Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university

International Journal for Educational Integrity

Randall Barley¹  Christina M. Nord²  Stephanie Varsanyi²  Oluwagbohunmi Awosoga³  Jeff Meadows⁴ 

[1] Faculty of Arts and Science, Department of Biological Sciences, University of Lethbridge, Lethbridge, Alberta, Canada;Faculty of Arts and Science, Department of Psychology, University of Lethbridge, Lethbridge, Alberta, Canada;Faculty of Health Sciences (General), University of Lethbridge, 4401 University Drive West Markin Hall M3067, T1K 3M4, Lethbridge, AB, Canada;Teaching Centre, University of Lethbridge, Lethbridge, Alberta, Canada;

关键词: Academic dishonesty;    Academic integrity;    Academic misconduct;    Canada;    Student perceptions;    Faculty perceptions;    Policies;    Academic disciplines;   

DOI  :  10.1007/s40979-021-00090-w

来源: Springer

【 摘 要 】

There is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribute to current discussions surrounding academic integrity. Here, we present findings from student (N = 1142) and faculty (N = 130) surveys conducted within a medium-sized (~ 8700 students) Canadian university. These surveys probed perceptions towards, and experiences with, academic dishonesty, in which we aimed to understand how students and faculty regarded academically dishonest practices during their postsecondary careers. We also aimed to understand how often students engaged in, and faculty had witnessed, academic dishonesty, whether or not witnessing incidents of academic dishonesty corresponded with gender, year of experience, highest level of educational attainment, discipline, or their personal perceptions towards the importance of academic honesty, and whether students had been adequately taught what constitutes academic dishonesty. We found that an overwhelming majority of students viewed academic honesty as important, and that most students reported not engaging in academic dishonesty themselves despite 45.8% reporting that they had witnessed others engage in academic dishonesty. We also found that students were more likely to witness cheating as their postsecondary experience increased, that witnessing varied across disciplines and educational attainment, and that witnessing varied with student perceptions. However, we found no such patterns in faculty responses, but found that faculty are split on whether or not they believe incidents of academic honesty are increasing.

【 授权许可】

CC BY