David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Behavior 11 (3):287 – 305 (2001)
We investigated the definition, prevalence, perceived prevalence and severity of, as well as justifications for and expected responses to, academic dishonesty at the graduate level in a sample of 246 graduate students, 49 faculty, and 20 administrators. Between 2.5% and 55.1% of students self-reported engaging in academically dishonest behaviors, depending on the nature of the behavior. Students and faculty rated 40 examples of academically dishonest behaviors similarly in terms of severity, but faculty tended to underestimate the prevalence of academic dishonesty. Students and faculty also reported how they would idealistically and realistically expect themselves to respond to cheating situations. Students rated 21 behaviors in terms of their likeliness to increase or decrease academically dishonest behavior. Suggestions are given for developing a climate or culture of academic integrity to address academic dishonesty.
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Citations of this work BETA
Alireza Ahmadi (2012). Cheating on Exams in the Iranian EFL Context. Journal of Academic Ethics 10 (2):151-170.
Jeremy J. Sierra & Michael R. Hyman (2008). Ethical Antecedents of Cheating Intentions: Evidence of Mediation. [REVIEW] Journal of Academic Ethics 6 (1):51--66.
Michelle Leonard, David Schwieder, Amy Buhler, Denise Beaubien Bennett & Melody Royster (forthcoming). Perceptions of Plagiarism by STEM Graduate Students: A Case Study. Science and Engineering Ethics:1-22.
Peter Busch & Ayse Bilgin (2014). Student and Staff Understanding and Reaction: Academic Integrity in an Australian University. Journal of Academic Ethics 12 (3):227-243.
M. A. Henning, S. Ram, P. Malpas, R. Sisley, A. Thompson & S. J. Hawken (2014). Reasons for Academic Honesty and Dishonesty with Solutions: A Study of Pharmacy and Medical Students in New Zealand. Journal of Medical Ethics 40 (10):702-709.
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