Academic Honesty Research Papers - Academia.edu (original) (raw)

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- Psychology, Applied Ethics, Character Education, Academic Honesty

In his 2004 book The Cheating Culture: Why More Americans are Doing Wrong to Get Ahead, David Callahan chronicles the growing acceptance of dishonest practices in American society. Public vice has become an all too common feature of... more

- by Shane J Ralston
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- Cheating and Plagiarism, Higher Education, Academic Integrity, Academic Honesty

The model course developed within the Strengthening Academic Integrity in Ukraine Project (in Ukrainian).

- by Natalia Shlikhta and +1
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- Teaching and Learning, Intellectual Property, Higher Education, Plagiarism Detection

Academic integrity literacy is one of the required information literacy skills for university/college readiness and success. Studies have shown that many students arrive at university/college without this valuable skill (Peters et al., 2019). The purpose of this article is twofold: first, to explore to what extent the role of school librarians as the authority in creating an academic integrity culture is discussed in the literature, standards, and guidelines from renowned K-12 curricula and school library associations; and, second, to share some examples of past personal action research projects about academic integrity designed and implemented by the author in three different schools in Vietnam, Saudi Arabia and Switzerland.

- by Zakir Hossain
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- Academic Integrity, K-12 Education, Academic Honesty

Plagiarism is a direct violation of ethical codes and a serious issue within the academic community. This paper examines the standpoints of students who are users of the National and University Library in Zagreb on plagiarism and public disclosure of their final, graduate and doctoral theses. Research was conducted on a convenience sample of 217 Zagreb University students.
According to the obtained results, majority of students are aware of the legal obligation that requires publication of final theses in the national/university repository and majority are in favor of it. However, there is still a significant number of students who are not acquainted with this legal obligation or do not support it.
Although the majority of students consider plagiarism to be academically dishonest behavior and agree with the statement that any plagiarism should be sanctioned, a large number of them confessed to have repeatedly copied a few sentences or paragraphs without citing the source, and the number of students who have copied several pages or have paid someone to write a paper for them is also not insignificant.
Keywords: students’ standpoints, plagiarism, public disclosure of graded theses, survey, academic integrity

- by Dunja Majstorović
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- Ethics, Students, Plagiarism, Academic Honesty

The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one open- ended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment i...

Purpose-This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning. Design/methodology/approach-This is a quantitative study; data was collected via student emails from 155 active online university students. Findings-There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong. Research limitations/implications-The sample size may have been a limitation for generalizing the results. Practical implications-As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey. Social implications-As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits. Originality/value-This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students' perspective.

- by Majda Ayoub / Al-Salim and +1
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- Academic Integrity, Online and Distance Education, E-learning quality, Academic Performance

Few cross-national studies have been conducted on academic dishonesty. The aim of this study was
to explore students’ disclosed levels of academic dishonesty between New Zealand and Nigeria.
The measures obtained included incidence, acceptability, and justification of dishonest action. It was
hypothesized that there would be differences between the two groups and that differences could be
explained in terms of deontology, cultural relativism, utilitarianism, rational fair exchange, and/or
response bias. There were 844 medical and health science students who participated in the study
and completed a questionnaire that explored incidence, acceptability, and justification of dishonest
action. A binary logistic regression revealed that age and incidence were significant predictors of
country allocation. Nigerian students reported more engagement in dishonest behaviors, and it is
argued that these students have diverse cultural expectations, language variances, response strategies,
norms, beliefs, and values. Educational interventions are essential to address concerns related
to academic dishonesty such as promoting cross-cultural discourse, providing study skills programs,
utilizing peer mentoring, creating formal exchange strategies, and endorsing honor codes.

On September 17, 2002, millions around the globe gathered round their TV sets in anticipation of the TV Program “Pyramids Live: Secret Chambers Revealed”, a mission of National Geographic. Something went wrong that necessitates this... more

- by Mostafa Elshamy
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- Archaeology, Egyptology, Forensics, Anthropology

Sosa's "virtue epistemology," Haack notes, is a form of reliabilism. Zagzebski's is more focused on epistemic virtues, though misguided in hoping to explain epistemic justification in terms of the exercise of such virtues. But epistemic virtues are a fascinating topic, as Haack shows in this wide-ranging look at the ideal of intellectual integrity.

- by Susan Haack
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- Epistemology, The Novel, Peirce, Academic Integrity

The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one openended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment instead of prevention, etc. Based on the obtained results recommendations for universities are given concerning plagiarism policies.

'Ghosting' or the unethical practice of having someone other than the student registered in the course take the student's exams, complete their assignments and write their essays has become a common method of cheating in today's online higher education learning environment. Internet-based teaching technology and deceit go hand-in-hand because the technology establishes a set of perverse incentives for students to cheat and institutions to either tolerate or encourage this highly unethical form of behavior. For students, cheating becomes an increasingly attractive option as pre-digital safeguards-for instance, in-person exam proctoring requirements and face-to-face mentoring-are quietly phased out and eventually eliminated altogether. Also, as the punishments for violating academic integrity policies are relaxed, the temptation to cheat increases accordingly. For institutions, tolerating, normalizing and encouraging one type of student cheating, ghosting, improves the profitability of their online divisions by bolstering student enrolments and retention. In universities and colleges across the globe, online divisions and programs have become thriving profit centers, not because of the commonly attributed reasons (student ease, safety during health crises and convenience of taking courses online), but due to a single strategic insight: Ubiquitous opportunities for ghosting improve profit margins and maximize revenue.

- by Carlos C. de Matos
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- Mathematics, Number Theory, Elementary Number Theory, Academic Honesty

This study investigated Iranian language students’ perception of and familiarity with plagiarism, their attitudes toward their professors regarding this issue, and their reasons for doing so. The participants were 122 undergraduate and graduate language students in Translation, Literature, TEFL, and Linguistics who filled out a validated and piloted questionnaire. Overall, the results indicated that students had different views about the definition of plagiarism and plagiarism was mostly perceived by students as using someone else’s words as if they were their own rather than taking someone’s ideas without permission. It was also found that in their academic career, students mostly consider copying a completed assignment of their friend as an act of academic dishonesty. In addition, they mostly argued that professors at universities guess about who might have done plagiarism instead of checking it themselves and they used different strategies to detect plagiarism. The study also indicated that Iranian students had different reasons for plagiarism but they mostly plagiarize because of easiness of plagiarism. Finally, the results of the survey showed that the majority learned about plagiarism from their university professors.

- by Atefeh Rezanejad and +1
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- Academic Writing, Iran, Plagiarism, Academic Honesty

Incidences of academic dishonesty among college students have been on the increase in recent decades. This study addressed means of identifying and deterring academic misconduct among Preparatory Year Program students at a university in Saudi Arabia. Students, faculty, and the wider Saudi community are impacted by the problem addressed in this research, for the behavior that students develop in college will most likely be manifested in their professional lives. The purpose of the study was to examine students’ perception of academic dishonesty, and the theoretical framework used was the Theory of Planned Behavior. The study was a qualitative research using the case study design. The participants were students at the Saudi university: 26 were interviewed. The research questions focused on students’ engagement in academic dishonesty and the reasons behind their participation in such behavior. Data were collected through individual interviews; participants were guaranteed confidentiality and were asked to sign a consent form. Each interview was recorded and transcribed for analysis. The data were analyzed for recurring themes. The NVivo 12 software was used to assist in the process. The results of the study indicated that students rationalized some acts of academic dishonesty as “helping” their fellow students while admitting that cheating was against their cultural and religious values. The conclusions reached from this study have implications for educators to identify potential cases of academic misconduct with the view of deterrence; also, there are implications for the students concerning their behavior in relation to their future performance as professionals. Further research is needed among students who were the recipients of help from other students. Similar research is also needed among students in other preparatory programs to determine the extent of the findings of this study throughout Saudi Arabia and the Gulf region.

- by Ahmad nuriddin
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- Educational Technology, Religious Education, Higher Education, TESOL

This cross-sectional survey study investigates students' perceptions of the effectiveness of Turnitin in detecting plagiarism in academic presentation slides. The data was collected online from 311 students studying at a prominent English-medium instruction university in Turkey. The findings indicated that more than half of them believed in the effectiveness of Turnitin in detecting plagiarism in presentations. Students perceived themselves as academically honest when preparing their presentations. Also, they were aware of the importance of using Turnitin in a required presentation skills course to detect plagiarism. This research can add to the literature since, unlike research on the use of detecting plagiarism in writing, the literature on the use of Turnitin in presentations is not rich and diverse.

- by Seher Balbay
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- Presentation, Academic Honesty, Turnitin, Plaigarism

Raksts no studentu konferences rakstu krājuma "Informācija = Bibliotēkas = Kultūra".
Anotācija:
Akadēmiskajā vidē akadēmisko integritāti un godīgumu pārkāpj ne tikai studenti
mācību procesā, bet arī pētnieki. Neziņošana par kļūdām akadēmiskās publikācijās ir
akadēmiskā godīguma pārkāpšana. Pētījuma mērķis bija noskaidrot, kāpēc humanitāro
zinātņu pētnieki neziņo par atrastajām kļūdām, nosakot tipiskākos kļūdu veidus. Tiek
salīdzināta kļūdu klātesamība pašu pētnieku publikācijās ar citu nozares pārstāvju
publikācijās pamanītajām kļūdām. Pētījumā aptaujāti vadošo pētniecības iestāžu pētnieki,
lai iezīmētu galvenās tendences humanitārajās zinātnēs Latvijā.
Latvijā par kļūdām publikācijās ziņo 70 % humanitāro zinātņu pētnieku, norādot,
ka galvenie neziņošanas iemesli ir kolēģi, laika trūkums un izpratne, ka nav jēgas to darīt.
Viena trešdaļa akadēmisko publikāciju humanitārajās zinātnēs ir ar kļūdām. Pētnieki ir
emocionāli piesaistīti saviem pētījumiem un kļūdas, īpaši drukas, rada tādas pastiprinātas
emocijas kā vilšanās un dusmas. Pētnieki vairāk tiek ietekmēti, ja vēlas ziņot par citu
autoru kļūdām, nekā savām. Par savām kļūdām pētnieki kaunas ziņot ģimenei vai
draugiem. Akadēmiskais godīgums tiek ievērots daļēji, bieži pieļaujot kļūdas jau
akadēmiskās publikācijas rakstīšanas procesā.

- by Antra Upeniece
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- Humanities, Academic Publication, Academic Honesty, Common Mistakes

Afcer analyzing five values (honesty; fairness; trust; respect; and responsibility) that are constitutive of academic integrity, this paper considers moral challenges to academic integrity char are posed by the World Wide Web in three... more

Afcer analyzing five values (honesty; fairness; trust; respect;
and responsibility) that are constitutive of academic
integrity, this paper considers moral challenges to academic
integrity char are posed by the World Wide Web
in three areas: student integrity, faculty integrity, and
institutional integrity.

- by Lawrence Hinman
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- Cheating and Plagiarism, Plagiarism Detection, Trust, Academic Integrity
- by Fritz Haryadi
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- Academic Integrity, Academic Dishonesty, Academic Honesty

There is, quite surprisingly, a striking moment of disharmony in Ellen and Robert Kaplan's most interesting, entertaining, and instructive mathematics book ─ a (not perfect, alas) magnificent thing of Beauty ─ titled Hidden Harmonies: The Lives and Times of the Pythagorean Theorem. 1. The purpose of this paper is just, mainly, though not exclusively, to point out that defective pearl, for the sake of objectivity in the popularization ─ in the field of teaching at large ─, anywhere, of the mathematical sciences.

- by Carlos C. de Matos
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- Mathematics, Calculus, Leonardo da Vinci, Academic Honesty

This is a story about penguins and passing grades, about the practices and ethics of informal exchange in 1980s Leningrad and St. Petersburg 30 years later, and about things' incommensurability spurring stories. It is, specifically ,... more

- by Xenia A Cherkaev and +1
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- Creative Nonfiction, Eastern European Studies, Russian Studies, Anthropology

Plagiarism is a matter of great interest and concern in academia. Sadly, there are few reports on plagiarism in Mexico. The educational model of our institution is called " Modular System " and is a model focused on problem solving-based learning. Therefore, since the first course, students must devote a lot of to development of research and reporting it. In this way, in some cases, plagiarism is a phenomenon that could occupy special significance. The objectives of this work were: (1) to assess the frequency of various activities or practices considered academically inadequate during the development of research papers in a sample of first year students of the degrees offered by the Division of Biological and Health Sciences of our University, (2) to compare the frequency of inadequate academic practices of students which were observed in other Spanish-speaking institutions, and (3) to propose strategies for promoting the implementation of good academic practices in the preparation of their reports and tasks. The questionnaire was answered by 180 voluntarily freshmen from Biology, Nutrition, Dentistry, Agriculture, Nursing, Pharmacy and Veterinary Medicine. They answered a number of questions about the frequency of performing various dishonest practices in the preparation of academic papers. The results were compared with those obtained in a survey conducted in Spain (540 students). Absolute and relative frequencies were estimated. Frequency of some practices, according to the study, indicates the need to include training activities for teachers that promote improvement in academic competence and honesty of students.

The research was done to examine the teacher candidate’s academic honesty and responsibility. Self-report was being the strategy which developed as an alternative assessment. This research raised questions as follows: (1) how is the teacher candidate’s academic honesty, and (2) how the teacher candidate’s academic responsibility is. The topic of this research was developed to gain more values of the teaching and learning toward students’ capacity building.
The mix-method based on quantitative and qualitative analysis was used in this research. The quantitative data analysis was used to determine the range of the teacher candidate’s academic honesty and responsibility, while the qualitative analysis was used to examine the causal factor of the level of it. A number of 180 students of teacher candidate was chosen as the sampling by applying purposive sampling technique. The triangulation method of data analysis was used to determine the value level of both academic honesty and responsibility.
The data finding showed that the level of academic honesty was good (27.78 percent), fair (37.78 percent), moderate (28.89 percent), and less (5.56 percent), while the level of academic responsibility was good (34.44 percent), fair (42.22 percent), moderate (20.00 percent), and less (3.33 percent). The percentage of both academic honesty and responsibility was gained from the self-report of students’ participation on class presentation and the rubric of presenter respond to the students’ questions. The following instrument was the presenter’s report of the class discussion process, and also timeliness in submitting reports (self and group report) which was submitted via email.

Purpose This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning. Design/methodology/approach This is a quantitative study; data was collected via student emails from 155 active online university students. Findings There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results s...

- by Byron Johnson
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- Psychology, Applied Ethics, Character Education, Academic Honesty

BACKGROUND: Nowadays, one of the most important challenges of the universities and higher education centers is academic dishonesty among students. Academic dishonesty is done through cheating, deception, and plagiarism, which creates serious educational, studious, and social problems for the students and society. The purpose of this study was to compare the effect of virtual and workshop training on the knowledge and attitude of M. S. students in terms of plagiarism. MATERIALS AND METHODS: This research was an applied interventional study of quasi-experimental type having pretest and posttest and the participants of this study included 90 M. S. nursing students of Medical Science University of Shiraz in the southwestern part of Iran. RESULTS: The comparison of the three groups indicated that virtual and workshop training, both, developed the knowledge and attitude of students regarding plagiarism; however, the comparison between two methods did not indicate a statistically significant difference. CONCLUSION: Both virtual and workshop training methods had an effect on increasing students' knowledge and attitude. Regarding the positive effect of training academic dishonesty using two workshop and virtual training methods, both can be used as efficient and effective methods in training dimensions depending on the condition and facilities to prevent and reduce plagiarism in students.

- by Nahid zarifsanaiey
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- Virtual Communities, Workshop, Academic Honesty

Titled in Portuguese "Memoir from the House of the Dead", this is a document attesting the absolutely extraordinary sepulchral silence that a national scientific academy ─ named just after the country's capital: the Lisbon Academy of Sciences ─ has had the grotesque flair to decidedly dispense to a citizen who candidly knocked at their door asking for the review of a mathematical achievement of his as significant as the proof of Fermat's Last Theorem… the first time in 1986.
The Anglophonic readers may find below a particular note at their convenience.

To better understand the multiple individual factors that contribute to college cheating, we
undertook a multivariate analysis of a national sample of 2,503 college students. Our findings
indicated that demographic characteristics (e.g. gender, SES, and year in college), character
qualities (e.g. lack of self-control, others-oriented life purpose), college experience (e.g.
academic preparation, extracurricular activities involvement, and working), and student
perceptions and attitudes (e.g. attitude toward academic cheating, perception of faculty’s actions
against cheating and cheating environment,) are all significantly associated with academic
cheating.

- by Perry Glanzer and +2
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- Character Education, Academic Honesty, Cheating, Cheating analysis

- by fatemeh vizeshfar
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- Mobile Learning, Virtual Communities, Medical Ethics, Workshop

Academic integrity and honesty have been breached not only by students in the learning process but also by researchers in academic publishing. Not reporting mistakes of academic publications is misconduct. The research aim is to research mistake reporting rates in the Humanities field in Latvia, prescribing common mistakes and possible reasons for not reporting mistakes. The leading researchers of Humanities have been surveyed. The mistake occurrence in the researcher publications between researchers' publications and other researcher publications are compared. 70% of researchers report mistakes pointing out that "colleagues", "no time" and "there is no point" are the main reasons for not reporting the mistakes. The research concludes that 1/3 of all publications are with mistakes in Humanities in Latvia. Researchers are more emotionally attached to their publications and strongly reacting (disappointment, anger) to typographical errors. Academic honesty is partially respected.

- by Antra Upeniece
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- Humanities, Academic Integrity, Academic Publishing, Academic Honesty

The purpose of this study is to investigate undergraduates’ perceptions of academic dishonesty at a private North American university in the United Arab Emirates. Academic honesty is a sensitive issue, not least because of the correlation... more

- by Kathy O'Sullivan
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- Cheating and Plagiarism, Academic Honesty

- by Nahid zarifsanaiey
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- Mobile Learning, Virtual Communities, Medical Ethics, Workshop

Los Andes, Mendoza, sep. 10, 2016

- by Melissa Medrano
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- Academic Honesty
- by Jeremy T Burman
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- Academic Dishonesty, Plagiarism, Academic Honesty, Definition of Plagiarism

Los procesos de enseñanza y aprendizaje cada vez más digitalizados han convertido Internet en la principal fuente de información en las universidades. La facilidad para el acceso a la información puede ir acompañada de prácticas fraudulentas como el plagio. Por ello, la finalidad del estudio es conocer el origen de las causas y motivaciones que poseen los estudiantes universitarios españoles; así como establecer un modelo que permita categorizarlas y que aporte explicación teórica a los datos empíricos. Con un diseño de investigación correlacional causal y utilizando como instrumento de medida un cuestionario ad hoc, se indaga sobre qué prácticas considera que son deshonestas, si ha realizado alguna vez estas prácticas y el motivo principal. Participan 461 estudiantes universitarios de Educación (grado y máster) pertenecientes a cinco universidades españolas. A partir del análisis factorial exploratorio se identifica un factor relativo al concepto de plagio, dos sobre ¿qué hacen? y ...

- by Manuel Cebrian de la Serna
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- Psychology, Philosophy, Copyright, Plagiarism
- by Saeed Rezaei
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- Psychology, Applied Ethics, Academic Writing, Iran