The problem of academic dishonesty in general and exam cheating in particular, has been ubiquitous in schools, colleges, and universities around the world. This paper reports on the findings from teachers’ and students’ experiences and perceptions of exam cheating at Nepali schools, colleges, and universities. In so doing, the paper highlights the challenges of maintaining academic integrity in Nepali education systems. Based on qualitative research design, the study data were collected by employing semi-structured interviews with the teachers and the students. (...) Findings from the study indicated that over-emphasized value given to marks/grades and the nature of exam questions among others were the predominant factors. Our findings contribute to the practical understanding that academic institutions in Nepal have largely failed to communicate the value of academic honesty and integrity to the students of all levels of education despite the increasing prevalence of exam cheating. Therefore, exam cheating requires urgent attention from academic institutions, educators, and education leaders to educate students about the long-term educational and social values of academic honesty and integrity. (shrink)

This study investigated the associations between academic dishonesty, perceptions toward cheating and academic self-handicapping in 572 Greek University students using an online anonymous questionnaire. Latent profile analysis (LPA) was employed to form subgroups of students based on academic dishonesty – related constructs. The results showed that academic dishonesty was higher in males and among Sciences and Economics/ICT majors, and that it was associated with students’ perceptions and a pattern of dysfunctional academic behavior. Moreover, students majoring in Science and Economics/ICT reported (...) higher levels of witnessing a peer cheating, which was positively linked to academic dishonesty. LPA revealed three groups of students with low, medium, and high academic dishonesty-related variable scores. The implications of these findings for understanding how perceptions about cheating and academic self-handicapping are linked to academic dishonesty are discussed. The study also suggests some possible interventions to prevent and reduce academic dishonesty based on the emerged student profiles. (shrink)