Academic Dishonesty: Why Business Students Participate in these Practices?

Iberahim, Hadijah; Hussein, Norashikin; Samat, Nusrah; Noordin, Fauziah; Daud, Normala

doi:10.1016/j.sbspro.2013.07.076

Cited by 37 publications

(42 citation statements)

References 13 publications

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“…Researches have shown that this trend is becoming prevalent in Asian countries too (Ehrich, et al, 2014). Albeit studies in Asian countries, particularly in Malaysia are limited, Smith (2007), Iberahim, et al, (2013), Ting (2013, Mah and Ting (2013), Musa and Ting (2013);Ting, Musa and Mah (2014), Jansz and Sari (2015), Cheah (2015), Razali et al (2016), and Bava Harji, Chetty, Ismail and Letchumanan (2016) have provided evidence for plagiarism being equally rampant in non-English speaking countries. Thus, concurring with Adbolmohammadi and Baker (2007), "to combat this worrisome situation, it is important to investigate the variables that are associated with plagiarism": What are the students' attitudes towards plagiarism?…”

Section: Literature Reviewmentioning

confidence: 99%

Technical and Non-Technical Programme Students’ Attitudes and Reasons for Plagiarism

Harji¹,

Ismail²,

Chetty³

et al. 2017

ELT

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To date, plagiarism continues to be a widespread problem in higher education. Deemed to be endemic, researchers continue to examine various aspects of plagiarism, including students' perception, practices, attitudes and reasons for plagiarism, in addressing this growing concern. Most studies, however, tend to examine these aspects independently. This paper reports on a study that examined both the students' attitudes and reasons for plagiarism, particularly among the Technical and Non-Technical programme students. A questionnaire was administered to 120 students, i.e. 60 each from each programme to gather quantitative data on their attitudes and reasons for plagiarising. The study found that students in both groups hold negative attitudes towards plagiarism. They deem it synonymous to cheating in final examinations and advocate severe penalty to offenders who submit free downloaded or purchased articles. However, they disagree on being penalised for permitting their peers to plagiarise their work. Significant differences were found for the latter two attitudes between the groups. Albeit, disfavouring plagiarism, the two most cited reasons that compel students in both groups to plagiarise are their self-inadequacy in writing skills and poor time management, followed by the temptation and opportunity to plagiarise from the internet and to cope with the institutional load. With an understanding of these variables, all parties will be able to make more informed decisions in addressing this malpractice and upholding academic integrity.

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Section: Literature Reviewmentioning

confidence: 99%

Technical and Non-Technical Programme Students’ Attitudes and Reasons for Plagiarism

Harji¹,

Ismail²,

Chetty³

et al. 2017

ELT

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“…There are many causes for occurrence of the misconduct. From China's present stage, the academic misconducts are originated from researchers' weak moral awareness of honesty and morality, unreasonable exiting academic evaluation system and lack of effective supervision and punishment mechanism [4][5][6].…”

Section: Causes For Academic Misconductsmentioning

confidence: 99%

The Problems of Academic Misconducts and Approach to Resolve

Wang¹,

Niu²,

Wang³

et al. 2017

Proceedings of the 2017 International Conference on Education Science and Economic Management (ICESEM 2017)

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Abstract-At present, academic misconducts prevail in the academic circle, which exert a serious negative effect on the society. On the basis of a large number of literature, the causes for academic misconducts have been discussed in the paper. It is mainly includes researchers' weak moral awareness, academic evaluation system and the supervision and punishment mechanism. To precaution against academic misconducts, the problem of unreasonable exiting academic evaluation system should be improved. At the same time, an effective preventives mechanism for scientific periodicals need to been established. The purpose of paper is to root out propagation of academic misconducts, create a pure academic atmosphere, and practically improve the academic level of scientific journals.

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“…1 For instance, in Australia (Davis and Wayne Ludvigson 1994), Belarus, Croatia, Kyrgyzstan, Lithuania, Russia, Ukraine (Grimes and Rezek 2005), Bulgaria, Croatia, Spain, the United Kingdom (Pupovac, Bilic-Zulle, and Petrovecki 2008), Chile (Koljatic and Silva 2002), China (Cheung and Wu 2012), Croatia (Hrabak et al 2004), England (Newstead, Franklyn-Stokes, and Armstead 1991), Ethiopia (Teferra 2001), Hong Kong (Li and Casanave 2012), Lebanon (McCabe, Feghali, and Abdallah 2008), Malaysia (Iberahim et al 2013), Portugal (Teixeira and Rocha 2010), and Turkey (Asli, Yazici, and Erdem 2011), to list just a few. 2 There are studies that have found correlates of academic misconduct relevant to GST, including stress/pressure for good grades (Franklyn-Stokes and Newstead 1995), fear of failure (Schab 1991), importance of the test (Houston 1977), and past failure (Millham 1974).…”

Section: Strain and Deviance In The United States And Japan 485mentioning

confidence: 99%

“…), England (Newstead, Franklyn‐Stokes, and Armstead ), Ethiopia (Teferra ), Hong Kong (Li and Casanave ), Lebanon (McCabe, Feghali, and Abdallah ), Malaysia (Iberahim et al. ), Portugal (Teixeira and Rocha ), and Turkey (Asli, Yazici, and Erdem ), to list just a few.…”

mentioning

confidence: 99%

A Cross‐Cultural Examination of the Disjuncture Between Aspirations and Expectations/Perceived Outcomes: Strain and Academic Deviance in the United States and Japan

Tedor

Sharp

Kobayashi

2015

Sociological Inquiry

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Using comparable self‐reported survey data collected among college students in the United States (n = 502) and Japan (n = 441), this study examines a paradox of higher academic deviance among otherwise more conforming Japanese youth while revisiting the debate concerning the disjuncture between aspirations and expectations/perceived outcomes in Agnew's general strain theory (GST). Confirming the paradox, our results indicate that Japanese students are significantly more deviant academically than American students. However, contrary to the expectation of GST, but in support of past empirical studies, the higher academic deviance among the Japanese, as compared to Americans, is explained by their lower aspirations, irrespective of the levels of expectations/perceived outcomes

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Academic Dishonesty: Why Business Students Participate in these Practices?

Cited by 37 publications

References 13 publications

Technical and Non-Technical Programme Students’ Attitudes and Reasons for Plagiarism

Technical and Non-Technical Programme Students’ Attitudes and Reasons for Plagiarism

The Problems of Academic Misconducts and Approach to Resolve

A Cross‐Cultural Examination of the Disjuncture Between Aspirations and Expectations/Perceived Outcomes: Strain and Academic Deviance in the United States and Japan

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