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The aim of this study is to analyze the relationship between personality traits and students’ cheating behavior using the five-factor personality model and the fraud triangle factors. This chapter develops an evidential study that has the goal to determine the relationship between the students’ cheating behavior and personality traits by using fraud triangle factors. In this context, 251 surveys have been conducted on students of a foundation university located in Istanbul. As means of data collection, NEO – Five Factor Inventory and Academic Fraud Risk Factors have been used. Data have been analyzed by regression tree analysis. Risk and classification tables have been created before starting the study with a decision tree in which classification and regression trees algorithms were implemented. The results reveal that rationalization behind the cheating is the most important reason for students to copy and people who believed that they were extremely appropriate to copy were responsible ones when analyzed in terms of their personality traits. The results of this study contribute to the literature by discovering the characteristics of those who admit academic dishonesty and underlie the factors or predispositions for engaging in this behavior. For sure, three factors of the fraud triangle may have different levels of significance in this study; in addition, pressure is not associated with the cheating behavior.

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.

This chapter describes culturally sensitive pedagogical strategies for post-secondary faculty and administrators in North America when dealing with international students from cultures that may not uphold the same standards that North American universities do with respect to academic integrity. Strategies are proposed for educators to help international (particularly Asian) students evolve from a culturally indoctrinated practice of repeating a master’s words verbatim (with or without citation) to interpreting the master’s words in their own voice. Evidence-based approaches are identified to encourage post-secondary educators and administrators to progress from a punitive, consequence-based approach toward plagiarism to an intrinsic reward and virtue-based approach toward student self-authorship.

As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for cheating on exams is generally considered to be higher in an online environment. One approach to compensate for the absence of a physical proctor is to use a remote proctoring service that electronically monitors the student during the examination period.

We examined the exam grades for 261 students taking two different upper division accounting courses to determine if a computer-based remote proctoring service reduced the likelihood of cheating, measured through lower exam scores, as compared to classroom proctoring and no proctoring. We examined both online and on-campus courses.

In qualitative and quantitative accounting courses, evidence shows that grades were significantly lower for students who were proctored using a remote proctoring service compared to students who were not proctored. In the quantitative course, remote proctoring resulted in significantly lower final exam scores than either classroom or no proctoring. However, in the qualitative course, both remote proctoring online and live proctoring in a classroom resulted in significantly lower final exam scores than no proctoring, and they are not statistically different from each other.

Academics and administrators should find these results helpful. The results suggest that the use of proctoring services in online courses has the potential to enhance the integrity of online courses by reducing the opportunities for academic dishonesty during exams.

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.

The purpose of this paper is to show that academic misconduct appears to be on the rise; some research has linked academic misconduct to unethical workplace behaviors. Unlike previous empirically‐driven research, this theory‐based study seeks to examine the usefulness of a modification of Ajzen's theory of planned behavior to predict academic misconduct.

A total of 271 students enrolled at a US university were surveyed. Structural equation modeling was used to test the model.

The modified theory of a planned behavior model in which intentions and justifications both serve as antecedents to behavior fits the data well. The model accounted for 22 per cent of the variance in intentions to cheat and 47 per cent of the variance in self‐reported cheating.

The primary limitations of this research are the cross‐sectional research design, the self‐selected sample, and the single source of survey data.

The study extends the TPB model in the prediction of misconduct behavior. Attitudes, subjective norms, behavioral control, intentions and justifications were related to cheating behaviors. Academic misconduct may be reduced by shaping attitudes toward cheating, changing perceptions of subjective norms regarding the prevalence of cheating, and lowering students' perceptions of their control of cheating by, for example, emphasis on the consequences of getting caught. Understanding and reducing academic misconduct are important for promoting ethical behavior and values in future worker and organization leaders.

Identification of factors that influence academic misconduct is an important aspect of professional development research, given its link to workplace misconduct. To date, academic misconduct research has been primarily empirically‐ rather than theory‐driven. The current study identifies factors that contribute to academic misconduct by extending an established theoretical model of behavior.

This paper seeks to contribute to entrepreneurship education research by exploring entrepreneurship students' views of plagiarism, and their ability to recognise and avoid plagiarism.

The study is based on a questionnaire administered to 205 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.

The results illustrate that, although entrepreneurship students have a clear conceptual understanding of plagiarism and how to avoid it, and they demonstrate an ability to accurately recognise material which needs to be referenced, they do not see use of non‐referenced material as being in breach of academic guidelines. The students also perceive lecturers to be more concerned with plagiarism than the students themselves or the university.

The research identifies a clear divergence between students' claims about their ethical stance regarding plagiarism and their ability to recognise it as a breach of academic guidelines.

The practical implications for entrepreneurship education are: first, the university needs to emphasise to entrepreneurship students that plagiarism is a breach of academic guidelines which will be treated as a serious offence. Second, the university, in partnership with lecturers, must adopt experiential learning approaches to improve plagiarism avoidance skills.

The study supports previous research which identified that students held strong ethical views regarding plagiarism and claimed not to engage in it. However, this paper highlights the divergence between these claims and the students' ability to recognise plagiarism as a breach of academic guidelines – thereby highlighting the need to enhance academic guidelines on plagiarism.

The chapter focuses on the personal characteristics of top executives in companies involved in corporate financial crime as well as the introduction of human governance as one of the mechanisms in preventing corporate misbehaviour. This chapter discusses directors’ and top management teams’ personal characteristics – in the context of corporate governance – that may influence the occurrence of corporate financial crime. The study further proposes the human governance factor as a possible mechanism to improve corporate governance in preventing such misbehaviour. This chapter highlights the personal characteristics of top executives, which may become the indicators of corporate financial crime, as well as human governance, which is shown to be one of the most important mechanisms of corporate governance for corporate financial crime prevention.

Today’s higher education paradigm places emphasis on the broader context of globalization, economics, the environment, and society. Divergent from traditional silo-based, discipline-specific models, this broad and complex challenge necessitates the continued investigation of innovative interdisciplinary approaches for higher education. The 360 Degree Model for Educating Socially Responsible Global Citizens developed by the authors (360 Global Ed model) addresses these current needs through a structured approach for developing students as global citizens through purposeful engagement (Breitkreuz & Songer, 2015; Songer & Breitkreuz, 2014).

The 360 Global Ed model includes a theoretical framework, educational environment, academic coursework, and evidence-based outcomes. At the core of the model is an international service learning (ISL) experience. The model’s ISL experience provides a collaborative, interdisciplinary classroom environment combined with an authentic international field experience (Songer & Breitkreuz, 2014).