18 research outputs found
Cheating on examinations and its predictors among undergraduate students at Hawassa University College of Medicine and Health Science, Hawassa, Ethiopia
Academic dishonesty amongst Australian criminal justice and policing university students: individual and contextual factors
What Prevents Students from Reporting Academic Misconduct? A Survey of Croatian Students
Academic misconduct is widespread in all cultures, and factors that influence it have been investigated for many years. An act of reporting peers’ misconduct not only identifies and prevents misconduct, but also encourages a student to think and act morally and raises awareness about academic integrity. The aim of this study was to determine factors that prevent students from reporting academic misconduct. A questionnaire to assess views on reporting the academic misconduct of a colleague was developed and sent to all students enrolled at the University of Rijeka, Croatia. Results indicate that a tendency to protect fellow student and to comply with other opinions is the most influential factor that prevents students from reporting peers’ misbehavior. Furthermore, scientific discipline, gender, and age are all significant factors in students’ intention to report peer misconduct. Understanding the factors that influence students’ willingness to report academic misconduct enables faculties, administrators and students to strengthen the ethical culture in the academic community
Mapping the Curriculum: How Concept Maps can Improve the Effectiveness of Course Development
“Anything worth winning is worth cheating for”? Determinants of cheating behavior among business and theology students
The achieving with integrity seminar: an integrative approach to promoting moral development in secondary school classrooms
Academic and business ethical misconduct and cultural values : a cross national comparison
Efforts to promote ethical behaviour in business and academic contexts have raised awareness of the need for an ethical orientation in business students. This study examines the similarities and differences between the personal values of Iranian and Australian business students and their attitudes to cheating behaviour in universities and unethical practices in business settings. Exploratory factory analysis provided support for three distinct ethics factors—serious academic ethical misconduct, minor academic ethical misconduct, and business ethical misconduct. Results reveal statistically significant differences between the two cultural groups for ethical (altruism/universalism) values, and for attitudes to serious academic misconduct. No differences were found between the two groups for attitudes to minor academic unethical practices or unethical business practices. Gender influenced responses where females were found to indicate higher levels of unacceptability of unethical practices in academic and business settings than males. This pilot study highlights the need for higher education institutions to develop and enforce policies and practices to publicise, encourage and reinforce higher awareness of the need for adhering to ethical behaviour in university studies as a necessary component of training business professionals.<br /