Toward Enhancing a Culture of Academic Integrity

Hendershott, Anne; Drinan, Patrick; Cross, Megan

doi:10.2202/1949-6605.1119

Cited by 36 publications

(21 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The need for an institutional-theoretic framework is required as the continued calls for the creation of cultures of integrity are accompanied by little concrete advice as to pertinent institutionalization strategies (e.g., Hendershott, Drinan, & Cross, 2000;Marcoux, 2002;Whitley & Keith Spiegel, 2001). Kibler (1994) offers a student development theoretic model as a method for translating policy into practice.…”

Section: Resultsmentioning

confidence: 99%

NASPA Journal Volume 43, Number 4

2006

NASPA Journal

View full text Add to dashboard Cite

A sample of 3,484 incoming first-year students at a large, mid-Atlantic University were surveyed to assess a variety of attitudinal and behavioral variables pertinent to the college experience. The current study focused on how student value system orientation, or the degree to which values are open or closed, related to key aspects of college student development. Results revealed that students with open value systems had a greater investment in social problems, had more interaction with and tolerance for diverse groups, had more favorable attitudes toward multiculturalism and affirmative action, and engaged in slightly more alcohol consumption. Also, those with closed value systems were more likely to be religious and male. It is suggested that the ability of college students to have an open set of beliefs or values may be critical to their experiences in a diverse college setting and that administrators should be cognizant of this when promoting diversity initiatives.When entering college, students bring with them a unique set of values that may serve to inform how they approach both their academic and social environments. In the student development literature, numerous researchers and theorists have examined how specific student values, such as social values, religious values, sexual values, and cultural values, relate to their experiences in

show abstract

Section: Resultsmentioning

confidence: 99%

NASPA Journal Volume 43, Number 4

2006

NASPA Journal

View full text Add to dashboard Cite

show abstract

“…Although the "establishment of an honor code is the clearest statement that a college or university can make that it values and is committed to academic integrity" (Whitley & Keith-Spiegel, 2001, p.339), most researchers agree that it is not sufficient in and of itself (e.g., Dalton, 1998;Jendrek, 1992;Whitley & Spiegel, 2001). The common practice then advocated has been to create a campus culture or ethos of integrity (Alschuler & Blimling, 1995;Dalton, 1998;Hendershott et al, 2000;Rudolph & Timm, 1998;Whitley & Keith-Spiegel, 2001). This advice may be valid, but it may confound reform.…”

Section: Highlighting Expectations and Mutual Interestsmentioning

confidence: 99%

“…Although researchers have been able to prescribe a variety of ways to cope with the problem of student cheating, many have acknowledged that piecemeal approaches are not the most effective way to manage the problem (Alschuler & Blimling, 1995;Cole & McCabe, 1996;Davis, Grover, Becker, & McGregor, 1992;Hendershott, Drinan, & Cross, 2000;McCabe, Trevino, & Butterfield, 2001;Whitley & Keith-Spiegel, 2001). Believing that student cheating required a broad and organized response, McCabe founded the Center for Academic Integrity (CAI) in 1993.…”

mentioning

confidence: 99%

Organizational Theory and Student Cheating: Explanation, Responses, and Strategies

Gallant¹,

Drinan²

2006

The Journal of Higher Education

Self Cite

View full text Add to dashboard Cite

“…administration in higher education (e.g., Boehm et al 2009;Hendershott et al 2000). In an effort to achieve this goal, several programs have been developed to introduce academic integrity to students entering universities and colleges.…”

mentioning

confidence: 99%

Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons’ and Students’ Perspectives

et al. 2012

View full text Add to dashboard Cite

A peer instruction model was used whereby 78 residence dons (36 males, 42 females) provided instruction regarding academic integrity for 324 students (125 males, 196 females) under their supervision. Quantitative and qualitative analyses were conducted to assess survey responses from both the dons and students regarding presentation content, quality, and learning. Overall, dons consistently identified information-based slides about academic integrity as the most important material for the presentations, indicating that fundamental information was needed. Although student ratings of the usefulness of the presentations were middling, students did indicate knowledge gains. Both interest and personal value for academic integrity were highly predictive of positive evaluations of the presentations. Dons and students provided suggestions for improvement and identified more global concerns.

show abstract

Toward Enhancing a Culture of Academic Integrity

Cited by 36 publications

References 0 publications

NASPA Journal Volume 43, Number 4

NASPA Journal Volume 43, Number 4

Organizational Theory and Student Cheating: Explanation, Responses, and Strategies

Examining the Impact of Dons Providing Peer Instruction for Academic Integrity: Dons’ and Students’ Perspectives

Contact Info

Product

Resources

About