Search results

The worst scandals of the world's top companies have turned the attention of researchers towards the function of academic institutions in ethical training of future business leaders because the issue of dishonest behaviour of students becomes very severe, when they exercise the same practice at their place of work. Therefore, the understanding of the factors that affect student's decisions to engage in academic dishonesty is important for academic institutions, in order to reduce its occurrence. The purpose of this paper is to investigate the influence of individual factors, situational factors and ethical factors on academic dishonesty behaviour of students in Pakistan.

A questionnaire‐based field survey was conducted with 500 students across four universities in Pakistan.

It has been found that individual, situational and ethical factors affect on rationalisation of academic dishonesty and this rationalisation shapes actual conduct of academic dishonesty. Moreover, lack of well‐defined policies of the academic dishonesty in higher education is a major determinant of academic dishonesty among students.

The results provide a strong implication for academics. By discouraging such behaviour, academic institutions can help ensure the integrity of the degrees they offer, and help to level the fair grade competition among students.

The research provides a profound investigation of individual, situational and ethical factors as predictors of students’ academic dishonesty. The study is pioneering in its nature to explore two common forms of academic dishonesty, i.e. plagiarism and dual submission among university students. Furthermore, the study used rationalisation of academic dishonesty as a determinant of the actual act of academic dishonesty.

Academic dishonesty in post‐secondary education is a widespread, insidious and global problem. Business educators hosting foreign students locally and teaching abroad more than ever need to understand the nuances and attitudes of different student populations and how these differences may manifest themselves in a course. This research contributes to the growing albeit still scanty body of literature demonstrating that significant cross‐national differences exist regarding students' attitudes, beliefs and propensities toward cheating. This study compares US and Hong Kong university business students on three areas: cheating behaviors and perceptions, relationships between academic dishonesty and gender, and prediction of academic dishonesty. A total of 443 usable surveys were collected in the USA and 622 in Hong Kong. Statistically significant differences are presented followed by discussion and implications.

This study aims to explore the factors that contribute to student academic dishonesty through an examination of the misuse of AI language models. Using the fraud triangle theory, which posits that opportunity, rationalization and pressure are key factors for fraudulent behavior, this study investigates how these elements interact and contribute to academic dishonesty among students.

In this study, data on how accounting students used ChatGPT to cheat was acquired from 279 accounting students in Jordanian public universities over the course of two months, from January 2023 to March 2023, through previously tested and validated questionnaires. The main tool for gathering data was a questionnaire distributed online using Microsoft Forms.

The results show that all of the fraud triangle factors are significant determinants of student academic dishonesty and student misuse of ChatGPT. The findings of this research can be used to guide the development of technology-based preventative measures.

This study provides valuable insights into the motivations and factors that drive students to engage in academic dishonesty and sheds light on the broader issue of technology-assisted academic dishonesty and its impact on the educational system. This study’s contribution is significant, as it sheds light on a pressing issue in education and provides valuable information for educators and policymakers to address the problem and improve academic standards.

This paper aims to examine academic dishonesty and research misconduct, two forms of academic fraud, and provides suggestions for future research informed by criminological theory.

After reviewing prior literature, this paper outlines four general criminological theories that can explain academic fraud.

While criminological theory has been applied to some studies of academic dishonesty, research misconduct has rarely been examined within a broader theoretical context.

This paper provides a blueprint for future theoretically informed analyses of academic fraud.

This paper represents a unique attempt to apply general criminological theories to diverse forms of fraud in higher education settings.

Academic dishonesty has been a matter of great concern in higher education for last few decades. The dishonest behavior of students at graduate and undergraduate level has become a severe issue for education and business sectors, especially when the students exercise same dishonest practices at their jobs. The present research aims to address this matter by investigating the perceptions of students towards academic dishonesty and exploring the security and penalties for dishonest acts of students.

A well‐structured questionnaire was used to collect the data from 958 respondents studying at graduate and undergraduate levels in different Pakistani universities.

It has been found that students involve in academic dishonest acts more frequently about which they believe to be less severe. Moreover, they also suggested lower or no penalties for the same dishonest acts which are perceived as less severe.

The results provide a strong implication for academicians to develop the moralities and ethics in students so that institutions may provide ethically cultivated professionals to the business community.

The research paper is pioneer in its nature to explore the academic dishonest acts of students and their perceptions regarding some of the dimensions of academic dishonest and integrity in Pakistani university students.

Anomie describes the individual’s lack of integration in social life. The construct has been linked to various types of activities and concepts but no research appears to have been undertaken linking it to academic dishonesty. The literatures on anomie and academic dishonesty are examined, measurement instruments are identified and a survey is carried out among undergraduate students of a business school. The psychometric properties of the instruments are confirmed and correlates are investigated. The point is made that besides seeking ways to curb academic dishonesty, universities need to foster the development of an internalized code of ethics among students. Limitations are noted and directions for future research are indicated.

Academic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.

In total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.

Tendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.

Limitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.

A range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.

This paper aims to examine two specific research issues among future members of the Malaysian accountancy profession. First, it explores the extent of committed academic dishonesty (AD) among accounting students in two institutions of higher learning in which Islamic orientation and emphasis are observably different. Second, it investigates whether pious accounting students are dishonesty-resistant, premising the investigation on the maintained assumption based on the Islamic religious scriptures that piety should be placed at the forefront of the crusade against academic malaise particularly AD.

Using a questionnaire survey to measure both AD and piety, the usable responses were analyzed using mean score and independent sample t-tests.

The results indicate that AD practices are within the safe and non-disturbing limit. The results on piety which form the crux of the research suggest that findings are sensitive to different piety measurement, indicating the need for a refine piety proxy in future Islamic piety research.

Notwithstanding the small sample based on only two universities, the results provide a critical basis for reality check and policy input on issues relating to AD and piety for all stakeholders, particularly in designing the relevant and necessary trainings and relevant policy formulation in addressing integrity issues in accounting education.

This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in cheating perceptions among students who have completed one or two ethics courses, and those who have done none.

A total of 554 undergraduate business students participated in this research. Data were analyzed using descriptive statistics and the one-way ANOVA.

The results found that students perceived cheating in exam-related situations as quite serious, while cheating on written assignments was not considered a serious offence. Results of the one-way ANOVA indicate that there was a significant difference in the cheating perceptions ratings for the three groups. Post hoc comparisons using the Tukey HSD test indicate that the mean score for students who have done two ethics courses was significantly different from that of students who have done only one ethics course.

This study has a number of implications for educators and administrators. Ethics instruction cannot achieve its desired effect on student behavior without institutional support. Administrators also need to be cognizant of the influence that school environment has on student cheating. Faculty and university administrators can influence students’ behavior in the way they practice academic integrity in their teaching and administrative functions.

To the best of the author’s knowledge, this research is the first study to explore academic cheating at a private Kenyan university where ethics instruction is taught to undergraduate students.

The aim of this paper is to investigate the journey of academic professors who have engaged in ghostwriting.

This study adopts qualitative exploratory methods to investigate the ghostwriters' journey into academic ghostwriting. To achieve the goal, the authors interviewed academic ghostwriters, who were working for a diploma mill company, specifically focused on PhD thesis writing in the NIS setting.

This study revealed several interesting insights from ghostwriter perspective such as the origins and motivation of ghostwriters, ghostwriters life, ghostwriters' careers and impediments faced by them.

Given the dispersed and sensitive nature of the topic, this is one of the few studies to investigate ghostwriting and offer implications.