Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university

Abstract There is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribut...

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Autores principales:	Oluwagbohunmi Awosoga, Christina M. Nord, Stephanie Varsanyi, Randall Barley, Jeff Meadows
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Academic dishonesty Academic integrity Academic misconduct Canada Student perceptions Faculty perceptions Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/e2b3eb4b288c4bf6a4f272c6737e3381
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spelling	oai:doaj.org-article:e2b3eb4b288c4bf6a4f272c6737e33812021-12-05T12:25:39ZStudent and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university10.1007/s40979-021-00090-w1833-2595https://doaj.org/article/e2b3eb4b288c4bf6a4f272c6737e33812021-12-01T00:00:00Zhttps://doi.org/10.1007/s40979-021-00090-whttps://doaj.org/toc/1833-2595Abstract There is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribute to current discussions surrounding academic integrity. Here, we present findings from student (N = 1142) and faculty (N = 130) surveys conducted within a medium-sized (~ 8700 students) Canadian university. These surveys probed perceptions towards, and experiences with, academic dishonesty, in which we aimed to understand how students and faculty regarded academically dishonest practices during their postsecondary careers. We also aimed to understand how often students engaged in, and faculty had witnessed, academic dishonesty, whether or not witnessing incidents of academic dishonesty corresponded with gender, year of experience, highest level of educational attainment, discipline, or their personal perceptions towards the importance of academic honesty, and whether students had been adequately taught what constitutes academic dishonesty. We found that an overwhelming majority of students viewed academic honesty as important, and that most students reported not engaging in academic dishonesty themselves despite 45.8% reporting that they had witnessed others engage in academic dishonesty. We also found that students were more likely to witness cheating as their postsecondary experience increased, that witnessing varied across disciplines and educational attainment, and that witnessing varied with student perceptions. However, we found no such patterns in faculty responses, but found that faculty are split on whether or not they believe incidents of academic honesty are increasing.Oluwagbohunmi AwosogaChristina M. NordStephanie VarsanyiRandall BarleyJeff MeadowsBMCarticleAcademic dishonestyAcademic integrityAcademic misconductCanadaStudent perceptionsFaculty perceptionsTheory and practice of educationLB5-3640ENInternational Journal for Educational Integrity, Vol 17, Iss 1, Pp 1-26 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Academic dishonesty Academic integrity Academic misconduct Canada Student perceptions Faculty perceptions Theory and practice of education LB5-3640
spellingShingle	Academic dishonesty Academic integrity Academic misconduct Canada Student perceptions Faculty perceptions Theory and practice of education LB5-3640 Oluwagbohunmi Awosoga Christina M. Nord Stephanie Varsanyi Randall Barley Jeff Meadows Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
description	Abstract There is a paucity of research into the prevalence of academic dishonesty within Canada compared to other countries. Recently, there has been a call for a better understanding of the particular characteristics of educational integrity in Canada so that Canada can more meaningfully contribute to current discussions surrounding academic integrity. Here, we present findings from student (N = 1142) and faculty (N = 130) surveys conducted within a medium-sized (~ 8700 students) Canadian university. These surveys probed perceptions towards, and experiences with, academic dishonesty, in which we aimed to understand how students and faculty regarded academically dishonest practices during their postsecondary careers. We also aimed to understand how often students engaged in, and faculty had witnessed, academic dishonesty, whether or not witnessing incidents of academic dishonesty corresponded with gender, year of experience, highest level of educational attainment, discipline, or their personal perceptions towards the importance of academic honesty, and whether students had been adequately taught what constitutes academic dishonesty. We found that an overwhelming majority of students viewed academic honesty as important, and that most students reported not engaging in academic dishonesty themselves despite 45.8% reporting that they had witnessed others engage in academic dishonesty. We also found that students were more likely to witness cheating as their postsecondary experience increased, that witnessing varied across disciplines and educational attainment, and that witnessing varied with student perceptions. However, we found no such patterns in faculty responses, but found that faculty are split on whether or not they believe incidents of academic honesty are increasing.
format	article
author	Oluwagbohunmi Awosoga Christina M. Nord Stephanie Varsanyi Randall Barley Jeff Meadows
author_facet	Oluwagbohunmi Awosoga Christina M. Nord Stephanie Varsanyi Randall Barley Jeff Meadows
author_sort	Oluwagbohunmi Awosoga
title	Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
title_short	Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
title_full	Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
title_fullStr	Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
title_full_unstemmed	Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university
title_sort	student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized canadian university
publisher	BMC
publishDate	2021
url	https://doaj.org/article/e2b3eb4b288c4bf6a4f272c6737e3381
work_keys_str_mv	AT oluwagbohunmiawosoga studentandfacultyperceptionsofandexperienceswithacademicdishonestyatamediumsizedcanadianuniversity AT christinamnord studentandfacultyperceptionsofandexperienceswithacademicdishonestyatamediumsizedcanadianuniversity AT stephanievarsanyi studentandfacultyperceptionsofandexperienceswithacademicdishonestyatamediumsizedcanadianuniversity AT randallbarley studentandfacultyperceptionsofandexperienceswithacademicdishonestyatamediumsizedcanadianuniversity AT jeffmeadows studentandfacultyperceptionsofandexperienceswithacademicdishonestyatamediumsizedcanadianuniversity
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Student and faculty perceptions of, and experiences with, academic dishonesty at a medium-sized Canadian university

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