Academic dishonesty is a global phenomenon that exists almost in every country. Its effect has been long-lasting and catastrophic in many instances and its impediment for growth is largely looming. This study attempted to investigate students' self reported academic dishonesty in Ethiopian University settings. The findings show that 96.4% of respondents admitted in engaging on assignment-related dishonesty while 82.1% and 82% on research-related and exam-related ones, respectively. Scores on performance avoidance and mastery orientation, Cumulative Grade Point Average (CGPA), awareness of academic rules and regulations, assessment practices, faculty, and university attended predicted the different types of academic dishonesty with varying levels of significance.
Research studies on students' academic dishonesty are numerous, worldwide and its magnitude has been measured mostly taking students' self-reported dishonest behaviors. However, little is known in the research literatures about Faculties' perception and responses to incidences of academic dishonesty. Therefore, the present study was conducted to examine Faculties' perception and responses to academic dishonesty among students of Addis Ababa University and Jimma University. To this end, a total of 83 full time teachers (74 males and 9 females) from Education, Business and Economics Faculties were selected to fill in questionnaire. Moreover, interview with vice-deans and analysis of relevant documents were made. As per the findings of this study, 89% of teacher respondents reported perceived incidences of students' academic dishonesty in their respective Faculties with a magnitude ranging between once and more than ten times. Interview data also revealed that academic dishonesty is a serious problem both in Education Faculty and Business and Economics Faculty. The study attributed different factors related to faculty administration, academic staff, and course policies as having contributions for high incidents. The study also highlighted various responses and reasons for ignoring academic dishonesty. To minimize the problems, collaborative efforts among faculty administrators, academic staff, and students using comprehensive Faculty-wide strategies composed of both proactive and reactive techniques were recommended.
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