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  1. Cheating in Academic Institutions: A Decade of Research.Kenneth D. Butterfield, Linda Klebe Trevino & Donald L. McCabe - 2001 - Ethics and Behavior 11 (3):219-232.
    This article reviews 1 decade of research on cheating in academic institutions. This research demonstrates that cheating is prevalent and that some forms of cheating have increased dramatically in the last 30 years. This research also suggests that although both individual and contextual factors influence cheating, contextual factors, such as students' perceptions of peers' behavior, are the most powerful influence. In addition, an institution's academic integrity programs and policies, such as honor codes, can have a significant influence on students' behavior. (...)
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  • Cheating During the College Years: How do Business School Students Compare?Helen A. Klein, Nancy M. Levenburg, Marie McKendall & William Mothersell - 2007 - Journal of Business Ethics 72 (2):197-206.
    When it comes to cheating in higher education, business school students have often been accused of being the worst offenders; if true, this may be a contributing factor in the kinds of fraud that have plagued the business community in recent years. We examined the issue of cheating in the business school by surveying 268 students in business and other professional schools on their attitudes about, and experiences with, cheating. We found that while business school students actually cheated no more (...)
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  • Why Do College Students Cheat?Mark G. Simkin & Alexander McLeod - 2010 - Journal of Business Ethics 94 (3):441 - 453.
    More is known about the pervasiveness of college cheating than reasons why students cheat. This article reports the results of a study that applied the theory of reasoned action and partial least squares methodology to analyze the responses of 144 students to a survey on cheating behavior. Approximately 60% of the business students and 64% of the non-business students admitted to such behavior. Among cheaters, a "desire to get ahead" was the most important motivating factor - a surprising result given (...)
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  • Attitudes Toward, and Intentions to Report, Academic Cheating Among Students in Singapore.Sean K. B. See & Vivien K. G. Lim - 2001 - Ethics and Behavior 11 (3):261-274.
    In this study, we examined students' attitudes toward cheating and whether they would report instances of cheating they witnessed. Data were collected from three educational institutions in Singapore. A total of 518 students participated in the study. Findings suggest that students perceived cheating behaviors involving exam-related situations to be serious, whereas plagiarism was rated as less serious. Cheating in the form of not contributing one's fair share in a group project was also perceived as a serious form of academic misconduct, (...)
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  • The Instructional Challenges of Student Plagiarism.Erika Löfström & Pauliina Kupila - 2013 - Journal of Academic Ethics 11 (3):231-242.
    The focus of this article is university teachers’ and students’ views of plagiarism, plagiarism detection, and the use of plagiarism detection software as learning support. The data were collected from teachers and students who participated in a pilot project to test plagiarism detection software at a major university in Finland. The data were analysed through factor analysis, T-tests and inductive content analysis. Three distinct reasons for plagiarism were identified: intentional, unintentional and contextual. The teachers did not utilise plagiarism detection to (...)
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  • True Confessions?: Alumni's Retrospective Reports on Undergraduate Cheating Behaviors.Jennifer Yardley, Melanie Domenech Rodríguez, Scott C. Bates & Johnathan Nelson - 2009 - Ethics and Behavior 19 (1):1-14.
    College cheating is prevalent, with rates ranging widely from 9 to 95%. Research has been exclusively conducted with enrolled college students. This study examined the prevalence of cheating in a sample of college alumni, who risk less in disclosing academic dishonesty than current students. A total of 273 alumni reported on their prevalence and perceived severity of 19 cheating behaviors. The vast majority of participants report having engaged in some form of cheating during their undergraduate career. The most common forms (...)
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  • Why is Cheating Wrong?Mathieu Bouville - 2009 - Studies in Philosophy and Education 29 (1):67-76.
    Since cheating is obviously wrong, arguments against it need only be mentioned in passing. But the argument of unfair advantage absurdly takes education to be essentially a race of all against all; moreover, it ignores that many cases of unfair advantages are widely accepted. On the other hand, the fact that cheating can hamper learning does not mean that punishing cheating will necessarily favour learning, so that this argument does not obviously justify sanctioning cheaters.
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