Cheating is deeply embedded in everyday life. The costs of the most common forms of cheating total close to a trillion dollars annually. Part of the problem is that many individuals fail to see such behavior as a serious problem. "Everyone does it" is a common rationalization, and one that comes uncomfortably close to the truth. That perception is also self-perpetuating. The more that individuals believe that cheating is widespread, the easier it becomes to justify. Yet what (...) is most notable about analysis of the problem is how little there is of it. Whether or not Americans are cheating more, they appear to be worrying about it less. In Cheating, eminent legal scholar Deborah L. Rhode offers the only recent comprehensive account of cheating in everyday life and the strategies necessary to address it. Because cheating is highly situational, Rhode drills down on its most common forms in sports, organizations, taxes, academia, copyright infringement, marriage, and insurance and mortgages. Cheating also reviews strategies necessary to address the pervasiveness and persistence of cheating in these contexts. We clearly need more cultural reinforcement of ethical conduct. Efforts need to begin early, with values education by parents, teachers, and other role models who can display and reinforce moral behaviors. Organizations need to create ethical cultures, in which informal norms, formal policies, and reward structures all promote integrity. People also need more moral triggers that remind them of their own values. Equally important are more effective enforcement structures, including additional resources and stiffer sanctions. Finally, all of us need to take more responsibility for combatting cheating. We need not only to subject our own conduct to more demanding standards, but also to assume a greater obligation to prevent and report misconduct. Sustaining a culture that actively discourages cheating is a collective responsibility, and one in which we all have a substantial stake. (shrink)

‘Contract cheating’ has recently emerged as a form of academic dishonesty. It involves students contracting out their coursework to writers in order to submit the purchased assignments as their own work, usually via the internet. This form of cheating involves epistemic and ethical problems that are continuous with older forms of cheating, but which it also casts in a new form. It is a concern to educators because it is very difficult to detect, because it is arguably (...) more fraudulent than some other forms of plagiarism, and because it appears to be connected to a range of systemic problems within modern higher education. This paper provides an overview of the information and literature thus far available on the topic, including its definition, the problems it involves, its causal factors, and the ways in which educators might respond. We argue that while contract cheating is a concern, some of the suggested responses are themselves problematic, and that best practice responses to the issue should avoid moral panic and remain focussed on supporting honest students and good academic practice. (shrink)

When it comes to cheating in higher education, business school students have often been accused of being the worst offenders; if true, this may be a contributing factor in the kinds of fraud that have plagued the business community in recent years. We examined the issue of cheating in the business school by surveying 268 students in business and other professional schools on their attitudes about, and experiences with, cheating. We found that while business school students actually (...) cheated no more or less than students in other professional schools, their attitudes on what constitutes cheating are more lax than those of other professional school students. Additionally, we found that serious cheaters across all professional schools were more likely to be younger and have a lower grade point average. (shrink)

The topic of cheating among college students has received considerable attention in the education and psychology literatures. But most of this research has been conducted with relatively small samples and individual projects have generally focused on students from a single campus. These studies have improved our understanding of cheating in college, but it is difficult to generalize their findings and it is also difficult to develop a good understanding of the differences that exist among different academic majors. Understanding (...) such differences may be important in developing improved strategies for combating college cheating. The objective of this paper is to examine the relation between cheating and the choice of academic major with a particular focus on natural science and engineering majors. The data source for this analysis is a study of over 4,000 students from 31 campuses which was conducted in the 1995–1996 academic year. (shrink)

Cheating is widely considered a condemnable behavior in society and a big problem in the educational system. In this study, we employ the information-processing-based Bayesian Mindsponge Framework to explore deeper the subjective cost-benefit evaluation involving the perceived value of cheating. Conducting Bayesian analysis on 493 university students from Germany, Vietnam, China, Taiwan, and Japan, we found that students who have more positive attitudes toward cheating are more likely to cheat. However, a higher capability of cognitive reflection acts (...) as a moderator that negates the above effect. Re-evaluation of prior thoughts allows for more accurate assessments of the associated risks and possible costs, which help reduce the probability of carrying out cheating behavior. As rapid technological advancement may introduce new and efficient cheating methods, a better understanding of the psychology of cheating in students can help schools prepare better countermeasures. (shrink)

The present study aimed at investigating the status of cheating on exams in the Iranian EFL context. One hundred thirty two university students were surveyed to this end. They were selected through convenient sampling. The results indicated that cheating is quite common among the Iranian language students. The most important reasons for this behavior were found to be “not being ready for the exam”, “difficulty of the exam”, “lack of time to study” and “careless and lenient instructors”. The (...) study also indicated that the most common methods of cheating are “talking to the adjacent individuals”, “copying from others' test papers”, and “using gestures to get the answers from others”. It was also found that the student’s field of study, academic level, and occupational status had a significant effect on cheating whereas gender and marital status had no effect in this regard. Furthermore, it became clear that field of study and occupational status had a significant effect on students’ attitude toward cheating whereas gender, academic level and marital status had no effect. Finally, the study indicated that age significantly correlated with cheating and attitude toward cheating. (shrink)

This article reviews 1 decade of research on cheating in academic institutions. This research demonstrates that cheating is prevalent and that some forms of cheating have increased dramatically in the last 30 years. This research also suggests that although both individual and contextual factors influence cheating, contextual factors, such as students' perceptions of peers' behavior, are the most powerful influence. In addition, an institution's academic integrity programs and policies, such as honor codes, can have a significant (...) influence on students' behavior. Finally, we offer suggestions for managing cheating from students' and faculty members' perspectives. (shrink)

Arguments for A "fair" coin has probability 1/2. There is no physical probability attached to the coin, we can cheat on each toss (by sufficient control). My aim: The coin toss is fine-grained deterministic, but coarsgrained random.

During 2012 students enrolled in a Master’s management accounting unit were invited to complete a compulsory class quiz, which was arranged to include a mild form of deception allowing them an opportunity to cheat. Prior to the test students were coached concerning the importance of the ICMA code of ethical conduct, which formed the basis of the quiz. Following the test, students were made aware of the deception and asked to judge the propriety of their actions using a research instrument (...) based on moral intensity theory (Jones in The Academy of Management Review, 16(2), 366–395, 1991). Academic dishonesty, in its many forms is endemic in universities and in this study a significant number of students take advantage of an opportunity to maximise test scores and earn an advertised reward by cheating. Others adopted a virtuous position and opted not to use the information. As reported from an earlier investigation, Woodbine and Amirthalingam (2013) again demonstrate the effect of cognitive dissonance (Festinger 1957) although previously the research instrument did not clearly differentiate between respondent types. A logistic regression of subsequent data establishes that high achievers (in terms of their test scores) are more likely to take advantage of the disclosed information to maximise scores and that this is somewhat offset by aspects of their moral character. Immediately following the field experiment, students met to reflect on their actions. A summary of their responses is provided, which tends to support prior evidence that many are somewhat blasé in their attitude to this form of opportunistic behaviour. These findings have ramifications in terms of the way tertiary institutions emphasise academic excellence before moral development, while acting to manage the incidence of misbehaviour. (shrink)

Recent events, by making necessary online classes and exams, are raising plagiarism and cheating practices among students. I offer strategies to deal with both issues at the stake. I argue that institutions and educators should not only focus on how to detect bad practices and punishments, but rather on preventing despicable behaviours through the construction of a more sophisticated educational system.

This paper describes a ten-year experiment aimed at stopping cheating in the philosophy classroom. In addition to evaluating a number of common approaches to dealing with cheating in the classroom (e.g. punishing students, preventative measures), the author argues that combating cheating requires fostering a rational appreciation of right conduct while acknowledging that such conduct cannot be policed. One way that this conduct is instilled is through “contract grading”, a type of grading where students are graded on how (...) much time they tell the instructor they have spent on the course. After describing and dealing with objections to contract grading, the author argues that its use has a number of important pedagogical benefits, e.g. reducing cheating, enhancing student reading, increasing an appreciation in philosophy, and encouraging dialogue in the classroom. (shrink)

The purpose of this paper is to present the results of a natural experiment involving academic cheating by university students. We explore the relationship of moral judgment to actual behavior, as well as the relationship between the honesty of students self-reports and the extent of cheating. We were able to determine the extent to which students actually cheated on the take-home portion of an accounting exam. The take-home problem was not assigned with the intent of inducing cheating (...) among students. However, the high rate of observed cheating prompted the instructor to return to class and ask the students to provide information on their motivation. The students' responses are the data analyzed in this natural experiment. We found that in a simple regression the relationship between moral judgment scores and cheating behavior was insignificant. However, when we tested whether including Utilizer scores affected the relationship of cheating and moral judgment we found that Utilizer affected the relationship significantly. Finally, we found that moral judgment and honesty were not related, but higher levels of cheating behavior related to less honesty. (shrink)

ABSTRACTIn this article, I begin to develop and defend a reformed concept of ‘cheating’ as ‘wrongful competitive norm violating’. I then use this to reject Oliver Leaman’s view that cheating is som...

Students are using file sharing sites to breach academic integrity in light of the Covid-19 pandemic. This paper analyses the use of one such site, Chegg, which offers “homework help” and other academic services to students. Chegg is often presented as a file sharing site in the academic literature, but that is just one of many ways in which it can be used. As this paper demonstrates, Chegg can and is used for contract cheating This is despite the apparent (...) existence of an Honour Code on Chegg which asks students not to breach academic integrity. With pandemic led safety considerations leading to increased online teaching and assessment, the paper analyses data relating to how Chegg is used by students in five STEM subjects, namely Computer Science, Mechanical Engineering, Electrical Engineering, Physics and Chemistry. The results show that students are using Chegg to request exam style questions. They demonstrate that contract cheating requests can be put live and answered within the short duration of an examination. The number of student requests posted for these five subjects increased by 196.25% comparing the time period April 2019 to August 2019 with the period April 2020 to August 2020. This increase corresponds with the time when many courses moved to be delivered and assessed online. The growing number of requests indicates that students are using Chegg for assessment and exam help frequently and in a way that is not considered permissible by universities. The paper concludes by recommending that academic institutions put interventions in place to minimise the risk to educational standards posed by sites such as Chegg, particularly since increased online teaching and assessment may continue after the pandemic. (shrink)

We analyze a game between three players: two Athletes and an Inspector. Two athletes compete with each other and both may cheat to increase their chances of victory. The Inspector wishes to detect incidents of cheating, and performs tests on athletes to detect cheating. The test is costly for the Inspector. Both probability of cheating and that of testing decrease as cost of inspection diminishes.

Cheating is fairly commonplace at both Tiers 1 and 2 AACSB accredited business schools. Distinct differences exist between Tiers 1 and 2 students with regard to cheating. Tier 1 students are more likely to cheat on written assignments, they believe sanctions impact cheating, and that a stigma is attached to cheating. Tier 2 students are more likely to cheat on exams, and nearly as likely to cheat on written assignments. Tier 2 students accept the notion that (...) moral and ethical people cheat. Tier 2 students who are Business Administration majors, those who are employed 40 h or more per week, married students, and married students with children are more likely to cheat. At both Tiers 1 and 2 schools Asian students are less likely to cheat, but resident members of fraternities and sororities and those who drink frequently are more likely to cheat. (shrink)

This paper investigates to what extent laboratory measures of cheating generalise to the field. To this purpose, we develop a lab measure that allows for individual-level observations of cheating whilst reducing the likelihood that participants feel observed. Decisions made in this laboratory task are then compared to individual choices taken in the field, where subjects can lie by misreporting their experimental earnings. We use two field variations that differ in the degree of anonymity of the field decision. According (...) to our measure, no correlation of behaviour between the laboratory and the field is found. We then perform the same analysis using a lab measure that can only detect cheating at the aggregate level. In this case, we do find a weak correlation between the two environments. We discuss the significance and interpretation of these results. (shrink)

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance (...) of responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics. (shrink)

Colleges and universities need to first develop an empirically informed understanding of their students when it comes to their honesty and cheating, so as to be in a better position to develop policies which can try to help them not become more disposed to cheat during their college years. In section one of this paper, I review some of the leading research on cheating behavior, and in section two I do the same for cheating motivation. Section three (...) then draws some implications from this research, both about what faculty can typically expect the characters of their students to be like when it comes to cheating, and what colleges might try to do to help foster character improvement in this area of their students’ lives. (shrink)

Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes of an Epidemiology Masters program in Lima, Peru, and describes the (...) implementation and outcomes of a multifaceted, “zero-tolerance” policy aimed at introducing research integrity. Two cases involved cheating in graded assignments, and five cases correspond to plagiarism in the thesis protocol. Cases revealed poor awareness of high tolerance to plagiarism, poor academic performance, and widespread writing deficiencies, compensated with patchwriting and copy-pasting. Depending on the events’ severity, penalties included course failure and separation from the program. Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters program sequentially introduced a preventive policy consisting of: intensified research integrity and scientific writing education, a stepwise, cumulative writing process; honor codes; active search for plagiarism in all academic products; and a “zero-tolerance” policy in response to documented cases. No cases were detected in 2014. In conclusion, plagiarism seems to be widespread in resource-limited settings and a greater response with educational and zero-tolerance components is needed to prevent it. (shrink)

The emergence of individuality during the evolutionary transition from single cells to multicellularity poses a range of problems. A key issue is how variation in lower‐level individuals generates a corporate (collective) entity with Darwinian characteristics. Of central importance to this process is the evolution of a means of collective reproduction, however, the evolution of a means of collective reproduction is not a trivial issue, requiring careful consideration of mechanistic details. Calling upon observations from experiments, we draw attention to proto‐life cycles (...) that emerge via unconventional routes and that transition, in single steps, individuality to higher levels. One such life cycle arises from conflicts among levels of selection and invokes cheats as a primitive germ line: it lays the foundation for collective reproduction, the basis of a self‐policing system, the selective environment for the emergence of development, and hints at a plausible origin for a soma/germ line distinction. (shrink)

More is known about the pervasiveness of college cheating than reasons why students cheat. This article reports the results of a study that applied the theory of reasoned action and partial least squares methodology to analyze the responses of 144 students to a survey on cheating behavior. Approximately 60% of the business students and 64% of the non-business students admitted to such behavior. Among cheaters, a "desire to get ahead" was the most important motivating factor - a surprising (...) result given the comprehensive set of factors tested in the study. Among non-cheaters, the presence of a "moral anchor" such as an ethical professor was most important. The article also includes a set of important caveats that might limit this study and suggests some avenues for further study. (shrink)

I analyzed 298 open-ended responses of undergraduate students who have been reported for cheating to the question, “What, if anything, would have stopped you from committing your act of academic dishonesty?” These responses included a few major themes: students pled ignorance of what constitutes academic dishonesty and the consequences/seriousness associated with violations; students tended to deflect blame, usually by saying that their professor could have done something differently (neutralization); students did not feel they had enough time, resources, and/or skills (...) to get the desired result without taking responsibility for this lack of time, resources, and/or skills (strain); students felt they did not manage their time well with accepting the blame for the poor time management; and that a bad grade was not an option. These data and results are discussed in relation to the extant literature on the topic. (shrink)

The understanding of a wide array of practices related to fraud, bribery, corruption, and more widely, illicit practices have been capturing the attention of practitioners and management researchers worldwide. A substantial portion of the extant research has used university students to measure their actual or intended cheating behaviours and often studies have tested for variations across countries and cultures. We highlight some major concerns in this stream of inquiry and discuss both the definition and some inconclusive results in prior (...) studies, namely those deriving from differences in cheating behaviour across different cultural contexts. We suggest the need to examine intentionality, and further advance that intentionality may assume a reactive or a proactive essence. Depending on the social and formal contexts of different countries, both reactive and proactive intentions lead to distinct moral concerns, which we name in this work omorality (meaning ‘our morality’) or immorality (in the traditional sense). (shrink)

Cheating and deception are terms often used but rarely defined. They summon up unpleasant connotations; even those deeply involved with cheating and deception rationalize why they have been driven to it. Particularly for Americans and much of Western civilization, official cheating, government duplicity, cheating as policy, and conscious, contrived deception, are all unacceptable except as a last resort in response to threat of extinction. As a distasteful tool, deception is rarely used to achieve national interests, unless (...) in relation to the deployment of military force. As an area of study, it has by and large been ignored.Intrigued by attitudes toward cheating and deception, the authors decided to analyze its roots, structure, and process. They asked fundamental questions: are there categories of deception, general steps in the process of deception, and ways to evaluate its results across time and in different modes? The book that results is a typology of kinds of deception, beginning with military deception, but extending into other categories and stages.In his introduction to this new edition, Bell outlines how the book came to be written, describes the mixed emotions toward the subject displayed by govenmental and nongovernmental funding sources, and speculates about its critical and commercial reception. He discusses widespread new interest in the subject, the research that has been undertaken since this book was first published, and its limitations.This book provides a general overview of this complex subject, creating a framework for analysis of specific instances of cheating or deception. It will be of particular interest to political scientists, those interested in military affairs and strategy, and psychologists. The general reader will find the book written with a light touch, drawing examples of cheating and deception in the pursuit of love and money. The specialist reader will be intrigued by its broad-ranging examples drawn from policy and politics, wars and rumors of wars. (shrink)

There is a widely held view that the rules forbidding the use of performance enhancing drugs (PEDs) are justified on grounds that utilizing these drugs constitutes cheating . In this chapter we engage with this assumption. Relying on an interpretative approach borrowed from Ronald Dworkin, we offer a novel analysis of cheating, one that makes it out to be a matter of inhibiting the attainment of certain sorts of achievements. These achievements are the important goods at the centre (...) of sport, the telos of sport. We then argue that a given enhancement should be regarded as cheating only when it inhibits or prevents competitors from realizing these important goods. (shrink)

Academic cheating has become a pervasive practice from primary schools to university. This study aims at investigating this phenomenon through a nomological network which integrates different theoretical frameworks and models, such as trait and social-cognitive theories and models regarding the approaches to learning and contextual/normative environment. Results on a sample of more than 200 Italian university students show that the Amoral Manipulation facet of Machiavellianism, Academic Moral Disengagement, Deep Approach to Learning and Normative Academic Cheating are significantly associated (...) with Individual Academic Cheating. Moreover, results show a significant latent interaction effect between Normative Academic Cheating and Amoral Manipulation Machiavellianism: "amoral Machiavellians" students are more prone to resort to Academic Cheating in contexts where Academic Cheating is adopted as a practice by their peers, while this effect is not significant in contexts where Academic Cheating is not normative. Results also show that Academic Moral Disengagement and Deep Approach to learning partially mediate the relationship between Amoral Manipulation and Academic Cheating. Practical implications of these results are discussed. (shrink)

The contradictions and ambiguities in, admiration for, and potential benefits derived from cheating in modern athletics have numerous parallels in ancient Greek culture. Because both ancient and mo...

This article presents results from a self-report survey of misconduct behaviours and the stress students (n = 916) experienced at one Canadian community college. Results showed that students engaged in a variety of contract cheating behaviours, and experienced a myriad of stressors both in and outside the college context, including traumatic life events. Those who engaged in commercial contract cheating and inappropriate sharing behaviours experienced significantly higher levels of stress. This result differed by type of stress suggesting that (...) not all stress may lead to violation behaviour. Results also suggest that some students are exposed to more stress than others, which could put them at higher risk for engaging in contract cheating. Understanding contract cheating using the stress process framework draws our attention to how a student’s location in the social institutions of work, family, and school, how their positions of advantage or disadvantage, and their involvement in social relationships may produce stress which we have found to be associated with contract cheating. Seeing stress in this way allows post-secondary institutions to address the structural conditions which lead to stress through the development of policy, procedure, and supports for students as they navigate academic integrity throughout their programs. (shrink)

The concept of cheating is ubiquitous in ourmoral lives: It occurs in contexts as varied asbusiness, sports, taxpaying, education,marriage, politics, and the practice of law. Yet despite its seeming importance, it is aconcept that has been almost completely ignoredby moral theorists, usually regarded either asa morally neutral synonym for non-cooperativebehavior, or as a generalized, unreflectiveterm of moral disapprobation. This articleoffers a ``normative reconstruction'''' of theconcept of cheating by showing both whatvarious cases of cheating have in common, andhow (...) cheating is related to, and differs from,other morally wrongful acts, such as stealing,promise-breaking, deceiving, disobedience, anddisloyalty. A paradigmatic account of cheating is developed that entails two elements: First, the cheater must violate a prescriptive (rather thandescriptive), mandatory (rather than optional),regulative (rather than practice-defining), andconduct-governing (as opposed todecision-governing) rule. Second, the rulemust be fair and enforced even-handedly, andmust be violated with an intent to obtain anadvantage over some party with whom therule-breaker is in a cooperative, rule-governedrelationship. Along the way is a discussion ofpuzzling cases of ``judicial cheating,''''``strategic cheating,'''' cheating because``everyone else is doing it,'''' ``cheatingoneself,'''' ``altruistic cheating,'''' and ``ulteriormotive cheating.'''' The article then applies thecheating paradigm in the context of whitecollar criminal law, arguing that the conceptof cheating provides a better framework forexplaining the ``moral wrongfulness'''' thatunderlies and helps to define offenses such astax evasion and insider trading. (shrink)

There is a widely held view that the rules forbidding the use of performance-enhancing drugs are justified on grounds that utilizing these drugs constitutes cheating. In this chapter, we engage with this assumption. Relying on an interpretive approach borrowed from Ronald Dworkin, we offer a novel analysis of cheating, one that makes it out to be a matter of inhibiting the attainment of certain sorts of achievements. These achievements are the important goods at the centre of sport, the (...) telos of sport. We then argue that a given enhancement should be regarded as cheating only when it inhibits or prevents competitors from realizing these important goods. (shrink)

Previous corporate social responsibility studies at the employee level have focused on the influence of CSR on employees’ positive attitudes and behavior. However, little attention has been paid to the relationship between CSR and unethical behavior and the underlying mechanism. Based on social information processing theory, this study investigates how CSR affects employee cheating via employees’ organizational identification and perceived supervisor moral decoupling. Additionally, this study discusses the moderating effect of employee bottom-line mentality on these relationships. We test this (...) two-path model using a sample of MBA students in China. The results indicate that both organizational identification and perceived supervisor moral decoupling mediate the relationship between CSR and cheating, and employee bottom-line mentality moderates the effect of CSR on perceived supervisor moral decoupling. Specifically, for employees low in bottom-line mentality, CSR has a significantly negative impact on perceived supervisor moral decoupling, but the same relationship is insignificant for employees with a strong bottom-line mentality. Overall, our results uncover the relationship between CSR and employee cheating and extend the understanding of the influence of CSR on employees. (shrink)

The current study explored high school student cheating in communities of advantage, gathering survey data from 4,316 high school students in upper middle class communities and qualitative data from a smaller group of students, school leaders, teachers, and parents. Results indicated pervasive cheating among students (93% reported cheating at least once and 26% of upperclassmen indicated cheating in 7 or more of 13 ways listed on the survey). Students described schools as lacking clarity or consequences regarding (...) cheating and expressed feeling forced to cheat in a school culture that promotes getting ahead over learning. The discussion focuses on why advantaged contexts are ripe for student cheating and proposes strategies for change. (shrink)

This study examines cheating behaviors among 742 marketing and management majors at three public AACSB-accredited business schools. Specifically, we studied the simultaneous influence of demographic and attitudinal characteristics on: (1) reported prior cheating behavior; (2) the tendency to neutralize cheating behaviors; and, (3) likelihood of future cheating. We additionally examined the impact of in-class deterrents on neutralization of cheating behaviors and the likelihood of future cheating. We also directly tested potential mediating effects of neutralization (...) on cheating behavior.We conducted independent assessments of the validity of the Smith et al. (2002) model of cheating behavior and its antecedents using structural equations modeling procedures. Results supported the differentiation of the theoretical constructs within the specified process model. Furthermore, tests of the aforementioned theoretical model indicated that the primary influences on future cheating were prior cheating, and the degree to which one neutralized prior cheating behaviors. Equally noteworthy, in contrast to previous research we found in-class deterrents to have no significant influence in either neutralizing behavior or future cheating proclivities. (shrink)

Academic dishonesty occurs at alarming rates in higher education. In the present study, we examined predictors of academic cheating behaviors, and beliefs in the acceptability of cheating, in disliked courses at two large universities, using structural equation modeling. Perceived mastery and extrinsic goal structures were related to beliefs about cheating but not cheating behaviors. Beliefs in the acceptability of cheating were more likely to be endorsed in math and science courses. College students were more likely (...) to cheat and to believe in the acceptability of cheating when they reported a high need for sensation. (shrink)

Although the managerial practice of cheating spans complex and heterogeneous situations, most business ethics scholars consider that the very idea of cheating is indefensible on moral grounds, and quickly dismiss it as wrongdoing. This paper proposes to fine-tune this conventional moral assessment by arguing that some forms of cheating can be justified—or at least excused. To do so, it starts with a value-free definition of cheating that covers a wide diversity of situations: “breaking the rules while (...) deliberately leading or allowing others to think they have been respected.” While using this definition at the metaethical level, the paper contends that the moral assessment of cheating depends on the obligation to comply with the rules. There are rules which do not entail moral obligations, and there are special circumstances where other more important obligations override the obligation to comply with the rules. Furthermore, the paper argues that respecting the penalty rules also influences the moral assessment of cheating on the rules. The key interest of this endeavor lies in contributing to building a more solid theoretical framework for the study of cheating in management, which may replace our common prejudices and basic intuitions on this matter. (shrink)

Cheating is a major problem in society, especially in the educational system. From the viewpoint of subjective cost-benefit analysis, concerns about reputation damage as well as considerations of cultural values against unethical behavior can help increase the perceived costs of cheating. To explore deeper into the psychological processes in such assessments, we employ Bayesian Mindsponge Framework (BMF) analytics – an information-processingbased method. Conducting Bayesian analysis on 493 university students from Germany, Vietnam, China, Taiwan, and Japan, we found that (...) reputation concern is negatively associated with cheating behavior. If a student embraces Confucian values, the above negating effect is stronger. Our findings support the notion that mentally simulated negative consequences of cheating reduce the probability of carrying out such behavior. As the educational system is changing rapidly due to technological advancement, a better understanding of the influences of sociocultural factors can be helpful in cheating prevention efforts. (shrink)

In our descriptive exploratory qualitative study, we investigated the issue of contract cheating in Iranian higher education contexts. Through our analysis, we provide insights into measures taken in Iran to prevent contract cheating and mitigate its effects. Our study analyses secondary data including scholarly articles, published media, and the country’s current policies. Results showed that more empirical primary data from which to draw definitive conclusions is needed, and as such, developing an evidence-based body of knowledge about the prevalence (...) and characteristics of contract cheating in Iran remains a persistent call to action. Our analysis of scholarly studies (_n_ = 102) and grey literature sources (_n_ = 195) showed an overarching lack of university accountability; students’ motives for engaging in contract cheating; and lack of appropriate legislation were enabling factors. We conclude that Iran lags behind other countries with regards to what is known about contract cheating and how to address it; as such, we conclude with a call to action for increased supports for education; policy and legislation; and scholarship. (shrink)

One hundred and ninety‐six Israeli middle‐school students participated in a study that explored the effects of moral orientation (moral versus conventional)and of three situational variables on attitudes toward two types of cheating in school exams—copying from others (‘active’)and letting others copy (‘passive’). Several vignettes that were comprised of different combinations of the three situational variables—exam importance, supervision level and peers' norms—were used as the main instrument. It was found that a‐morally oriented students approved significantly more of cheating than (...) morally oriented students. Importance of exam had marginally significant effects on active copying. Level of supervision during exam and classmates' norms had significant effects on both active and passive cheating attitudes. (shrink)

Traditional methods of detection may no longer be wholly successful in fully preventing cheating in examinations. New strategies need to be considered and employed to better manage the advancement of technology use for illegitimate purposes. This paper investigates technology used to cheat in examinations, how such cheats are carried out, and how to prevent such methods of cheating. To show the full extent of the progression of cheating over the years, this report also documents some of the (...) traditional methods of cheating. The devices which are used to cheat are investigated to see how they can provide an advantage to those who are taking examinations. (shrink)

The susceptibility of online learning to cheating behavior remains a contentious and unresolved issue. A cross-sectional explanatory research design was utilized to test the hypothesized factors influencing academic cheating in online learning. Our study involved 562 participants, selected through a non-probability sampling technique, who were surveyed using online questionnaires designed to measure the identified factors. We tested the hypotheses by utilizing path analysis through the partial least square regression approach within the SMART-PLS software. The demographics such as gender (...) and age of the students, along with the roles of teachers and school administration significantly influenced the students’ instances of self-reported academic cheating. The students’ attitude toward academic cheating emerged as an important factor in predicting cheating behaviors. The paper concludes with recommendations for future research explorations into other potential factors that may contribute to academic dishonesty in online learning. (shrink)

This article presents the results of a research that aimed to examine the phenomenon of student cheating on exams in faculties of education in Quebec universities. A total of 573 preservice teachers completed an online survey in 2018. The questionnaire consisted of 28 questions with a Likert scale related to individual and contextual factors associated with the propensity to cheat on exams as well as two yes/no items on the arguments for cheating. Descriptive and hierarchical linear regression analyses (...) highlighted the existence of cheating but also how three factors influenced the students’ propensity to cheat: influence of peers, methods of cheating, and institutional context. (shrink)

Hípias Menor apresenta a conversação que tem lugar na conclusão da conferência dada por Hípias sobre os poemas homéricos diante de um público numeroso. Sócrates deseja interrogar o sofista sobre um aspecto particular de sua exegese homérica, aquele da descrição dos personagens de Aquiles e de Ulisses: o primeiro, o mais simples e sincero (ou verdadeiro, haploústatos kaì alethéstatos), seria melhor que o segundo, que é dúplice (polútropos). A simplicidade de Aquiles deveria revelar a sinceridade, enquanto a duplicidade (ou melhor (...) a multiplicidade, polú-tropos) de Ulisses indicaria um caráter ambíguo e enganador. Parece então que a quem sabe muitas coisas pertence a capacidade de enganar, precisamente utilizando os muitos conhecimentos que possui, enquanto a sinceridade constituiria um traço específico de quem, não possuindo conhecimentos, não pode senão revelar-se pelo que é. O paradoxo ético que disso deriva é examinado através de uma análise dos argumentos desenvolvidos no diálogo. (shrink)

Contract cheating, or plagiarism via paid ghostwriting, is a significant academic ethical issue, especially as reliable methods for its prevention and detection in students’ assignments remain elusive. Contract cheating in academic assessment has been the subject of much recent debate and concern. Although some scandals have attracted substantial media attention, little is known about the likely prevalence of contract cheating by students for their university assignments. Although rates of contract cheating tend to be low, criminological theories (...) suggest that people who employ ghostwriters for their assignments are likely to re-offend, and little is known about re-offence rates in this form of academic misconduct. We combined previously-collected datasets and conducted additional, and previously-unreported, analyses on self-report measures of contract cheating prevalence. We found that few students, on aggregate, ever engaged in contract cheating but this varied substantially among samples. Of those who ever engaged in contract cheating, 62.5% did so more than once. The data also suggested that engagement in contract cheating is influenced by opportunity. These figures may help policy makers, and researchers who are creating contract cheating detection methods, to estimate base rates of contract cheating and the likelihood of re-offence. (shrink)

There has been a plethora of studies outlying the various factors which may affect undergraduate student cheating, generally focusing on individual, situational and deterrent factors. But beyond these factors, does the type of cheating affect students’ perceptions of cheating? We found that there were differences in regards to gradable cheating such as cheating on homework, tests and papers versus non-gradable cheating such as illegally downloading software/music from the Internet or photocopying materials which violate the (...) university’s academic integrity policy. Gender, discussion of ethical issues in class and enforcement of cheating reduces the acceptance of cheating across types of cheating. Less time spent on the Internet reduces the acceptance of only non-gradable cheating and the type of institution and knowing the consequences of cheating reduces the acceptance of only gradable cheating. (shrink)