Recent Australian media scandals suggest that university students are increasingly outsourcing their assessments to third parties-a behaviour known as 'contract cheating'. This paper reports on findings from a large survey of students from eight Australian universities (n=14,086) which sought to explore students' experiences with and attitudes towards contract cheating, and the contextual factors that may influence this behavior. A spectrum of seven outsourcing behaviours were investigated, and three significant variables were found to be associated with contract cheating: dissatisfaction with the teaching and learning environment, a perception that there are 'lots of opportunities to cheat', and speaking a Language Other than English (LOTE) at home. To minimise contract cheating, our evidence suggests that universities need to support the development of teaching and learning environments which nurture strong student-teacher relationships, reduce opportunities to cheat through curriculum and assessment design, and address the well-recognised language and learning needs of LOTE students.

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This paper reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators' experiences of contract cheating, and the contextual factors that may influence it. This paper reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students' contract cheating behaviour. NUHEPs need to be cognisant of students' vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support.

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