Semester

Summer

Date of Graduation

2022

Document Type

Dissertation

Degree Type

PhD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Nathan Sorber

Committee Co-Chair

Rodney Hughes

Committee Member

Rodney Hughes

Committee Member

Erin McHenry-Sorber

Committee Member

Azalea Hulbert

Abstract

Academic misconduct on college campuses is not a new challenge for higher education institutions but an old problem that has changed considerably. Student demonstrations of academic misconduct behaviors have evolved, making it difficult for institutions to consistently keep well-informed on how students cheat to effectively respond to violations of academic integrity policies. This study investigates the relationships between misbehaviors, their associated consequences, and influences to prevent, respond to, and reduce academic misconduct at a large research-intensive university.

This quantitative study uses institutional academic misconduct reports between 2017 and 2020 and student surveys to examine significant relationships in the decision-making process of academic misconduct. Evidence shows that student characteristics and behaviors were significant when assigning sanctions to respond to cases of academic misconduct. According to the data, students had a general understanding of what constitutes academic misconduct when behaviors were clearly defined as wrong, but in instances of group work when there was no direct/active participation in the behavior, students could not differentiate whether it was academic misconduct. Additionally, instructor support and adequate time allocation to complete assignments were important factors when deciding whether to cheat. Overall, consistent communication of expectations in the classroom and providing the support to help students understand academic misconduct remain important in preventing, responding to, and reducing academic misconduct.

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