A Comparison of Academic Dishonesty Among Business Students in a Public and Private Catholic University

Brown, Bob S.; Choong, Peggy

doi:10.1080/10656210309484942

Cited by 59 publications

(59 citation statements)

References 14 publications

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“…The researchers used chi-square tests to analyze the data. Brown and Choong (2003) found that public school students were more likely to have someone review a paper before its submission and more likely to work with others on an individualized school project, and private school students were more likely to copy from another student's exam. Overall rates of participating in academic dishonesty were 97.5% for the public school and 95.1% for the private.…”

Section: Type Of School and Its Influencementioning

confidence: 99%

“…When Brown and Choong (2003) examined the likelihood of cheating as it related to class rank, they found that seniors were slightly more likely in the private sample while juniors were more likely in the public sample. In all, the findings were consistent with prior studies cited by Brown and Choong with results showing that little to no differences exist between public and private, religious-affiliated schools in their cheating levels and reasoning.…”

Section: Type Of School and Its Influencementioning

confidence: 99%

“…Additionally, the type of school students attend might also affect the possibility of cheating (Brown & Choong, 2003;Rettinger & Jordan, 2005;Smyth & Davis, 2003).…”

Section: Literature Summarymentioning

confidence: 99%

“…Brown and Choong (2003) compared the academic dishonesty levels among business administration majors at a state university and a private Catholic university. Based on prior literature, they posited that no differences would exist between the two groups and offered five hypotheses that there would be no differences in the following: (a) levels of participation in the cheating practices queried, (b) the types of students who were likely to participate in academic dishonesty, (c) the frequency of academic dishonesty, (d) the reported ethical levels, or (e) the reasons for academic dishonesty.…”

Section: Type Of School and Its Influencementioning

confidence: 99%

“…Based on prior literature, they posited that no differences would exist between the two groups and offered five hypotheses that there would be no differences in the following: (a) levels of participation in the cheating practices queried, (b) the types of students who were likely to participate in academic dishonesty, (c) the frequency of academic dishonesty, (d) the reported ethical levels, or (e) the reasons for academic dishonesty. Junior and senior students in various business classes at two universities completed an amended form of Brown's (1995, as cited in Brown & Choong, 2003) questionnaire that queried thoughts on and practices of academic dishonesty. The researchers used chi-square tests to analyze the data.…”

Section: Type Of School and Its Influencementioning

confidence: 99%

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Academic dishonesty in online education.

Mills¹

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for their constant encouragement to work hard and finish. To Dr. Sally Kuhlenschmidt, for her very, very early guidance and continued support, and to Dr. John Bruni, who was always happy to answer questions and offer advice, I also give thanks. Both of you did much to support and encourage me without even being on my committee, and I will always remember you both for that. A unique study design enabled examination of these ideas. In this deception study, a convenience sample of participants in face-to-face and online general education courses consented to a study on testing formats in online learning. They answered 18 items querying background information, took a 10-question reading quiz over an original topic, and answered 49 items about attitudes toward cheating and cheating behaviors. To mimic the drive for a good grade and encourage participants to do their best, the researcher offered a chance at a $400 incentive to those who scored high on the quiz. On the quiz, participants could answer only 7 of the 10 open-ended questions using the vi materials provided: to answer the others, participants had to cheat by looking up the remaining 3 on the Internet. The questionnaire's final item asked them to report if they had used outside sources on the quiz to check the accuracy of self-reported cheating.While analysis via t-tests revealed no significant differences between face-to-face and online students in their attitudes toward learning, nor did Pearson's r reveal any significant associations between online students' background variables and cheating, the study did provide a rate of accuracy of self-reported cheating. Analysis of qualitative data gave insight into undergraduates' ideas on what cheating is, how students might cheat, what causes cheating, and how educators and administrators might work to prevent academic dishonesty.

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Section: Type Of School and Its Influencementioning

confidence: 99%

Section: Type Of School and Its Influencementioning

confidence: 99%

“…Additionally, the type of school students attend might also affect the possibility of cheating (Brown & Choong, 2003;Rettinger & Jordan, 2005;Smyth & Davis, 2003).…”

Section: Literature Summarymentioning

confidence: 99%

Section: Type Of School and Its Influencementioning

confidence: 99%

Section: Type Of School and Its Influencementioning

confidence: 99%

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Academic dishonesty in online education.

Mills¹

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Comprehending the Cultural Causes of English Writing Plagiarism in Chinese Students at a Western-Style University

2017

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Academic dishonesty in higher education—a nationwide study in Taiwan

2006

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Academic dishonesty has been an important issue. However, only few researches had been done in Asian countries, especially a nationwide study. A sample of 2,068 college students throughout Taiwan was selected and surveyed on four domains of academic dishonesty, including: cheating on test, cheating on assignment, plagiarism, and falsifying documents. The major findings of this study were: (1) the prevalence rate for all types of dishonesty behaviors among college students in Taiwan was 61.72%; (2) the top five most practiced academic dishonesty behaviors in Taiwan are provided paper or assignment for another student, gave prohibited help to others on their assignment, copied others' assignments, passed answers to other students, and copied from other students; (3) students' attitudes correlated with behaviors in all four domains of academic dishonesty; (4) females reported less acceptable to and behaved less academic dishonesty behaviors than males; and (5) freshmen had more dishonest practices than other class ranks.

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A Comparison of Academic Dishonesty Among Business Students in a Public and Private Catholic University

Cited by 59 publications

References 14 publications

Academic dishonesty in online education.

Academic dishonesty in online education.

Comprehending the Cultural Causes of English Writing Plagiarism in Chinese Students at a Western-Style University

Academic dishonesty in higher education—a nationwide study in Taiwan

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