ACADEMIC DISHONESTY: A Zero Tolerance Professor and Student Registration Choices

Levy, Elliott; Rakovski, Carter

doi:10.1007/s11162-006-9013-8

Cited by 59 publications

(39 citation statements)

References 25 publications

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“…However, simply appealing to the moral code of the students does not reduce cheating rates, while the credible threat of detection and punishment has been demonstrated to reduce the amount of cheating in a course (Hollinger & Lanza-Kaduce, 2009). At the other end of the spectrum, employing a strict and severe disciplinary strategy, exemplified by an aggressive zero-tolerance approach to prosecuting academic dishonesty, may deter even honest students from enrolling in a course (Levy & Rakovski, 2006).…”

Section: Detection and Disciplinementioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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We present an overview of the nature of academic dishonesty with respect to computer science coursework. We discuss the efficacy of various policies for collaboration with regard to student education, and we consider a number of strategies for mitigating dishonest behaviour on computer science coursework by addressing some common causes. Computer science coursework is somewhat unique, in that there often exist ideal solutions for problems, and work may be shared and copied with very little effort. We discuss the idiosyncratic nature of how collaboration, collusion and plagiarism are defined and perceived by students, instructors and administration. After considering some of the common reasons for dishonest behaviour among students, we look at some methods that have been suggested for mitigating them. Finally, we propose several ideas for improving computer science courses in this context. We suggest emphasizing the intended learning outcomes of each assignment, providing tutorial sessions to facilitate acceptable collaboration, delivering quizzes related to assignment content after each assignment is submitted, and clarifying the boundary between collaboration and collusion in the context of each course. While this discussion is directed at the computer science community, much may apply to other disciplines as well, particularly those with a similar nature such as engineering, other sciences, or mathematics.

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Section: Detection and Disciplinementioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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“…As a subcategory of research dishonesty, plagiarism is the representation of the work of another, or one's own work, without acknowledgement of such work and can include careless paraphrasing, the copying of identical text or providing incomplete references that mislead the reader into believing that the ideas expressed belong to the author of the text. 2,3 Over the past years student plagiarism has commanded much research attention [4][5][6][7][8] , with increasing focus on the detection of plagiarism 9 and ways of addressing it 4 . However, relatively little has been published about plagiarism committed by academics [10][11][12][13] , with research thus far regarded as largely anecdotal and speculative 2 .…”

Section: Introductionmentioning

confidence: 99%

Plagiarism in South African management journals

Thomas¹,

Bruin²

2015

S. Afr. J. Sci.

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Plagiarism by academics has been relatively unexplored thus far. However, there has been a growing awareness of this problem in recent years. We submitted 371 published academic articles appearing in 19 South African management journals in 2011 through the plagiarism detection software program Turnitin™. High and excessive levels of plagiarism were detected. The cost to government of subsidising unoriginal work in these journals was calculated to approximate ZAR7 million for the period under review. As academics are expected to role model ethical behaviour to students, such a finding is disturbing and has implications for the reputations of the institutions to which the authors are affiliated as well as that of the journals that publish articles that contain plagiarised material.

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“…This result comes to emphasize the imperative need for courses on ethics and nondiscrimination, both for students and teaching staff. The educational establishments (and in particular universities) can and must have a pivotal role in providing ethical and non-discriminatory education and in promoting the importance of moral, ethical and nondiscriminatory behaviors and attitudes, according to their own values, principles, traditions and experiences (Levy & Rakovski, 2006;Caldwell, 2010;Blasco, 2012;Jagger & Volkman, 2014). This is the best way to prepare the future professionals for a correct approach at their workplaces.…”

Section: Resultsmentioning

confidence: 99%