primarily employs students from the United States. The data indicate that actions such as having multiple versions of the examination and scrambling the questions on these versions would deter cheating. In addition, given the increased level of cheating and students' increased perception of the social acceptability of cheating in college, the data provided by our international sample also suggest that some relatively simple precautions by instructors could dramatically reduce the level of cheating on in-class examinations.
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Citations of this work BETA
Marek Preiss, Helen A. Klein, Nancy M. Levenburg & Alena Nohavova (2013). A Cross-Country Evaluation of Cheating in Academia—A Comparison of Data From the US and the Czech Republic. Journal of Academic Ethics 11 (2):157-167.
Gordon F. Woodbine & Vimala Amirthalingam (2013). Dishonesty in the Classroom: The Effect of Cognitive Dissonance and the Mitigating Influence of Religious Commitment. [REVIEW] Journal of Academic Ethics 11 (2):139-155.
Robert Liebler (2012). Student Perceptions of Faculty Use of Cheating Deterrents. Journal of Academic Ethics 10 (4):327-333.
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