Student Perceptions of Academic Dishonesty in a Private Middle Eastern University

Ahmed, Khawlah

doi:10.18870/hlrc.v8i1.400

Cited by 23 publications

(32 citation statements)

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“…A common practice among students from China is to write in Mandarin and then have their work translated into English by friends. This finding resonates with Ahmed (2018), who asserted that academic dishonesty and cheating among students is on the rise. To overcome cheating, confronting a student is an effective deterrence.…”

Section: Cheating In Writingsupporting

confidence: 77%

Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University

Singh

2019

jis

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Focusing on the perspective of lecturers, this qualitative research investigated the academic reading and writing challenges faced by international English-as-a-foreignlanguage master's students at a Malaysian university. Data was collected through semi-structured, in-depth, one-on-one interviews with 16 lecturers who taught international students from various graduate programs. The findings from the lecturers' perspectives indicate that the students faced acute challenges in their academic reading and writing practices such as adhering to academic writing conventions and interpreting text in an English language instructional setting. This study suggests policies and programs to overcome the challenges of the international EFL students' academic writing and reading practices to ensure their academic success in as they learn in graduate programs.As a global lingua franca, the English language is the medium of instruction (MoI) for international English-as-a-foreign-language (EFL) master's students in Malaysian higher education institutions. The use of English as the MoI in Malaysian higher education is one of the criterion that has made Malaysia a popular hub for further study among international EFL students. However, the use of English language as the MoI also has its disadvantages, especially for EFL students. These students, mainly from Arab countries, China, and Thailand, were previously exposed to academic discourse primarily in their native language. This setback contributes to international EFL master's students facing hardship with the English language, especially with

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Section: Cheating In Writingsupporting

confidence: 77%

Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University

Singh

2019

jis

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“…Academic fraud has been massively studied by previous researchers, yet it remains an interesting topic for research due to the high rate of academic frauds occuring at universities in many countries. Ahmed's (2018) research provides an empirical evidence of academic fraud in one of universities in Middle East where 65% students misconducted using electronic media and 80% of the students were also found committing academic fraud at Cyber University of South Korea. One of the misconducts was by asking answers to students previously taking the same course.…”

Section: Introductionmentioning

confidence: 99%

“…Opportunity can also be a factor for students to commit academic frauds. Furthermore, Artani (2018) and Ahmed (2018) suggest that opportunity has an influence on academic frauds. This opportunity to commit academic frauds emerges due to the low supervision paid to students.…”

Section: Introductionmentioning

confidence: 99%

Accounting Students’ Academic Fraud: Empirical Evidence from Indonesia

Savilia

Laily

2020

JABE

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The high rates of academic fraud in many countries make this research important to be conducted. This research aimed at investigating the factors which influenced accounting students’ academic fraud as seen from fraud triangle theory and 220 accounting students were randomly sampled to be its samples. The data were collected using a questionnaire distributed either in person to the respondents or using a google form. The data were analyzed using multiple regression. The research results indicated that fraud triangle (pressure, opportunity, rationalization) and academic entitlement had a significant influence on accounting students’ academic fraud. This means lecturers could minimize academic fraud among their students by reducing pressure, opportunity and rationalization as well as academic entitlement

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“…(e.g. Ahmed, 2018 ; Birks et al, 2020 ; Grira & Jaeck, 2019 ; Stearns, 2001 ). The literature also addresses lecturers' perceptions concerning students' academic dishonesty (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Academic integrity is defined as a commitment to fundamental moral values such as honesty, trust, fairness, decency, respect and responsibility (Keohane, 1999 ). These values are important in higher education institutions for the evaluation of learning, but also because these institutions are expected to enable and encourage the acquisition of knowledge, individual learning, development of intellectual abilities, development of autonomy and maintenance of the school's reputation of academic excellence (Ahmed, 2018 ; Nuss, 1984 ), as well as to produce graduates who contribute to the state's economic, social and humanistic development (Muhammad et al, 2020 ) and who behave morally in society. Thus, the main purpose of teaching and learning as perceived today is to foster a learning-oriented environment, based on personal motivation, more than creating an achievement-directed environment (Bertram Gallant, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions

Kohen-Vacs

Shapira²,

Dolev³

2021

J Acad Ethics

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The Covid-19 pandemic that entered our lives suddenly in 2020 compelled higher education systems throughout the world to transfer to online learning, including online evaluation. A severe problem of online evaluation is that it enables various technological possibilities that facilitate students' unethical behaviors. The research aimed to investigate these behaviors, as well as the reasons for their appearance, as practiced in exams held for the first time during the Covid-19 pandemic, and to elicit students' and lecturers' perceptions of students' academic dishonesty (AD) during this period. The sample included 81 students and 50 lecturers from several Israeli colleges and universities. The findings expand extant knowledge on academic dishonesty, identifying significant differences between the perceptions of students and lecturers concerning attitudes towards online exams and the reasons for dishonest behaviors. The findings among the students also indicate that younger students and Arab students tended to cheat more in online exams. Moreover, the findings indicated a lack of mutual trust between students and lecturers with regard to academic dishonesty, a deep distrust that will probably continue even after the Covid-19 crisis. This last finding should be a cause of concern for higher education policy-makers, affecting future policies for improving lecturer-student relations, especially during crises. Recommendations are proposed for addressing academic dishonesty in exams in general and during the pandemic in particular.

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Student Perceptions of Academic Dishonesty in a Private Middle Eastern University

Cited by 23 publications

References 0 publications

Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University

Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University

Accounting Students’ Academic Fraud: Empirical Evidence from Indonesia

Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students' and Lecturers' Perceptions

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