Academic Dishonesty at Universities: The Case of Plagiarism Among Iranian Language Students

This study investigated Iranian language students’ perception of and familiarity with plagiarism, their attitudes toward their professors regarding this issue, and their reasons for doing so. The participants were 122 undergraduate and graduate language students in Translation, Literature, TEFL, and Linguistics who filled out a validated and piloted questionnaire. Overall, the results indicated that students had different views about the definition of plagiarism and plagiarism was mostly perceived by students as using someone else’s words as if they were their own rather than taking someone’s ideas without permission. It was also found that in their academic career, students mostly consider copying a completed assignment of their friend as an act of academic dishonesty. In addition, they mostly argued that professors at universities guess about who might have done plagiarism instead of checking it themselves and they used different strategies to detect plagiarism. The study also indicated that Iranian students had different reasons for plagiarism but they mostly plagiarize because of easiness of plagiarism. Finally, the results of the survey showed that the majority learned about plagiarism from their university professors.     

Encouraging Active Classroom Discussion of Academic Integrity and Misconduct in Higher Education Business Contexts

The present study assessed business students’ responses to an innovative interactive presentation on academic integrity that employed quoted material from previous students as launching points for discussion. In total, 15 business classes (n = 412 students) including 2nd, 3rd and 4th year level students participated in the presentations as part of the ethics component of ongoing courses. Students’ perceptions of the importance of academic integrity, self-reports of cheating behaviors, and factors contributing to misconduct were examined along with perceptions about the presentation. Discussion sessions revealed that academic misconduct is a complex issue. For example, knowledge of what constitutes misconduct was not consistent across domains (e.g. exam contexts versus group work), penalties were not wholly known, and there was variation in perceived responsibility for reporting and representing academic integrity. Survey measures revealed that self-reported academic misconduct was more prevalent than expected with only 7.5% of students indicating they had never cheated in any way. Furthermore, results showed gender and year of study as predictive factors for issues related to academic misconduct. In general, students were receptive to this form of presentation. The implications of such instructional interventions for enhancing ethical behaviors in higher education classrooms are discussed.     

Academic Plagiarism at the Faculty Level: Legal Versus Ethical Issues and a Case Study

Plagiarism by college and university faculty members has become a growing issue and concern in academia. This paper presents a case study of an extreme and clear case of such plagiarism. Yet an analysis of the legal and ethical contexts of such plagiarism, and the specific chronicle of this case, illustrate the complexities and difficulties in dealing with such situations. Implications for researchers, for colleges and universities, and for academic publishers and journals are offered.     

Academic Integrity of Millennials: The Impact of Religion and Spirituality

The majority of traditional students enrolled at most colleges and universities are a part of what has been termed the Millennial Generation, also known as Generation Y, which typically describes the group of individuals born in most of the 1980s and 1990s. This cohort’s life has been shaped by corporate scandals, economic instability, and worldwide tragedies. Concurrently, business ethics has become a popular topic in the news within the last 2 decades due to the increase in the number of high-profile business scandals. Unfortunately, this trend has also been accompanied by an increased number of reported incidents of academic dishonesty at many major universities. Two underresearched factors that may be related to academic dishonesty and cheating behavior are religiosity and spirituality. This article attempts to shed more light on the relationship between religious beliefs and unethical behavior, with a focus on millennial college students. It is posited that religiosity and spirituality influence an individual’s attitudes, views, decisions, and ultimately behaviors. The results of this study indicate that religiosity but not spirituality is a predictor of students’ attitudes toward cheating and cheating behavior.     

Higher Education and Health Care Development: The Case of Northern Cyprus

The aim of this study is to investigate long-run equilibrium relationship and the direction of causality between health care development and higher education in Northern Cyprus, which has shown a tremendous development in higher education sector. Results of the present study reveal that higher education is a long term determinant of health care development in this small island. Health care in Northern Cyprus converges to its long term equilibrium level by 35.2 % speed of adjustment every year through the channel of higher education growth in Northern Cyprus. The other finding of this study is that there exists unidirectional causality in the short term period that runs from higher education growth to health care growth in Northern Cyprus.     

Academic Ethics at the Undergraduate Level: Case Study from the Formative Years of the Institute

Academic ethics among students at an undergraduate level are dictated by a variety of factors. Institutional cultures, personal preferences and notions of ethics, external factors, and peer-pressure are some of the factors that play an important role in the ethical behavior of an undergraduate student. The present study is an attempt to understand the student behavior in a three year old technical Institute in India. At a time when the higher technical education sector in India is rapidly expanding, the study presents trends in undergraduate students regarding academic ethics. The study highlights the factors that are most important in governing ethical behavior of students, and allow for corrective measures at a formative stage in the Institute’s life.     

Combating Academic Corruption and Enhancing Academic Integrity through International Accreditation Standards: The Model of Qatar University

Journal of Academic Ethics - Academic institutions aim at achieving the highest standards of education and learning. Consequently, they prohibit academic corruption such as cheating or plagiarism....     

The Role of Virtue Ethics Principles in Academic Integrity Breach Decision-Making

This paper contends that principles of virtue ethics have the potential to both supplement and complement academic integrity policy in the adjudication of undergraduate student academic integrity breaches. The paper uses elements of grounded theory to explore responses from 15 Academic Integrity Breach Decision Makers (AIBDMs) at an Australian university, and in particular, the process they use to determine outcomes for student breaches of academic integrity. The findings indicate that AIBDMs often use principles of virtue ethics to help provide nuanced judgement on sometimes complicated breaches of ethical behaviour. The findings demonstrate that many AIBDMs supplemented their knowledge of institutional academic integrity policy with a deep commitment to their own virtuous behaviour.     

医学科研失信案件中的诚信问题特征及其治理

以国家卫健委发布的310个医学科研失信案件为研究对象,运用NVivo软件工具对案例文本质性数据量化分析和定性分析发现：“编造研究过程,伪造、篡改研究数据、图表等”行为案件占样本总数的58.1%,是当前极为突出的医学科研失信现象;存在两种及以上类型科研失信行为的101例案件中,89.1%是“违反论文署名及论文发表规范”与其他类型科研失信行为共现于同一学术成果;涉及两个及以上组织机构的案件占样本总数的23.5%。提出制定医学科研活动图片和数据使用行为准则、研发多模态医学科研诚信检测系统、健全医学科学数据管理技术平台等建议。

     

Immigration,Exodus, and Exile: Academic Theology and Higher Education

Recently scholars of religion have disputed whether theology properly belongs to the study of religion in institutions of higher education (McCutcheon 1997a, 1997b; Cady 1998; Brown and Cady forthcoming). At the same time, religious authorities have increasingly censored the work of theologians in seminaries and church‐related schools; witness the loyalty oaths required of scholars in religious studies programs at some Protestant denominationally related colleges and the Catholic Church's recent stand expressed by Ex Cordae Ecclessiae. Both scholars who would exclude theology as a field from the study of religion and ecclesiastical authorities who would censor it fail to acknowledge the emergence of academic theology as a field that does not depend on institutional religious affiliation or personal confession of faith, a field that by its nature does depend for its continued existence on academic freedom. This article suggests a working definition of academic theology and then poses three questions: What might studying different kinds of theology academically teach us about religion? How, properly speaking, is theology as performed in a non‐sectarian environment now a nomad wandering within the formal study of religion? What are the implications of this shift in status for how academic theologians teach? The article is a revision of the inaugural address, by the same title, given for the Margaret W. Harmon professorship in Christian Theology and Culture at Macalester College, Saint Paul, Minnesota, November 18, 1999.     

Promoting Ethics and Integrity in Management Academic Research: Retraction Initiative

Science and Engineering Ethics - In the management academic research, academic advancement, job security, and the securing of research funds at one’s university are judged mainly by...     

Flourishing is Associated with Higher Academic Achievement and Engagement in Filipino Undergraduate and High School Students

Flourishing emphasizes the importance of integrating subjective well-being and psychological well-being to offer a more comprehensive view of mental health. Recognizing the potential advantage of flourishing, previous empirical studies have examined the relations of flourishing to positive psychological outcomes such as hope, life satisfaction, mental health, and positive emotions. However, it appears that limited research has been carried out to assess the role of flourishing in the educational context. Hence, the current research examined the association of flourishing with relevant academic outcomes (i.e., perceived academic achievement, academic achievement, behavioral engagement, and emotional engagement) after controlling for relevant demographic variables, life satisfaction, positive affect, and negative affect among Filipino undergraduate and high school students. Study 1 showed that flourishing positively predicted self-report academic achievement of Filipino undergraduate students after controlling for age, gender, and subjective well-being domains (life satisfaction, positive affect, and negative affect). Similarly, Study 2 showed that flourishing positively predicted objective measure of academic achievement, behavioral engagement, and emotional engagement in Filipino high school students even after controlling for the influence of demographic variables and subjective well-being domains. The theoretical and practical implications are discussed.