Find a wealth of literature about academic integrity below. You may need your GSU campus ID and password in order to access some of the articles via the GSU library database or journal websites (we have provided the permalinks within each of these listings).
Each listing here includes:
- An abstract
- Citation (usually in APA format)
- Permalink to the article, either at the publication website itself or the GSU library
Please note that with the exception of AACU publications and institutional research from another university listed below, most abstracts are taken from the journals or journal databases themselves.
Note: The outside articles and external links on this site are provided to stimulate discussion about current research and activities in the academic integrity space; no university endorsement is implied.
Journal Articles and Research
Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy
Lidia Baran & Peter K. Jonason
Academic dishonesty is a common problem at universities around the world, leading to undesirable consequences for both students and the education system. To effectively address this problem, it is necessary to identify specific predispositions that promote cheating. In Polish undergraduate students (N = 390), we examined the role of psychopathy, achievement goals, and self-efficacy as predictors of academic dishonesty. We found that the disinhibition aspect of psychopathy and mastery-goal orientation predicted the frequency of students’ academic dishonesty and mastery-goal orientation mediated the relationship between the disinhibition and meanness aspects of psychopathy and dishonesty. Furthermore, general self-efficacy moderated the indirect effect of disinhibition on academic dishonesty through mastery-goal orientation. The practical implications of the study include the identification of risk factors and potential mechanisms leading to students’ dishonest behavior that can be used to plan personalized interventions to prevent or deal with academic dishonesty.
Baran, L., & Jonason, P. K. (2020) Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy. PLoS ONE 15(8): e0238141. https://doi.org/10.1371/journal.pone.0238141
Academic Dishonesty in Online Courses: Considerations for Graduate Preparatory Programs in Higher Education
College Student Journal
While there is a perception that violations of academic dishonesty occur more frequently in online courses, a review of the literature has shown this to be a fallacy. In fact, there is evidence that supports the rate is lower in online courses than in face-to-face. There are many factors that affect academic dishonesty, including the demographics of the population of students enrolled in online courses and the cheating culture of the institution. This paper serves as a primer to encourage educators to begin to think about the challenges of academic integrity within the sphere of online learning. Attention is given to graduate preparatory programs in higher education.
Tolman, S. (2017). Academic Dishonesty in Online Courses: Considerations for Graduate Preparatory Programs in Higher Education. College Student Journal, 51(4), 579–584.
(Campus ID and password required)
Academic dishonesty: Innovative cheating techniques and detection and prevention of them
Dina Faucher & Shanon Caves
Teaching and Learning in Nursing
Students use both low- and high-level innovative cheating techniques when taking examinations, writing papers, with group work, or during clinical practice. Cheating occurs by taking, giving, and receiving forbidden material or information and by circumventing the process of assessment. Faculty need to detect and prevent academic dishonesty by utilizing certain deterrents. Academic integrity of the educational program will be maintained by using all resources available to develop effective policies and procedures.
Faucher, D., & Caves, S. (2009, March 10). Academic dishonesty: Innovative cheating techniques and the detection and prevention of them. Retrieved February 16, 2021, from https://www.sciencedirect.com/science/article/pii/S1557308708000826#aep-section-id6
Academic integrity matters: five considerations for addressing contract cheating
Erica J. Morris
International Journal for Educational Integrity
This commentary paper examines the issue of contract cheating in higher education, drawing on research and current debate in the field of academic integrity. Media coverage of this issue has reflected significant concerns in the field about students’ use of custom academic writing services, along with sector and national calls for action that would lead to making such essay mills illegal. However, recent studies have revealed the complex nature of contract cheating, with a relatively low proportion of students engaging in outsourcing behaviours involving a third party. This paper focuses on how universities and colleges can respond to this emergent concern, and proposes that institutions extend and establish strategies to embed the values, principles and practices aligned to academic integrity. As part of this endeavour, five areas of consideration are offered for higher education institutions that relate to: determining academic integrity strategy; reviewing institutional policy; understanding students; re-visiting assessment practices; and implications for staff professional development.
Morris, E.J. Academic integrity matters: five considerations for addressing contract cheating. Int International Journal for Educational Integrity 14, 15 (2018). https://doi.org/10.1007/s40979-018-0038-5
An Analysis of Discussions on Academic Dishonesty in “Journalism & Mass Communication Educator”
Giselle A. Auger and Richard D. Waters
Journalism and Mass Communication Educator
Research has shown that professionals who act unethically in the workplace likely have an academic background with academic dishonesty violations. Given that understanding and teaching academic honesty behaviors are critical to best prepare future media professionals, this research examines discussions of academic dishonesty in Journalism & Mass Communication Educator’s (JMCE) 74 volumes to understand what topics emerge as guiding the discussion. Through a qualitative content analysis using emergent design, 14 JMCE articles are compared with 53 Communication and Mass Media Complete database articles to identify trends and needs for future research of the topic.
Auger, G. A., & Waters, R. D. (2020). An Analysis of Discussions on Academic Dishonesty in “Journalism & Mass Communication Educator,” Volumes 1 through 74. Journalism and Mass Communication Educator, 75(4), 483–499.
An Examination of the Relationship Between Academic Dishonesty and Workplace Dishonesty: A Multicampus Investigation
Sarath Nonis & Cathy Owens Swift
Journal of Education for Business
This article addresses academic integrity in both the class-room and the work environment. The authors distributed an in-class ques-tionnaire to a sample of business stu-dents from 6 different campuses (N = 1,051). The study was an attempt to bridge the gap between findings relat-ed to academic dishonesty and those regarding dishonesty in the work-place. The authors found that students who believed that cheating, or dishon-est acts, are acceptable were more likely to engage in these dishonest behaviors. Additionally, students who engaged in dishonest acts in college classes were more likely to engage in dishonest acts in the workplace. The authors suggest some techniques to discourage dishonesty in the class-room. [ABSTRACT FROM AUTHOR]
Nonis, S., & Swift, C. O. (2001). An Examination of the Relationship Between Academic Dishonesty and Workplace Dishonesty: A Multicampus Investigation. Journal of Education for Business, 69-77.
Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College
Fiesha M. Guangul, Adeel H. Suhail, Muhammad I. Khalit, Baim A. Khidhir
Educational Assessment, Evaluation and Accountability
Due to the unprecedented COVID-19 incident, higher education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for higher education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. In the current study, the challenges of remote assessment during COVID-19 incident in higher education institutions were investigated taking Middle East College as a case study. For the study, questionnaires were prepared and data from 50 faculties were collected and analyzed. The study focused on the challenges of remote assessment in general and academic dishonesty in particular. The main challenges identified in remote assessment were academic dishonesty, infrastructure, coverage of learning outcomes, and commitment of students to submit assessments. To minimize academic dishonesty, preparing different questions to each student was found to be the best approach. Online presentation was also found to be good option to control academic integrity violations. Combining various assessment methods, for instance report submission with online presentation, helps to minimize academic dishonesty since the examiner would have a chance to confirm whether the submitted work is the work of the student.
Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educational Assessment, Evaluation and Accountability, 519-535.
Collegiate Academic Dishonesty Revisited:What Have They Done, How Often Have They Done It, Who Does It, And Why Did They Do It?
Eric G.Lambert, Nacy Lynne Hogan, Shannon M. Barton
Electronic Journal of Sociology
Academic dishonesty is a serious concern on most college campuses as it cuts to the heart of the purpose of higher education and the pursuit of knowledge. This study examined twenty different types of academic dishonesty as well as potential correlates of academic cheating by surveying 850 students at a four-year Midwestern university. While most past studies have used bivariate analysis, this study expands the literature by also including a multi-variate analysis to determine which correlates were most important in accounting for collegiate academic dishonesty. The results indicated that most of the bivariate associations were not observed in the Ordinary Least Squares analysis, suggesting that after controlling for shared effects, many variables have little overall effect on the summed measure of academic dishonesty. Specifically, only college level, membership to a fraternity or sorority, cheating to graduate, cheating to get a better grade, and past cheating in high school had a significant impact.
From the literature, it appears that academic dishonesty is epidemic across most college campuses, and the majority of students have engaged in it to some degree at some point in their academic careers (Baird, 1980; Davis, Grover, Becker, & McGregor, 1992; Eskridge & Ames, 1993). Documented since at least the 1920s (e.g., Brownell, 1928) and an ongoing concern for the past 80 years (McCabe & Bowers, 1994; McCabe & Trevino, 1996; Spiller & Crown, 1995), research on the subject has intensified during the last two decades (Diekhoff, LaBeff, Clark, Williams, Francis, & Haines, 1996). Academic dishonesty, a serious concern on most college campuses, cuts to the heart of the purpose of higher education. The finished products of the university, its students, may not possess the fundamental information and skills implied by the transcript. Academic dishonesty is an affront to academically honest students as well as most college professors whose purpose is to teach.
Most of those employed in higher education do not condone cheating and view academic dishonesty as a serious problem that needs to be addressed. In order to effectively combat cheating, it is necessary to understand how it is done, who does it, its forms, and why it is done.
This study attempts to broaden the understanding of academic dishonesty in two ways. First, most previous studies have focused on a narrow range of cheating behaviors. This study asked students about 20 different types of academic dishonesty. Second, this study attempted to reveal which correlates were the strongest predictors of academic dishonesty with multi-variate analysis. Correlates from past research were included in the multi-variate analysis. It is important to note that this is an atheoretical study. While no particular theory is utilized to explain academic dishonesty among college students, the results are nevertheless important. Identifying important correlates of academic dishonesty should help provide a better picture of past findings and also allow those interested in curbing cheating to focus upon important predictors of academic dishonesty.
Lambert, E. G., Hogan, N. L., & Barton, S. M. (2003). Collegiate Academic Dishonesty Revisited: What Have They Done, How Often Have They Done It, Who Does It, And Why Did They Do It? Electronic Journal of Sociology.
Factors associated with academic dishonesty in Peruvian engineering students
Victoria Emperatriz Ramirez, Valdivia Hugo Andrés Bayona Goycochea & Federico Alexis Dueñas Dávila
Academic dishonesty has become a general practice at school and university. What is more, it is, nowadays, on the rise due to virtual education. This is a problem that needs to be fought so as to avoid its probable transfer to professional performance. For this, additional research is needed to understand the causes of academic dishonesty, and develop methods promoting prevention. This study aims to explore this phenomenon through factors related to different social cognitive theory models, learning approaches and regulatory academic environment. With a sample of 186 university students from a private university in Lima, results show the existing relation between academic dishonesty and associated factors. Furthermore, it is shown the interaction effect among them. It was found that three important dimensions or vectors can be determined: Unethical Manipulation, Deep Learning and Regulatory Context.
E. R. Valdivia, H. A. B. Goycochea and F. A. D. Dávila, “Factors associated with academic dishonesty in Peruvian engineering students,” 2020 IEEE International Symposium on Accreditation of Engineering and Computing Education (ICACIT), Arequipa, Peru.
Florida State University
The Academic Integrity Survey at Florida State University was conducted by the Academic Honor Policy Committee at Florida State University during Spring Semester 2015 in cooperation with the International Center for Academic Integrity (ICAI). The document contains both a standard reporting of results by population provided by ICAI and illustrative bullet points developed by the Academic Honor Policy Committee. Where possible and appropriate, the 2015 survey results are compared to the results obtained on a similar survey conducted in cooperation with ICAI in 2003.
Academic Honor Policy Committee. (2015). Academic Integrity Survey. Florida State University. https://fda.fsu.edu/sites/g/files/imported/storage/original/application/ba4467157e26476a3b47dfc6448cb24b.pdf.
Backup stored at GSU here.
It Takes a Village: Academic Dishonesty and Educational Opportunity
Donald L. McCabe
This author argues that it takes the whole campus community–students, faculty, and administrators–to effectively educate a student. The goal of educators should not be simply to reduce cheating, but to find innovative and creative ways to use academic integrity as a building block in developing more responsible students and, ultimately more responsible citizens. Some of the strategies proposed in this paper include: (1) faculty must clarify their expectations for appropriate behavior in their courses; (2) university administrators should conduct a comprehensive review of the school’s integrity policies; and (3) schools should take a more educational approach to academic dishonesty, helping offending students understand the ethical consequences of their behavior.
McCabe, D. L. (2005). It Takes a Village: Academic Dishonesty & Educational Opportunity. Liberal Education, 91(3), 26–31. Available at https://www.aacu.org/publications-research/periodicals/it-takes-village-academic-dishonesty-and-educational-opportunity.
Loneliness as impetus, isolation as Inertia: Reporting cheating peers in business school
Brent Smith, Cindy B. Rippé & Alan J. Dubinsky
Journal of Education
Business education scholarship has explored cheating behavior as a function of demographics, culture, personality, and other factors. Expanding current knowledge on the topic, the authors provide the first known empirical investigation of two negatively valenced psychosocial conditions—social loneliness and social isolation—in relation to students’ decisions to (not) report their peers’ cheating behaviors. Surveying 231 graduate business students from Europe and South Asia, the authors find that social loneliness gives impetus for students to report such behaviors, while social isolation provides inertia to not report them. The results offer fresh insights for faculty and administrators hoping to improve their understanding of academic dishonesty among business students.
Brent Smith, Cindy B. Rippé & Alan J. Dubinsky (2019) Loneliness as impetus, isolation as inertia: Reporting cheating peers in business school, Journal of Education for Business, 94:8, 491-502, DOI: 10.1080/08832323.2019.1575789
Psst, Have you ever cheated? A study of Academic dishonesty in Sweden
Assessment & Evaluation in Higher Education
It has been reported that academic dishonesty is a prevalent problem that crosses all disciplines at the university level. But, how prevalent is it in Sweden? Little is published in the literature about lying, cheating, and plagiarism amongst Swedish university students. This paper focuses on the frequency of past specific academically dishonest behaviours amongst Swedish University students with consideration to social desirability. The results indicate that although there are variations in frequency of dishonest behaviours amongst university students, some dishonest behaviours are more common than others. Future perspectives are discussed.
Trost, K. (2009). Psst, have you ever cheated? A study of academic dishonesty in Sweden, Assessment & Evaluation in Higher Education, 34:4, 367-376, DOI: 10.1080/02602930801956067
Panagiotis Kiekkas, Eleni Michalopoulos, Nikolaos Stefanopoulos, Kyriaki Samartzi, Panagiota Krania, Martha Giannikopoulou, and Michael Igoumenidis
Nurse Education Today
Background: Understanding why nursing students engage in academic dishonesty is crucial, since cheating is becoming more common and can be followed by unethical professional practice.
Design: Cross-sectional survey with the use of a convenience sample.Participants and setting.660 undergraduate students of a nursing department in Greece.
Methods: Questionnaire items were developed based on literature review and student interviews, evaluation of their content validity and intra-rater reliability. The participants completed the questionnaire electronically, which included items referring to behaviors of and reasons for academic dishonesty during examinations. Based on their responses, factor analysis was used to determine structural validity of the items that referred to the reasons for academic dishonesty.
Results: High prevalence of academic dishonesty behaviors during examinations was confirmed. Reasons for academic dishonesty were grouped into three factors, which included 17 items in total. Highly-rated items mainly referred to non-realistic demands of and unfair student treatment by academic personnel, absence of severe consequences for cheating, the way examinations are performed, and the importance of achieving high grades. Female, junior and high degree grade students had significantly higher percentages of highly-rated responses in some items.
Conclusions: These findings offered knowledge about the reasons that students perceive to mostly favor cheating, whose identification can guide preventive strategies.
Kiekkas, P., Michalopoulos, E., Stefanopoulos, N., Samartzi, K., Krania, P., Giannikopoulou, M., & Igoumenidis, M. (2020). Reasons for academic dishonesty during examinations among nursing students: Cross-sectional survey. Nurse Education Today, 86.
Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences
Lina Elsalem, Nosayba Al-Azzamb, Ahmad A. Jum’ah & Nail Obeidat
Annals of Medicine and Surgery
- Remote E-exams are only preferred in approximately one third of students from faculties of medical sciences.
- Less preference was related to Efforts/time needed for exam preparation, inappropriate questions, and academic achievements.
- Exam dishonesty appears as one of the major challenges with remote E-exams.
Elsalem, L., Al-Azzam, N., Jum’ah, A. A., & Obeidat, N. (2021). Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62, 326-333.
Students’ Justification for Academic Dishonesty: Call for Action
Procedia -Social and Behavioral Sciences
The purpose of this study was to examine whether university students were engaged in any type of academic dishonesty as well as to look for their justifications for this likely lack of academic integrity. A sample of 500 students and lecturers from different faculties at The American University participated in this study. Findings suggest that although students did not report any severe form of cheating, they showed an inclination towards engaging in academic dishonesty. There was also a mismatch between students’ reports and their lecturers’ observations with respect to students’ amount of cheating.
Naghdipour, B., & Emeagwali, O. L. (2013). Students’ Justifications for Academic Dishonesty: Call for Action. Procedia- Social and Behavioral Sciences, 261-265.