Crime in the Classroom: An Economic Analysis of Undergraduate Student Cheating Behavior

Bunn, Douglas N.; Caudill, Steven B.; Gropper, Daniel M.

doi:10.2307/1183222

Cited by 71 publications

(132 citation statements)

References 5 publications

(9 reference statements)

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“…Bunn et al, 1992;Kerkvliet & Sigmund, 1999) are of an essentially empirical nature. They are based on econometric specifications consistent with the assumption of a relation between fraudulent behaviour and the notion of costs and benefits resulting from it.…”

Section: On the Determinants Of Cheating Behaviour: A Reviewmentioning

confidence: 99%

“…[1] Most of the studies that examine the importance, in quantitative terms, of cheating in academia (see Table I) show that the dimension of cheating is considerable -involving more than one-third of students. In one of the pioneering studies by Bunn et al (1992), involving an analysis of two higher education courses in Microeconomics in Alabama, USA, the authors found that half the students surveyed admitted to having copied. They also found that cheating was 'normal' among students: 80% admitted that they had seen a colleague copying and half said that they had seen a colleague being caught copying.…”

Section: On the Determinants Of Cheating Behaviour: A Reviewmentioning

confidence: 99%

“…The overall grade point average is a cheating determinant used in most of the studies - Bunn et al (1992), Kerkvliet (1994), Nowell & Laufer (1997), Kerkvliet & Sigmund (1999) and Hrabak et al (2004) -even though its (statistical) significance is seldom found. A negative relation is usually expected between this variable and copying in an examination, as it is reckoned that students with a high grade point average would have less to gain from copying than those with a lower average.…”

Section: On the Determinants Of Cheating Behaviour: A Reviewmentioning

confidence: 99%

“…Copying in examinations is one form of cheating widely alluded to in studies dealing with cheating (e.g. Bunn et al, 1992;McCabe & Trevino, 1997;Tibbetts, 1999;Hrabak et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Academic Cheating in Austria, Portugal, Romania and Spain: A Comparative Analysis

Teixeira

Rocha

2006

Research in Comparative and International Education

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Section: On the Determinants Of Cheating Behaviour: A Reviewmentioning

confidence: 99%

Section: On the Determinants Of Cheating Behaviour: A Reviewmentioning

confidence: 99%

Section: On the Determinants Of Cheating Behaviour: A Reviewmentioning

confidence: 99%

“…Copying in examinations is one form of cheating widely alluded to in studies dealing with cheating (e.g. Bunn et al, 1992;McCabe & Trevino, 1997;Tibbetts, 1999;Hrabak et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Academic Cheating in Austria, Portugal, Romania and Spain: A Comparative Analysis

Teixeira

Rocha

2006

Research in Comparative and International Education

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“…Sykes and Matza proposed five specific neutralization techniques: 1) Denial of responsibility (e.g., claiming that actions and behaviors resulted due to forces beyond their control); 2) Denial of injury (e.g., claiming an action or behavior was acceptable because no one got hurt); 3) Denial of the victim (e.g., claiming a victim deserved the consequences); 4) Condemnation of the condemners (e.g., individuals have a lack of respect for persons in authority who might condemn their actions and behaviors); and 5) Appeal to higher loyalties (e.g., being loyal to one's peers as opposed to established cultural norms). Bunn, Caudill and Gropper (1992) theorized that students always make a choice to commit academic offenses. However, these choices may result from one of two motives: planned versus panic.…”

Section: Theories To Help Understand Students' Motivations and Behaviorsmentioning

confidence: 99%

Comparing Veterinary Student and Faculty Perceptions of Academic Misconduct

Royal¹,

Schoenfeld-Tacher²,

Flammer³

2015

IRHE

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A study was conducted to assess veterinary students' and faculty perceptions of a variety of academic and classroom behaviors, and the degree to which these are acceptable or not. Two instruments were developed for this purpose: 1) The Exams and Assignments Scale (EAS), consisted of 23 items measuring the extent to which a variety of examination and assignment-related actions and behaviors constituted misconduct, and 2) The Classroom Behavior Scale (CBS), consisted of 8 items and measured the extent to which a variety of classroom behaviors were acceptable professional behaviors. Student responses were pooled for analysis and compared to faculty perceptions. This comparison resulted in statistically significant differences on 11 of the 23 EAS indicators. In all cases, faculty felt the described actions were more severe offenses than students with most of these discrepancies centering on situations regarding examinations and clinical skills. Both groups felt that offenses pertaining to cheating in exam settings were the most severe infractions, and the least severe issues pertained to laboratories/assignments and other out of class behaviors. On the CBS scale, there were statistically significant differences on 3 of the 8 measures, with faculty reporting the behaviors as less acceptable. The most concerning behaviors involved actions that could potentially impact people other than the offender, while the most acceptable behaviors seemed to only impact the person committing them.

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2008

ASHE Higher Education Report

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Moral Panic: The Contemporary Context of Academic Integrity Fears of a Cheating Culture Time for a New Approach The Context for a New Approach Interpreting Misconduct Research A Note on Definitions Delineating Forms of Academic Misconduct Summary Revisiting the Past: The Historical Context of Academic Integrity The Antebellum Period: 1760–1860 The Research University: 1860–1945 Mass Education: 1945–1975 The Contemporary University: 1975 to the Present Lessons Learned Contemporary Organizational Strategies: Stopping Student Cheating A Comparison of the Strategies Rule Compliance Strategy Integrity Strategy Summary Dimensions of the Issue: Toward a Robust Explanation The Four Dimensions Internal Dimension: Student Character Organizational Dimension: Peer Norms and Classroom Dynamics Institutional Dimension: Academic Systems Societal Dimension: Broader Societal Forces The Four Dimensions and Contemporary Organizational Strategies Summary Twenty‐First Century Forces Shaping Academic Integrity Technology Institutional Constraints Academic Capitalism Diversity Summary Strains on the Teaching and Learning Environment On the Faculty‐Student Relationship On the Role of Faculty On the Learning Process On Evolving Ideas of Teaching and Learning On the Development of Students Summary A New Approach to Academic Integrity: The Teaching and Learning Strategy Defining the Teaching and Learning Strategy Assessment and the Teaching and Learning Strategy Accreditation and the Teaching and Learning Strategy Structures and Policies in the Teaching and Learning Strategy Summary Recommendations for Practice and Research Recommendations for Practice Recommendations for Research Summary References Name Index Subject Index About the Author

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Crime in the Classroom: An Economic Analysis of Undergraduate Student Cheating Behavior

Cited by 71 publications

References 5 publications

Academic Cheating in Austria, Portugal, Romania and Spain: A Comparative Analysis

Academic Cheating in Austria, Portugal, Romania and Spain: A Comparative Analysis

Comparing Veterinary Student and Faculty Perceptions of Academic Misconduct

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