Who Leads and Who Lags? A Comparison of Cheating Attitudes and Behaviors Among Leadership and Business Students

Simha, Aditya; Armstrong, J.; Albert, Joseph F.

doi:10.1080/08832323.2011.625998

Cited by 25 publications

(12 citation statements)

References 49 publications

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“…Internationally, plagiarism, specifically perpetrated by business students, is increasing (Simha et al, 2012), with business students being regarded as the most dishonest group amongst student groups (McCabe et al, 2006;Sutton et al, 2014;Marques, 2016). In this regard, Pfeffer (2007) notes how business schools have focused on teaching students how to make money, with a resultant devaluing of values relating to honesty, integrity and idealism.…”

Section: Student Plagiarismmentioning

confidence: 99%

Faculty reluctance to report student plagiarism: A case study

Thomas

2017

AJOBE

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Internationally, student plagiarism is on the rise despite measures introduced by universities to detect its occurrence and to institute actions to prevent and address this practice. One of the reasons that may contribute to this problem is the reluctance of faculty to report student plagiarism. Through the medium of a disguised South African case study, this paper advances reasons to explain this oversight. Such reasons include psychological discomfort, opportunity costs, lack of procedural clarity, administrative bureaucracy and a prevailing culture of managerialism. Recommendations are furnished to faculty alerting them to practices of which they must be aware when intending to report student plagiarism. Recommendations are also proposed to university leaders and administrators with regard to leadership support for those who report student plagiarism, the development of clear policies and procedures, the reduction of bureaucratic red tape, support to students whose first language is not English and reflection on the institutional moral context within which students study.

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Section: Student Plagiarismmentioning

confidence: 99%

Faculty reluctance to report student plagiarism: A case study

Thomas

2017

AJOBE

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“…Rather, honor codes and ethics training programs reduce academic cheating not only by students being aware of them, but also by internalizing those honor codes and organization-based ethical values and beliefs. Such successful internalization of academic integrity policies is strengthened through the endorsements by instructors, academic administrators, and faculty governance groups who students admire as arbiters of academic standards (Simha et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, studies by Lai, Kwan, Kadir, Abdullah, and Yap (2009); Nguyen, Basuray, Smith, Kopka, and McCulloh (2008); Simha, Armstrong, and Albert (2012), and Smyth, Davis, and Kroncke (2009), further establish that students' exposure to ethics training programs, institutional leaders (e.g., academic administrators), and in-class learning experiences reduce students' propensity to cheat, while increasing their awareness of ethical issues and ethical judgment perceptions. DeAngelis (2014) also supports that the presence of ethics codes and adherence to fiduciary codes of professional responsibilities influences the deans' ethical perceptions and behaviors toward academic honesty.…”

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confidence: 98%

How does ethics institutionalization reduce academic cheating?

Popoola

Garner

Ammeter

et al. 2017

Journal of Education for Business

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Extant research on academic cheating primarily focuses on the impact of honor codes on academic cheating. However, the influence of ethics institutionalization is curiously missing in past research. The authors developed and validated a structural equations model in the R programming language to examine the impact of formal (explicit) and informal (implicit) ways of institutionalizing ethics on reducing students' academic cheating. They found a significant mediating effect of implicit ethics institutionalization on the relationship between explicit ethics institutionalization and academic cheating among business students. Therefore, academic administrators are encouraged to place significant emphasis on implicit forms of ethics institutionalization to curb academic cheating among students.

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“…Los resultados de la investigación indicaron que estos estudiantes tuvieron un 62% de representación en la muestra analizada. Simha et al (2012) descubrieron que los estudiantes de negocios de Estados Unidos tenían actitudes mucho más relajadas hacia la trampa y que aparentemente parecen engañar más estudiantes de otras carreras.…”

Section: Introductionunclassified

Diferencias en las Actitudes Frente a la Deshonestidad Académica entre Estudiantes de Pregrado de Administración y de Economía en la provincia del Guayas, Ecuador

et al. 2019

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Autor a quien se debe ser dirigida la correspondencia. ResumenEl presente artículo examina algunas diferencias de actitudes frente a las conductas deshonestas en estudiantes universitarios de las carreras de Administración y de Economía. El estudio es de alcance descriptivo, de corte transversal y de enfoque cuantitativo. Se administró un cuestionario a una muestra aleatoria de 275 estudiantes de la provincia del Guayas, Ecuador, durante el primer semestre del año 2017, donde se identificaron las actitudes deshonestas relacionadas con seis enunciados sobre el engaño en exámenes o evaluaciones escritas y las situaciones contextuales en que éstas surgen, agrupando los datos por carrera, género y el lugar de procedencia de los participantes. Se verificaron diferencias significativas entre grupos de variables mediante el análisis de tablas de contingencia empleando el estadístico chicuadrado. En el análisis entre grupos específicos, los hombres de la carrera de administración prefieren adoptar más actitudes deshonestas en comparación con estudiantes de economía. Los resultados entregan nuevos aportes a la literatura sobre la deshonestidad académica en el contexto latinoamericano. Palabras AbstractThis article examines some differences in attitudes towards dishonest behavior of economics and business undergraduate students. The study is of the cross-section type, with a descriptive scope and quantitative approach. A questionnaire was administered to a random sample of 275 students of the province of Guayas, Ecuador, during the first semester of 2017, where dishonest attitudes through six statements related to written test cheating were identified and the contextual situations in which they arise, grouping the data by career, gender and place of origin of the participants. Significant differences between groups of variables were verified through the analysis of contingency tables using the chi-square statistic. In the analysis between specific groups, male business students prefer to adopt more dishonest attitudes in comparison with students of economics. The results provide new contributions to the literature on academic dishonesty in the Latin American context.

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Who Leads and Who Lags? A Comparison of Cheating Attitudes and Behaviors Among Leadership and Business Students

Cited by 25 publications

References 49 publications

Faculty reluctance to report student plagiarism: A case study

Faculty reluctance to report student plagiarism: A case study

How does ethics institutionalization reduce academic cheating?

Diferencias en las Actitudes Frente a la Deshonestidad Académica entre Estudiantes de Pregrado de Administración y de Economía en la provincia del Guayas, Ecuador

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