Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
| Autor: | Jeff Meadows, Christina Nord, Stephanie Varsanyi, Randall Barley, Oluwagbohunmi Awosoga |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Faculty perceptions
Canada Higher education Cheating media_common.quotation_subject Theory and practice of education Academic integrity Education Academic disciplines Honesty Perception Academic dishonesty Policies LB5-3640 media_common Medical education business.industry Academic misconduct Student perceptions Witness Educational attainment Original Article business Psychology Social Sciences (miscellaneous) |
| Zdroj: | International Journal for Educational Integrity International Journal for Educational Integrity, Vol 17, Iss 1, Pp 1-26 (2021) |
| ISSN: | 1833-2595 |
| Popis: | 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. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full text from SpringerLink