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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.

This paper aims to survey students and faculty from the College of Engineering at an American university in the United Arab Emirates about their perception on different issues related to academic dishonesty. Opinions were sought on plagiarism, inappropriate collaboration, cheating on exams, copyright violations and complicity in academic dishonesty. Reasons for students to commit dishonest acts and ways to reduce academic misconduct were also included.

A survey involving 11 questions with multiple choice answers was developed and distributed to engineering students and faculty at the institution to get their perception of the considered issues.

Results of the study showed that while faculty and students were generally in agreement in their perception of the frequency of academic dishonesty among students, they greatly differed on the courses of action needed to reduce them. Most faculty members favored applying tougher penalties and using more proctors in exams. On the other hand, students preferred softer approaches such as educating them on academic integrity issues, applying lenient deadlines for assignments and reducing the difficulty of exams.

The conclusions and recommendations of the study are applicable to colleges of higher education having similar characteristics and culture to the surveyed institution.

The findings can be used to understand students’ behavior and faculty’s attitude toward academic dishonesty, and to assess the effectiveness of current strategies addressing the issue at similar universities in the region.

The conducted literature review indicated that this work is believed to be a pioneering case study in the Gulf Cooperation Council countries.

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 empirical survey is conducted to investigate the prevalence rate of academic dishonesty (AD) in examinations and assignments among undergraduates. The study compared the difference in admitted behaviours of academic dishonesty between male and female students comprising second-year, third-year and fourth-year students from the discipline of business, engineering, information technology (IT) and education.

A cross-sectional study was utilized in this study and collected data via the online questionnaire. A total of 1,624 respondents participated from four public universities of four provinces in China Mainland.

The findings showed that the proportion of respondents from China participating in AD is between 15.4 and 51.7%. The findings showed that more than two-thirds of the respondents stated involved dishonesty in examinations and assignments at least once during the previous academic year. In addition, male and female undergraduates in second-year, third-year and fourth-year showed statistically significant differences in dishonest behaviours. Specifically, the male/senior students were more involved in dishonest behaviours than the females/sophomores.

Unlike previous studies, this study found that discipline in the Chinese context was not a significant demographic predictor of dishonesty. Although not significantly different, the respondents majoring in business reported a high engagement rate of dishonesty, followed by engineering and information technology undergraduates, but education undergraduates revealed the lowest engagement rate of dishonesty. The target integrity education should be imparted among male and senior students.

The directors of a company owe certain duties to the company itself as a legal entity distinct from its members. They also owe duties to its shareholders in prescribed circumstances, and to a lesser degree to the company's creditors. This paper, inter alia, examines the circumstances in which breach of the duties owed by the directors of the company to its creditors may give rise to criminal responsibility. Central to this analysis is an exposition of the concept of fraud and its associated concept of dishonesty generally and an analysis of the interpretation by the courts of the nature and ambit of s. 458 of the Companies Act. Finally consideration will be given as to how this offence may be affected by the proposals of the Law Commission in its Consultation Paper No. 155 as to the future role of fraud and dishonesty in offences.

Considers some recommendations proposed by the Law Commission report on fraud, especially regarding the future role of dishonesty in offences involving fraudulent conduct, and the report’s proposal for the creation of a new offence of fraud plus another new offence of obtaining services dishonestly. Outlines the advantages of a single law of fraud, as the report sees them, and comments on them. Examines how the concept of dishonesty features in the draft bill attached to the report, mentioning the Ghosh approach to determining dishonesty, and the human rights perspective. Assesses the possible effects of the draft bill, which would if enacted a general offence of fraud; the three ways that the new offence would be committed are by false representation, wrongfully failing to disclose information, and fraud by abuse of position. Commends the report for proposing the abolition of various overlapping, technical and complexes offences of dishonesty, but argues that the draft bill still contains or creates a dishonesty offence.

The purpose of this paper is to determine relationships between financial risk tolerance and the personality traits of sensation-seeking, locus of control, ambiguity tolerance, and financial dishonesty.

A pretested questionnaire was used to gather information from 255 respondents. With risk tolerance as a criterion variable and the four personality traits as predictor variables, a regression procedure was performed to determine which variables contributed to the variability of the criterion variable and the extent of such contribution. An analysis was also done to find out whether gender, age, GPA, and academic standing had an influence on each personality trait’s contribution to risk tolerance.

Risk tolerance is directly related to sensation-seeking and the link is so strong that it is not mitigated by the effects of gender, age, GPA, and college academic standings. As for locus of control, the more one believes one has control over one’s outcome, the higher risk one can tolerate. Surprisingly, there is no relationship between risk and ambiguity tolerances. Dishonesty also does not affect risk tolerance behavior. However, the relationship is found to exist among younger individuals and those with lower GPA, possibly due to not having reached an adequate level of matured or critical reasoning yet.

The relationship between risk tolerance and sensation-seeking is an established fact but whether the relationship still holds across several demographic groups is part of this study’s focus. Although much has been done on risk tolerance, very little has been done on its relationship to locus of control, ambiguity tolerance, and financial dishonesty.

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.