| Author:
Douglas Bower |
Degree:
Ph.D. |
Date Graduated: May
1998 |
Title: RESPONDING
TO ACADEMIC DISHONESTY: FACULTY AND STUDENT PERSPECTIVES
(CHEATING)
Abstract
The prevalence of academic dishonesty in American higher education
is well documented. Neglected in the research is how faculty respond
to academic dishonesty and the perceptions of students as to how faculty
respond. Using a survey research design with a sample of faculty and
students at two universities, this study examined faculty and student
perceptions related to the role of faculty in promoting academic integrity
and responding to academic dishonesty. Furthermore, with a focus on
institutions which classify academic dishonesty as a disciplinary
matter, the study examined how policies for responding to academic
dishonesty are applied and the relationship of the application of
these policies to student academic dishonesty.
Questionnaires were designed by the researcher, using scenarios,
to gather data relative to faculty response to academic dishonesty.
The same scenarios were presented to both faculty and students.
A total of 405 faculty and 850 student surveys were completed and
analyzed using descriptive and correlational statistical techniques.
Results indicated that: (1) faculty theoretically understand and
accept their role and responsibilities related to the promotion
of academic integrity; (2) faculty do not recognize or choose not
to recognize the magnitude of the problem of academic dishonesty;
(3) faculty prefer to decide the appropriate punishment for incidents
of academic dishonesty on a case-by-case basis rather than imposing
the university recommended punishment of a failing grade in the
course; (4) faculty tend only to report the most severe incidents
of academic dishonesty; (5) faculty appear more likely to report
incidents of academic dishonesty to a central administrative unit
than to a faculty-chaired council; and (6) students recognize that
faculty are unlikely to detect, severely punish and/or report incidents
of academic dishonesty.
Implications for policy and practice, recommendations, and suggestions
for further research are also presented.
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