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The present study assessed business students' responses to an innovative interactive presentation on academic integrity that employed quoted material from previous students as launching points for discussion. In total, 15 business classes (n=412 students) including 2nd, 3rd and 4th year level students participated in the presentations as part of the ethics component of ongoing courses. Students' perceptions of the importance of academic integrity, self-reports of cheating behaviors, and factors contributing to misconduct were examined along with perceptions about the presentation. Discussion sessions revealed that academic misconduct is a complex issue. For example, knowledge of what constitutes misconduct was not consistent across domains (e.g. exam contexts versus group work), penalties were not wholly known, and there was variation in perceived responsibility for reporting and representing academic integrity. Survey measures revealed that self-reported academic misconduct was more prevalent than expected with only 7.5% of students indicating they had never cheated in any way. Furthermore, results showed gender and year of study as predictive factors for issues related to academic misconduct. In general, students were receptive to this form of presentation. The implications of such instructional interventions for enhancing ethical behaviors in higher education classrooms are discussed.

The present study conducted a qualitative analysis of faculty members? perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. Overall, seven overarching themes and a series of sub-themes were identified including the following: comfort level and knowledge about academic integrity issues (for faculty and for students), impressions about the interactive presentation, student engagement in the presentations, learning outcomes for faculty, safeguards against misconduct, and issues, consequences and proposed solutions to concerns. Key findings within these themes suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Faculty members were surprised by the frank and engaged interactions of their students during the interactive presentations. Only half of the faculty found the presentation content enhanced their own current knowledge. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students. Discussion explores insights gained as a context for informing instructional practice.