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Combating Academic Fraud: Are Students Reticent about Uncovering the Covert?

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Title: Combating Academic Fraud: Are Students Reticent about Uncovering the Covert?
Authors: Malgwi, Charles1 cmalgwi@bentley.edu, Rakovski, Carter2 crakovski@fullerton.edu
Source: Journal of Academic Ethics. Sep2009, Vol. 7 Issue 3, p207-221. 15p. 1 Diagram, 4 Charts, 1 Graph.
Subject Terms: *Plagiarism, *Academic freedom, *Student ethics, *Teacher-student relationships, Risk assessment, Covert conditioning, Ethics
Abstract: This study links Cressey’s established fraud triangle theory to a recently developed academic fraud risk triangle as a platform for identifying the determinants of academic fraud risk factors. The study then evaluates the magnitude and extent to which students are willing to confront the realities of academic fraud and move towards a culture of academic integrity. Most of the studies pertaining to combating academic fraud have primarily been the opinions of the researchers, namely, the faculty. Although students may not be expected to police the fight against academic fraud, their opinions as to what would work and what would not, have not been sufficiently examined, and this study contributes to filling that void. We explore the agreement among students and groups of students concerning specific deterrent strategies. We find two types of strategies, student action and faculty/administration action. Results from 740 students surveyed found that the most widely supported strategies are stronger penalties, parental notification, an anonymous tip line, and administering a uniform policy. The least supported strategies were academic honor code, no strategy at all, requiring an ethics course, and leaving individual instructors to determine penalties. Further, full time, domestic, undergraduate, and male students favor student action strategies, which are more reactionary and less punitive. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Academic Ethics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Combating Academic Fraud: Are Students Reticent about Uncovering the Covert?
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Academic+Ethics%22">Journal of Academic Ethics</searchLink>. Sep2009, Vol. 7 Issue 3, p207-221. 15p. 1 Diagram, 4 Charts, 1 Graph.
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  Data: *<searchLink fieldCode="DE" term="%22Plagiarism%22">Plagiarism</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+freedom%22">Academic freedom</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+ethics%22">Student ethics</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Risk+assessment%22">Risk assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Covert+conditioning%22">Covert conditioning</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink>
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  Data: This study links Cressey’s established fraud triangle theory to a recently developed academic fraud risk triangle as a platform for identifying the determinants of academic fraud risk factors. The study then evaluates the magnitude and extent to which students are willing to confront the realities of academic fraud and move towards a culture of academic integrity. Most of the studies pertaining to combating academic fraud have primarily been the opinions of the researchers, namely, the faculty. Although students may not be expected to police the fight against academic fraud, their opinions as to what would work and what would not, have not been sufficiently examined, and this study contributes to filling that void. We explore the agreement among students and groups of students concerning specific deterrent strategies. We find two types of strategies, student action and faculty/administration action. Results from 740 students surveyed found that the most widely supported strategies are stronger penalties, parental notification, an anonymous tip line, and administering a uniform policy. The least supported strategies were academic honor code, no strategy at all, requiring an ethics course, and leaving individual instructors to determine penalties. Further, full time, domestic, undergraduate, and male students favor student action strategies, which are more reactionary and less punitive. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Academic Ethics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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