The Issue Of Academic Dishonesty

Academic dishonesty is the use of unauthorized assistance with the intent to deceive an instructor. Academic dishonesty includes behaviors like cheating, plagiarism, and fabrication. Cheating is the use of materials, information or notes that are not authorized by the instructor. Plagiarism is the act of claiming or using someone’s own words or ideas and using them as your own without giving them credit. Fabrication involves falsifying information or data.

Academic integrity is the code of academic conduct that is set forth by educational institutions. It is the catalyst for the mission of most institutions. The expectation is that students will be honest and responsible as it pertains to academia. It defines the academic rigor in research and academic publishing and gives value to the institution (Spain & Robes, 2011). Academic integrity also applies to the way that an individual behaves both personally and professionally, and is a true measure to the worth of the degree that is earned. This standard of behavior applies to both students and faculty. In short this is just thief of

A study done in Source E shows that there are only eight percent of students that would turn in a fellow student for cheating. If that sort of dishonesty becomes rampant in a school, the honor codes can no longer be upheld properly. The honesty of students is key to the success of honor codes. If a student is dishonest about the misbehavior of another student, then the honor code goes to waste, because now the cheating has not been taken care of by the justice of the honor system. There is no foreseeable remedy for such behavior, and there will always be a “bad apple to ruin the bunch.”

Academic honesty, expected of every student, is essential to the process of education and to upholding high ethical standards. Cheating, including plagiarism, inappropriate use of technology, or any other kind of unethical or dishonest behavior, may subject the student to severe academic penalties, including dismissal.All work submitted for evaluation in a course, including tests, term papers, and computer programs, must represent only the work of the student unless indicated otherwise. This includes homework, essays, theses, and creative projects.Material taken from the work of others must be acknowledged. Materials submitted to fulfill requirements in one course may not be submitted in another course without prior approval of the instructor.

The student becomes a sort of “accessory,” or “accomplice of crime”. That notion is not a solution to solving the problem of cheating, instead, it instills guilt, and consequently stress, into students who could have seen something they may not have wanted to see. Students should not be the police; it is not their responsibility. Although, it is there responsibility to discourage cheating. If a student wants to inform a superior about cheating, that should be the student’s choice, and should be based the student’s own conviction, not because they do not want to be

Prior to completing the Academic Integrity Program, I thought academic integrity was as simple “not cheating.” I considered it a policy solely implemented to ensure that students learned the material. To me, cheating was mostly plagiarism, or trying to pass off someone else’s work as your own. It was not until I completed the program that I began to understand the long-term effects of cheating on the peers, the professor, and the institution. Now, I understand that cheating affects not just me, but also the other students in my courses and the university’s reputation. I also understand the reasoning behind the university’s strict policies regarding academic integrity violations, as they are in place to protect the student, the classmates,

Academic Honesty Policy: Students are expected to maintain complete honesty and integrity in the academic experiences both in and out of the classroom. Any students found guilty of dishonesty in any phase of academic work will be subject to disciplinary action.

177 cases of academic cheating were reported in the 2013-2014 school at the University of Wisconsin (UWIRE 1). Academic cheating has been a huge problem in the educational setting for a long time. The effort to limit cheating is there, but has not always been the most effective or very well thought out. Academic cheating is present in every type of educational setting, whether it be the middle school, high school, or college level. It is present and it is a problem, which means that something has to be done. Academic cheating comes in many forms. These forms include using a technological device, asking other peers for the answers, and writing answers or helpful information down on objects, such as water bottles, phones, pieces of paper, or

The Internet age has caused academic institutions and students to rethink academic integrity. College and university administrators have created new policies, codes of conduct, and training programs to counteract the negative impact of the Internet. Several online resources have been created to allow students to check for plagiarism yet the problem persists. Academic dishonesty in all forms was not created by the Internet, but has always existed. Students can employ several strategies to avoid academic dishonesty. Academic integrity or dishonesty remains the choice of each individual student

Academic dishonesty is defined as any behavior, in the student’s learning process, that violate the principles of justice and fairness, in order to achieve the goal of getting higher grade or some specific credential, for example, cheating on tests, plagiarism (Lin & Wen, 2006)

Many researchers have indicated that cheating is a serious problem on campuses (Bowers, 1964; Engler et al., 2008; Gallant, 2008; Leming, 1978; McCabe, Trevino, & Butterfield, 2001). Studies completed by Bowers (1964) and McCabe and Trevino (1996) revealed nearly identical results regarding student-cheating behavior despite the 30 year time span; both studies identified that

Technology is rapidly evolving and changing, and as a result of the increasing availability and propagation of several forms of technology, academic dishonesty cases in every college and university have greatly multiplied and become a global issue. The issue on cheating behaviors in students is so pervasive and uncontrollable that it is almost considered as commonplace (Arhin & Jones, 2009). One of the hardest challenges for educators is knowing how and when to discipline their students. In the given scenario, there are several issues to take into account; the first and foremost being the issue of academic dishonesty. Academic dishonesty is defined by the Webster dictionary as the intentional participation in deceptive practices regarding one’s academic work or the work of another (Faucher & Caves, 2009). Jones (2011) states that many institutions of higher education have adopted academic dishonesty policies, instituted academic integrity tutorial completion prerequisites for next term registration, and acquired plagiarism software detection tools. They go on to say that within the past few years, high-tech cheating is gradually replacing the simple cut-and-paste cheating, and educators must be proactive and develop instructional strategies that integrate all facets of appropriate digital citizenship, that is, digital ethics. By implementing these academic dishonesty and integrity policies and making them attainable to

Student Perceptions of Cheating in Online CoursesYour Name:Class Name:University Name:Instructor Name:Student Perceptions of Cheating in Online CoursesAcademic integrity has long been a core concern of faculty as well as administrators operating in campuses. Recent statistics done on the extent of cheating that occurs in college campuses shows that the large majority of students have engaged in this vice to some extent. The core difference in today’s environment is the wide proliferation of technological devices that are used for both delivering as well as accessing information on university courses. Educators are fast becoming concerned on the impact that technology has on the numerous forms of academic dishonesty. Indeed a number of sources have argued that the internet is fast becoming a major culprit for the increasing instances of academic dishonesty. This paper therefore strives to examine what is the prevalence of cheating in online courses looking at it from the college student’s perspective.The number of students who a-re actively participating in college level online courses has far outpaced other forms of distance learning. Online courses are becoming a critical part of many campuses long term strategy as evidenced by the fact that colleges have seen a distinct increase in the levels of online enrolment. The growth in learning opportunities online has increased on the concerns concerning cheating in online courses (Cluskey et al, 2011). Numerous studies have

McCabe has said that an estimated seventy percent of college students have admitted to some type of cheating. He supports this claim by saying that the parties to blame here is the school system and the media. HBU defines academic dishonesty to when a student cheats or steals someone’s work and passes it as their own among these are a list of actions that count for academic dishonesty. Some examples being brought up about dishonesty is how in the NFL saw past the deflating incident in the Super Bowl were it seems like the media praised the player for his actions (Loschiavo). Therefor, students think it is correct to do be dishonest in their class work.

Academic dishonesty is another facet of unethical behaviour. It is an action or attempt that results in creating an unfair academic advantage for oneself or a disadvantage for any other member of academic community. A child uses his or her experiences in society to shape personal ethics. Family has a strong influence on one's values and behaviour,parents establish rules from the start and it becomes the basis for our ethics and morals. A personal ethical commitment is part of what makes students a success. A lack of ethical commitment will always result in acdemic failure. I personally believe that students who are academically dishonest cheat themselves out of an education and harm their fellow students by screwing the grading curve for the class as a whole. Therefore academic ethics are vital and students should commit themselves to maintaining highest personal ethical standards.