An Exploration of Faculty Attitudes Toward Student Academic Dishonesty in Selected Canadian Universities
Date
2014-02-05
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Abstract
This work explores faculty attitudes towards student academic dishonesty in Canada by means of a qualitative review of seventeen selected universities’ academic dishonesty policies combined with a quantitative survey of faculty attitudes and behaviors around academic integrity and dishonesty. The data is integrated in the interpretation phase to give depth and breadth to the analysis. The study found that a majority of the faculty members who responded to the survey believe that academic dishonesty is a problem at their institutions and is a problem that is getting worse. Generally, faculty members believe their respective institutional policies are sound in principle but fail in application. Two of the major factors identified by faculty members as contributing to academic dishonesty are administrative. Many faculty members report reluctance to formally report academic dishonesty due to excessive burdens of paperwork and proof. Further, they feel unsupported by administration. Two other major factors contributing to a rise in academic dishonesty are related to students. Faculty members in this study cite unprepared students and international students who struggle with language issues and with the differences between the Canadian academic context and that of their home countries as major contributors to academic dishonesty. This study concludes with a number of recommendations for educators and recommendations for future research.
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Education--Higher
Citation
MacLeod, P. D. (2014). An Exploration of Faculty Attitudes Toward Student Academic Dishonesty in Selected Canadian Universities (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24891