The use frequency of 10 different methods for preventing and detecting academic dishonesty and the factors influencing their use

Sattler, Sebastian; Wiegel, Constantin; Veen, Floris van

doi:10.1080/03075079.2015.1085007

Cited by 23 publications

(17 citation statements)

References 50 publications

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“…We found that the higher that perceived tolerance was, the higher the cheating rates were. As the literature documents, and especially recently by Sattler et al (2017), instructors tend to report misconduct events rarely because of the cost of the procedure in terms of time and effort. Consequently, on one hand, universities should improve their institutional environments in a way that eases the administrative process for instructors who report misconduct events and thereby reduces those costs.…”

Section: Policy Implicationsmentioning

confidence: 99%

Rationality and Students’ Misconduct at University: Empirical Evidence and Policy Implications

Grira¹,

Jaeck²

2019

IES

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We investigate the determinants of students’ misconduct at university. Using a sample of 310 surveyed students, we find that students are more likely to cheat when they have previous misconduct records, when they perceive academic integrity policy as being poorly enforced, and when they perceive that instructor tolerance toward misconduct incidents is high. Moreover, misconduct behavior tends to increase with students’ seniority and the perceived level of course difficulty. Surprisingly, students’ motivations toward reading, writing, and learning do not seem to have a valuable impact on the likelihood of their misconduct. Our findings have important policy implications that relate to the university culture of academic integrity, instructors’ tolerance vis-à-vis students’ misconduct behavior, and the effectiveness of punitive actions.

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Section: Policy Implicationsmentioning

confidence: 99%

Rationality and Students’ Misconduct at University: Empirical Evidence and Policy Implications

Grira¹,

Jaeck²

2019

IES

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“…The paper suggested that good writing techniques must be supported and promoted at every level of the institution. Sebastian 22 , et. al.…”

Section: Strategies To Avoid Plagiarismmentioning

confidence: 99%

Plagiarism and Academic Misconduct A Systematic Review

Awasthi

2019

DESIDOC Jl. Lib. Info. Technol.

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The present study focuses on previous studies conducted on plagiarism and academic misconduct during 2009- 2018. This study highlights earlier studies that dealt with the concepts of plagiarism and academic misconduct, factors of plagiarism, types of plagiarism, strategies to avoid plagiarism, anti-plagiarism software/ tools and need for anti-plagiarism software. The study is based on 408 sample records collected from the Scopus database. From the study, it is found that the abundance of literature is available on plagiarism and academic misconduct, which implies that the majority of users are aware of the concept of plagiarism and academic integrity. It is also found that in academics, a vigilant approach is required to tackle the problem related to plagiarism and other forms of academic misconduct and accordingly measures must be implemented to control them. The libraries play a very significant role in creating awareness among the users by organizing training programmes. This study is beneficial for the researchers in comprehending the concept and building up the research keeping in mind the repercussions of different forms of plagiarism and academic misconduct.

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“…Varasemad uuringud on näidanud, et õppejõud suhtuvad plagiaadituvastussüsteemidesse mõneti kahtlevalt ja kriitiliselt, kuna keeruliste ja aeganõudvate süsteemide kasutamine tähendab neile lisatööd (Sattler, Wiegel, & van Veen, 2017). Peale selle tekitab küsimusi, kes peaks üliõpilase töid süsteemis kontrollima -kas üliõpilane või õppejõud (Chew, Ding, & Rowell, 2015).…”

Section: Plagiaadi Leviku Pidurdamise Võimalusedunclassified

Üliõpilaste arusaamad plagiaadist ja plagiaadituvastussüsteemidest

Remmik¹,

Tasa²,

Roos³

et al. 2019

EHA

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Plagiaat on ülikoolides endiselt suur probleem. Tehnoloogia areng on võimaldanud üliõpilastele lihtsa juurdepääsu veebimaterjalidele, see aga mõjutab nende pla gieerimiskäitumist, muutes selle levinumaks kui kunagi varem. Uurimuse eesmärk on välja selgitada üliõpilaste arusaamad plagiaadist ja plagiaadituvastussüsteemide kasutamisest. Selleks analüüsiti 380-lt eri valdkonna ja õppetaseme üliõpilaselt küsimustikuga kogutud andmeid, millest ilmneb, et üle poole vastajatest ei pea plagiaati levinud probleemiks ega tea täpselt, milles plagiaat seisneb. Sotsiaalteaduste ning humanitaarteaduste ja kunstide valdkonna üliõpilased on võrreldes loodus- ja täppisteaduste ning meditsiinivaldkonna üliõpilastega plagiaadi olemusest ja plagiaadituvastussüsteemidest teadlikumad. Plagiaadi leviku pidurdamiseks peetakse oluliseks ennetustööd: akadeemiliste tekstide kirjutamise oskuse ja õpioskuste arendamist, plagiaadi olemuse kohta ühtsete arusaamade kujundamist ja plagiaadijuhtumite menetlemiseks institutsioonisiseste eeskirjade kehtestamist. Plagiaadituvastussüsteemide kasutamine on üliõpilaste hinnangul õiglane, aga ka hirmu teki tav. Sellised tulemused osutavad vajadusele suurendada õppejõudude vastutust teema käsitlemisel ainekursuste raames. Summary

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The use frequency of 10 different methods for preventing and detecting academic dishonesty and the factors influencing their use

Cited by 23 publications

References 50 publications

Rationality and Students’ Misconduct at University: Empirical Evidence and Policy Implications

Rationality and Students’ Misconduct at University: Empirical Evidence and Policy Implications

Plagiarism and Academic Misconduct A Systematic Review

Üliõpilaste arusaamad plagiaadist ja plagiaadituvastussüsteemidest

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